Page 1

UNIT

II

— the beautiful beaches and countryside suited for vacation — the pleasant, hospitable, and happy Filipinos who are very creative in their arts — the industrious natives who make good use of natural resources contributing to a progressive livelihood

THE PHILIPPINES: A SPECIAL COUNTRY

This unit is composed of five lessons: Lesson 5 The Philippine Archipelago Lesson 6 Physical Characteristics of the Philippines Lesson 7 Directions and Maps Lesson 8 Climate of the Philippines Lesson 9 Environment and Livelihood of Filipinos

C.

Psychomotor • •

GENERAL OBJECTIVE Appreciate the value of the physical characteristics of the Philippines and the type of environment conducive to a productive livelihood of the Filipinos

Lesson 5

THE PHILIPPINE ARCHIPELAGO (8 days)

MAJOR CONCEPT The Philippines is an archipelago located in Southeast Asia

I.

SPECIFIC OBJECTIVES A.

Cognitive • • • •

B.

Affective •

18

Identify what an island is Identify the island groups in the Philippines Discuss what makes the Philippines an archipelago Tell the economic benefits of being an archipelago

Prove one’s pride of the country by telling everyone that he/she is from the Philippines and by giving important information about the country such as — the benefits we gain being an archipelago

Write the direction, shape and location of islands that make up the Philippine archipelago. Draw the Philippine archipelago and the big and small islands according to location, direction and size

II. TOPICS The Philippines is an Archipelago, page 72; Island Groups in the Philippines, page 73; Philippine Archipelago: Benefits to Filipinos, page 74

III. MATERIALS Textbook, Filipinism CD-ROM 3, map, globe, list of measurement and size of islands in the Philippines, pictures

IV. METHODS A.

Preparation 1. Show to the class the Philippine map drawn on a big chart or shown on a big poster. 2. Relate the map of the Philippines to its being an archipelago. 3. Show a globe and ask the pupils to identify each country located near the Philippines. 4. Compare the Philippines with other countries of the world according to its size, location, and direction. 5. Assign your pupils to run Filipinism CD-ROM 3 on their home computers. Tell them to view the slide show on the advantages and disadvantages of being an archipelago. The same activity may be accessed at i-learn.vibalpublishing.com.


B.

Development of the Lesson 1. Group the class into three. a. Group I will identify Luzon and its islands. List down the islands from the biggest to the smallest. b. Group II will identify the Visayas and its islands. List down the islands from the biggest to the smallest. c. Group III will identify the islands in Mindanao. Make the group list the islands from the biggest to the smallest in area. 2. Let each group research and discuss some issues and national problems regarding the scattered Philippine islands. Example: claiming of some islands by other countries and foreign fishermen who enter the country’s territorial waters 3. Ask each group to discuss the advantages and the disadvantages of being an archipelago 4. Ask each group to write important information about the Philippines as an archipelago and have a short report about it. 5. Let each group explain why a port is important in the economy of our country. Give examples.

C.

Application of Skills 1. Guide the pupils in locating the different islands comprising the Philippines. Describe their locations, sizes, and forms. 2. Guide the pupils in completing the table below. Check whether the following places are islands. Give a brief description of each. Place

1. Tacloban 2. Laguna 3. Mindoro

Answer

4. Basilan 5. Albay 6. Bohol 7. Davao 8. Luzon 9. Cotabato 10. Panay

3. Facilitate the group activity presentation in Things I Can Do on pages 78-79. 4. Guide the pupils in viewing the slide show on the Filipinism CD-ROM 3. See Things I Can Learn on My Computer on page 79.

V.

EVALUATION 1. Explain the ideas in Things to Remember on page 76. 2. Let the pupils answer Things I Learned and Things I Will Do on pages 76-78. 3. Let the pupils do Things I Can Do on pages 78-79. 4. Assign as homework the interactive quiz in the Filipinism CDROM 3 about the advantages and disadvantages of the Philippines being an archipelago. The same quiz can be accessed at i-learn. vibalpublishing.com.

Description

ANSWERS TO THE EXERCISES IN LESSON 5 Ë›

Check Yourself, page 73 1. An archipelago is a group of islands surrounded by water. 2. The Philippines is an archipelago because it is composed of group of islands surrounded by water.

19


VI. ENRICHMENT ACTIVITY

˛

3.

They are Luzon, Mindanao, Samar, Negros, Palawan, Panay, Mindoro, Leyte, Cebu, Bohol.

4.

They are Luzon, Visayas, and Mindanao.

Good source of food; fishing Industry is a major source of income; natural beauty of the country’s beaches help the tourism industry

2.

The tourism industry, local manufacturing industries such as handicrafts, and the service sector, are three of the industries that benefit from the country’s natural beauty.

3.

Ports are used to ship products to provinces and other countries. Many Filipinos find jobs in these ports.

Things I Learned, pages 76-77 A.

B.

1.

Mindanao

6. Luzon

2.

Indonesia

7. port

3.

equator

8. Samar

4.

archipelago

9. South China Sea

5.

Pacific Ocean

1.

b

3. b

2.

d

4. c

Southeast

9. True

C. 1.

˛

True

10. Luzon

3.

hot

11. True

4.

True

12. True

5.

True

13. Indonesia

6.

True

14. True

7.

True

15. True

8.

Luzon

II – Tourism

III – Security

B. Each group will make a research on their assigned task and discuss among themselves. Then prepare a group report.

Lesson 6

PHYSICAL CHARACTERISTICS OF THE PHILIPPINES (10 days)

MAJOR CONCEPT Different landforms and bodies of water can be found in the Philippines

I.

SPECIFIC OBJECTIVES A.

Cognitive •

10. island

2.

• •

B.

C.

Identify the different landforms and bodies of water in the country State the benefits derived from the landforms and bodies of water Compare and contrast the landforms and bodies of water

Affective •

Be proud of the landforms and bodies of water that make the Philippines beautiful Appreciate the benefits from the resources found in the different landforms and bodies of water

Psychomotor •

Things I Will Do, page 78 Answers may vary.

20

I – Economic

Check Yourself, page 75 1.

˛

A. Group the class into three. Let each group discuss the advantages of being an archipelago based on the following aspects:

Construct on the sand table a simple replica of some landforms found in the Philippines Draw common benefits we get from the resources found in the different landforms and bodies of water


Put up a mini forest in the school background or garden

Present on TV box pictures/drawings of different landforms and bodies of water

II. TOPICS

4. Group the class into two. Have a contest where the groups will compete with one another by giving the most number of famous landforms and bodies of water in the Philippines. They will write their answers by making a chart like the one shown below. Use the textbook as guide. Landforms

Landforms in the Philippines, pages 81-86; Bodies of Water in the Philippines, pages 87-91

Bodies of Water

III. MATERIALS Basic text, pictures, posters, sand tables, magazines & clippings related to the lesson; TV box; accordion showing collection of pictures

IV. METHODS A.

Preparation 1. Ask the pupils to read the words written in flashcards like ocean, river, lake, valley, and plateau.

5. Ask the pupils to enumerate the projects of the government on the environment. 6. Ask the pupils to make a sworn statement to protect the government properly.

2. Let them group the flashcards into landforms and bodies of water.

A PROMISE TO PROTECT THE GOVERNMENT I promise to ________________________________________ the environment.

3. Let the pupils hear the song, “Kapaligiran”. Ask them to sing it too, if they are familiar with the song. 4. Ask the pupils what is the message of the song.

B.

Development of the Lesson 1. Introduce the different landforms and bodies of water with the help of a sand table and pictures. 2. Ask the pupils to describe one by one the landforms and bodies of water. 3. Guide the pupils in using symbols in the map in identifying landforms and bodies of water.

7. Ask the pupils to complete the checklist. Put a (✓) on the appropriate column where the following garbage should be disposed of. Type of Garbage

Biodegradable

Recyclable

Disposable

1. Paper 2. Styrofoam 3. Animal waste

21


C.

4. Soiled diapers

1. Locate on the Philippine map the provinces where famous landforms and bodies of water can be found. 2. Study the landforms and bodies of water of the Philippines with wikimapia.org. Satellite views are just as easy as a point and click affair. Locate the Philippines on the map then point and click at your own province, city, or town. Ask your pupils to describe landforms as well as bodies of water. 3. Ask the pupils to report on the importance of landforms and bodies of water of a country. 3. Group the class into four. Each group will draw a landform or body of water which they think has the biggest contribution to the livelihood of the Filipinos. Then each group will explain why they have chosen it. 4. Follow each explanation with additional information and discussion. Encourage the pupils to participate in the group discussion. 5. After all groups have reported, consolidate the highlights of each group report and get ready for the “Challenge and Response” game. 6. Group I and II will form Team A and Group III and IV will form Team B. 7. Prepare questions based on group reports. Mark with a star the team who comes first to answer correctly. Team members must cooperate in giving the correct answer to win a star. The team who has the most stars is the winner. 8. Give the pupils enough time to prepare for this game. They must review the lessons about landforms and bodies of water. 9. Facilitate the activities prescribed in Things I Can Do on page 95.

5. Fruit and vegetable peelings 6. Metal and bottles 7. Plastic container 8. Spoiled food 9. Cloth and rags 10. Ceramics

8. Study the map of the Philippines. Identify the bodies of water found in the Philippines. 9. Compare and contrast the different bodies of water found in the Philippines on pages 87-91. Give examples of each type of body of water. 10.

Divide the class into four — A, B, C and D — and choose a leader. a. Prepare flashcards of the different bodies of water. Number the cards. b. The leader of each group will draw lots for two numbers. Each number corresponds to the number of the flashcard. c.

Each group will work cooperatively in drawing the body of water drawn by the leader. Members of the group may discuss about the characteristics of this body of water and tell a story about it for reporting purposes.

d. Have the group display their drawing. The leader may summarize the group story and tell it in class. (One group after the other). e. 22

Give the group enough time for this activity.

Application of Skills

V.

EVALUATION 1. Explain the ideas in Things to Remember on page 92. 2. Let the pupils answer Things I Learned on pages 92-93.


ANSWERS TO THE EXERCISES IN LESSON 5 ˛

˛

˛

˛

C. 1.

Check Yourself, page 82 1. A plain is flat and wide landform; a valley is a lowland plain surrounded by elevated landform; a plateau is an elevated flat land. 2. Benefits derived from plains are: — a plain has fertile soil and good for planting different crops; — a plain is also good for livestock raising. Check Yourself, page 83 1. A peninsula is an area of land almost surrounded by water. 2. There are three peninsulas in the country — Bicol, Bataan, and Zamboanga. 4. Fishing industry is a form of livelihood found in peninsulas.

2. 3. 4. 5. ˛

Things I Will Do, page 94 A. Answers may vary. Although the best answer could be the following.

Check Yourself, page 85 1. A mountain is an elevated landform higher than a hill. 2 Active volcanoes are Mayon, Hibok-Hibok, Taal, Mt. Pinatubo.

1.

Check Yourself, page 86 1. Mountain ranges in the Philippines are — Cordillera, Caraballo, Sierra Madre, Kitanglad, and Malindang. 2. The Sierra Madre is a mountain range that starts from Cape Engaño in north-eastern Cagayan down to the Eastern part of Laguna de Bay. It is the largest range in the Philippines. 3. Kitanglad and Malindang mountain ranges are found in Mindanao.

4.

˛

Check Yourself, page 91 1. Bodies of water with fresh waters are: lakes, rivers, creeks, springs, brooks, streams 2. Bays are a great help in transportation and trade. Ports are constructed in bays where ships load and unload passengers and cargoes.

˛

Things I Learned, pages 92-93 A. Encircle 1, 2, and 3 B.

1. 2. 3.

d d b

4. 5.

d c

Bays help in transportation and trade. Ports are constructed here where ships load and unload passengers and cargoes. Fishermen depend on bays for their livelihood. It is the largest plain in the Philippines and has abundant supply of palay harvested yearly. Many of the natural resources of the country come from the different landforms of the Philippines. The different bodies of water are good source of fishing industry. Different types of plants and animals and lots of forests are found in different mountains.

2. 3. 5.

✓ ✓ ✗ ✓ ✗

6. 7. 8. 9. 10.

✗ ✗ ✗ ✓ ✓

VI. ENRICHMENT ACTIVITY Show the pupils pictures of different landforms and bodies of water in the Philippines. Let them place the pictures in appropriate columns where they belong to (landforms and bodies of water). Use the chart below as your guide. Example: Landforms

Bodies of Water

picture of Banaue Rice Terraces

picture of Hinulugang Taktak

23


Lesson 7

DIRECTIONS AND MAPS (8 days)

MAJOR CONCEPT Maps and directions are important in describing a country and in locating a thing or a place.

I.

SPECIFIC OBJECTIVES A.

B.

IV. METHODS A.

Preparation

Cognitive

1. Ask the pupils to compare the globe and the map. 2. Guide them in analyzing the symbols found in the legend map on pages 103-105.

Enumerate the different types of maps Identify the information given in a certain type of map Identify the primary and secondary directions Identify the location and size of the largest islands of the Philippines and the big and small islands that comprise the Philippines

Affective

Appreciate the importance of map and compass in describing and locating a place Give the importance of knowing the primary and secondary directions

3. Explain the importance of symbols in the map. 4. Show a compass to the class. You may show a picture of the compass if you don’t have one. Ask what is the use of the compass.

B.

Development of the Lesson 1. Ask the pupils to open the book on page 101. Find out in the legend the symbols representing the different landforms and bodies of water. Find out also the place and the direction where they are found.

Psychomotor

Example:

• • • •

1. Mayon Volcano is in the primary direction.

Use symbols and legends in the map in locating places Research the different types of maps Give the right direction of a thing or a place Construct an outline of a community map using a legend to find out the land forms and bodies of water contained in the map Use primary and secondary directions in locating a place

II. TOPICS Primary Directions, page 97; Secondary Directions, page 97; Using Primary and Secondary Directions, page 98; Location of Islands in the Philippines, page 99; Types of Map, page 100 24

Basic text, different types of maps, globe, compass, sand table, pictures, flashcards

• • • •

C.

III. MATERIALS

2. Cagayan Valley is in the secondary direction. 2. Find out the different types of map on pages 101-106. Study these maps. 3. Divide the class into six groups. Each group will be assigned a map for further research. Consider the following for group report: a. Importance of the map b. Information that the map gives c.

Give proofs that the map and compass could help in locating a place


4. All groups may consult the textbook for the assigned type of map they will study

6. Fill in the chart with the information being asked for. Put a (✓) on the column if the place being identified is in the primary or secondary direction. Locate the provinces in the map of the Philippines

a. Group 1 — physical map on page 101 b. Group 2 — political map on page 102 c.

Province

Group 3 — economic map on page 103

d. Group 4 — climate map on page 104 e.

Group 5 — ethnic map on page 105

f.

Group 6 — road map on page 106

Secondary Direction

1. South Cotabato 2. Western Batangas 3. Southeastern Luzon

5. Conduct an open forum after each group presentation with their respective leader as moderator.

C.

Primary Direction

4. Northwestern Mindanao

Application of Skills

5. Northern Bicol

1. Review the presentation of the different types of maps.

6. Eastern Panay

2. Ask them what they can see in each type of map.

7. Southwestern Mindoro

3. Let them describe the physical features of the Philippines with the help of map symbols.

8. Southern Rizal 9. Eastern Visayas

4. Ask the pupils what kind of map is suitable for each of the following:

10. Northern Luzon

a. borders of Palawan b. islands comprising Palawan c.

7. Guide the pupils in doing the activities listed in Things I Can Do on pages 112-113 and in Things I Can Learn on My Computer items 1-3 on page 113.

livelihood or industries in Palawan

d. ethnic groups in Palawan 5. Relate the following situation to the class. Ask what they will do in such a situation. You meet an old man. He has a map and a compass and tells you that he wants to go to Mt. Banahaw. Explain how the map and the compass can help him in finding the places he wishes to go to.

V.

EVALUATION 1. 2. 3. 4.

Explain the ideas in Things to Remember on page 108. Let the pupils answer Things I Learned on pages 108-110. Guide the pupils in doing Things I Can Do on pages 112-113. Give a quiz to the pupils using the Filipinism CD-ROM. See Things I Can Learn on My Computer on page 113. 25


ANSWERS TO THE EXERCISES IN LESSON 7 ˛

Check Yourself, page 97 1. Primary directions are north, south, east, and west. 2. Compass rose is used to identify directions. 3. Secondary directions are northeast, northwest, southeast and southwest.

˛

Check Yourself, page 100 1. A physical map shows the different landform and bodies of water in a country. 2. It also contains a compass rose to indicate the primary and secondary directions, the different symbols to represent one type of land form or body of water.

˛

Check Yourself, page 103 An economic map determines the different industries of the people and products of a place.

˛

Check Yourself, page 104 A climate map is important to a farmer to guide them for planting and to a traveler to know the type of weather that is good for travelling through land, water and air.

˛

Check Yourself, page 105 Answers may vary.

˛

Check Yourself, page 107 1. A map is a tool of learning that helps a user locate things or places. 2. Physical, political, economic, climate, ethnic, and road maps. 3. Maps give information about the type of map you are studying. 4. Answers may vary.

˛

Things I Learned, pages 108-110 A. 1. PL 2. PM 3. ET B.

26

1. 2. 3.

4. 5.

landforms and bodies of water True True

RM EM

4. 5. 6. 7. 8. 9. 10. 11. 12. C. 1. 2. 3. 4.

products and mineral resources True True True reference point north True political map True d 5. b c 6. c a 7. b a

D.

e a b

1. 2. 3.

4. 5.

f d

˛

Things I Will Do, page 111 A. Answers may vary. B. 1. Consult or study a physical map 2. A physical map is used to identify the different landforms and bodies of water using the legend. 3. Study the different types of map and find out the specific type of map you will need to know about a certain place

˛

Things I Can Do, pages 112- 113 C. 1. Cagayan River 2. Cordillera 3. Baguio City 4. Central Plain of Luzon 5. Mayon Volcano

6. 7. 8. 9. 10.

Taal Lake Chocolate Hills Panay River Zamboanga Peninsula Mount Apo

VI. ENRICHMENT ACTIVITY 1. Ask the pupils to cut out different pictures or draw some bodies of water and landforms that can be found in the Philippines. 2. Ask the pupils in what provinces these landforms and bodies of water can be found.


Lesson 8

THE CLIMATE OF THE PHILIPPINES (14 days)

MAJOR CONCEPT There are two types of season being experienced in the Philippines — dry season and rainy season.

I.

SPECIFIC OBJECTIVES A.

Cognitive • • • • • • • •

B.

Affective • • •

C.

Tell the different types of climate in the Philippines Tell the factors that affect the climate Identify what a typhoon is and the directions of typhoons in the Philippines State the effects of typhoons on a community Relate how climate affects the livelihood of the people Compare the climate in different parts of the country using the climate map Explain the cause of differences and similarities of the climate in different parts of the country State the different livelihood of the people suited to the climate of their place

Appreciate the good climate in our country Be proud of the good climate of the Philippines Thank God for giving us a kind of climate that is suited to the livelihood of the people

II. TOPICS Climate and Weather, page 115; The Climate Map of the Philippines, page 116

III. MATERIALS Textbook, climate map, graph, pictures, or illustrations related to the lesson, pamphlets from PAGASA, weather report from newspapers, record players, calendar

IV. METHODS A. Preparation 1. Introduce the lesson by using guided imagery. Ask the pupils to close their eyes. Tell them to imagine that they are inside a big house. Suddenly, they will hear the loud noise of the heavy rains and thunderstorms (these are recorded). 2. Ask them to discuss what was done in guided imagery. 3. Ask the pupils to discuss what they experience during hot season and rainy season.

B.

Development of the Lesson 1. Explain the meaning of the words climate and weather. 2. Describe the different weather conditions in the Philippines. 3. Group the class into three. Ask them to discuss the following topics by means of reporting. After reporting, each group will write the summary of their report in a manila paper. a. Typhoons in the country — find this out on page 118

Psychomotor

b. Factors affecting climate — page 117

c.

• •

Use the climate map in describing the climate in the Philippines Collect pictures showing the different types of climate in the Philippines Draw and color the different clothes worn by Filipinos during rainy season and dry season

Different weather conditions in the Philippines — page 115

4. Compare the climate in different parts of the country with the help of a climate map on page 116. 5. Explain the cause of differences and similarities of the climate in different parts of the country. 27


10.

6. Ask the pupils to fill in the following chart. a. Clothes Worn During Dry Season

Make a research on the comparison of climate in the Philippines with the climate of other countries.

Clothes Worn During Rainy Season

COMPARISON OF CLIMATE Philippines

b.

Climate

Place

11.

Write a prayer thanking God for giving a good climate to our country.

12.

Facilitate the class in doing the activities presented in Things I Can Do on page 121.

Occupation

C.

Country of _____________

Application of Skills 1. Ask the pupils to locate in the climate map provinces that experience different types of climate. 2. Ask them to locate in the climate map of the Philippines places which are frequently visited by typhoons and experience rainy season the whole year. 3. Ask them to cut out different weather conditions from newspapers and write down those broadcast in radio and television.

7. Discuss the importance of a good climate. 8. Give an explanation why we should be proud of having good climate in the Philippines. 9. Give importance to the blessing given by God in a climate that is helpful to the livelihood of the people. 28

V.

EVALUATION 1. Explain the ideas in Things to Remember on page 119. 2. Let the pupils answer Things I Learned on page 119.


ANSWERS TO THE EXERCISES IN LESSON 7 ˛

Check Yourself , page 118 1.

Climate is the average condition of the atmosphere of a certain place over a long period of time while weather is the temporary condition of the atmosphere over a short period of time.

2.

A climate map gives information about the climate of the different parts of the country.

3.

˛

˛

Lesson 9 MAJOR CONCEPT

Livelihood in the Philippines depends upon its kind of environment and climate.

I.

SPECIFIC OBJECTIVES A.

location

b.

temperature

c.

elevations

COGNITIVE • •

Factors that affect the climate of a certain place are: a.

B.

Things I Learned, page 119 1.

cool

6.

higher

2.

T

7.

T

3.

T

8.

T

4.

dry season

9.

T

5.

T

10.

T

ENVIRONMENT AND LIVELIHOOD OF FILIPINOS (14 days)

Affective •

C.

Know the primary livelihood of the Filipinos Relate these livelihood of the Filipinos to the physical features of the country Understand the relationship of climate to the livelihood of the people Tell that any kind of work with dignity is a thing to be proud of

Psychomotor • •

List down the different livelihood of the Filipinos and the community where they can be found Use pictures and posters that have something to do with the lesson

II. TOPICS

Things I Will Do, page 120 1.

d

4.

c

2.

d

5.

b

3.

c

Man in His Environment, pages 123-128; How People Adapt to their Environment, pages 129-130; Care for the Environment, pages 131-132; Things Harmful to the Environment, pages 133-134

III. MATERIALS VI. ENRICHMENT ACTIVITIES 1. Guide the pupils in making an acrostic from the word CLIMATE. 2. Let the pupils draw the proper clothing for the rainy and dry season. 3. Let the pupils make a list of benefits we can get for having a good climate.

Textbook, pictures related to the lesson, graph, poster, newspaper, economic map

IV. METHODS A.

PREPARATION Show different pictures depicting the livelihood in the community like fishing, farming, logging, mining, and home industry 29


B.

Development of the Lesson 1. Ask the pupils to enumerate the different livelihood of the Filipinos according to the physical features of the place where they live in 2. Explain the relationship between the kind of occupation of the people and the kind of environment 3. Explain how people adjust themselves and adapt their way of living to the kind of environment they have 4. Ask the pupils the kind of resources needed for their livelihood 5. Group the class into four. Assign each group to list down the livelihood of people living in places written in the chart.

Central Luzon

South Cotabato

Palawan

Benguet

10.

Conduct a debate or confrontation about the topic, “Is it right for a man to choose the kind of job he likes?�

11.

Ask the pupils to do the checklist. Check the column that says that the statement is right or wrong. Statement

Right

1. The Philippines has abundant bodies of water. 2. The Lingayen Gulf can be found in Isabela. 3. The physical features of a place is important to the livelihood of the community. 4. The Philippines is an agricultural country. 5. The mineral resources of the country can be found on top of the mountains. 6. The forests of the country should be neglected. 7. No typhoon passes Batanes province even once. 8. The house of the Ifugaos have plenty of windows. 9. Farm lands need to use organic fertilizer or compost.

6. Ask the pupils the kind of livelihood they know in the National Capital Region (NCR) or in their own town or city. Ask them to compare it to those living in the provinces. 7. Ask the pupils why they can say that work is a dignified one. 8. Discuss the kinds of occupation that we can be proud of 9. Schedule an interview with different people who help in the community like the professionals and non-professionals. Ask the pupils to report on the following: a. education d. monthly salary b. housing e. benefits enjoyed c. livelihood f. problems 30

10. Landforms and bodies of water of the country can be considered rich natural resources.

C.

Application of Skills 1. Ask the pupils to look for the following on the map: a. Provinces with many farm lands b. Communities near the river or sea c.

Communities in the forest

d. Communities on the mountains e.

Places where there are different home industries

Wrong


2. Describe the type of livelihood these people have in these communities for a living 3. Explain the importance of wise use and proper care of our natural resources 4. Ask the pupils on how can Filipinos help preserve the environment. 5. Ask the pupils to do the activities listed in Things I Can Do on page 141.

V.

˛

Check Yourself, page 128 1.

The service sector refers to the businesses that provide service to the people.

2.

The service sector is found in the urban areas while agriculture, fishing, or mining sectors are found in the rural areas.

3.

The service sector caters mostly to the modern type of living of people who do business in the country. Some of these establishments are malls, entertainment centers, medical centers, and beauty centers.

EVALUATION 1. Explain the ideas in Things to Remember on page 135. 2. Let the pupils answer Things I Learned on pages 135-137 and Things I Will Do on page 140. 3. Let the pupils answer Summary questions on pages 142-143.

˛

˛

ANSWERS TO THE EXERCISES IN LESSON 8 ˛

˛

Check Yourself, page 124 1. The way of life of people is closely related to the physical environment of their community. It is the environment which is a source of raw materials they need. 2. Farming 3. To be able to earn more from their farm products 4. Farmers use organic fertilizers and inter-cropping method. They need modern and scientific way of farming to produce more crops. Check Yourself, page 127 1. Fish and marine animals are caught in different bodies of water and are sold in local and international markets which is a source of income of fishermen. 2. Forests are sources of food, medicine, and logs in the country. From these, different industries are formed wherein Filipinos rely for their livelihood. 3. A reforestation program will help in conserving forests. This should be imposed by the government.

˛

Check Yourself, page 130 1.

Sweaters, jackets ,and clothes made of thick fabrics are usually worn by people during the cold season.

2.

People living in the lowlands like Metro Manila use cotton as fabric for their clothes.

Check Yourself, page 132 1.

Use organic fertilizers; segregate garbage

2.

Answers may vary.

Things I Learned, pages 135-139 A.

B.

C.

1.

a/b

4.

d

2.

a

5.

b

3.

c

1.

Right

6.

Right

2.

Wrong

7.

Right

3.

Right

8.

Right

4.

Wrong

9.

Right

5.

Right

10.

Wrong

1.

FS

6.

FR

2.

FR

7.

OL

3.

M

8.

FS

4.

OL/FR

9.

5.

M

10.

L, FR, FS FR

31


D.

1.

a.

They use fertilizers

b.

They use modern and scientific ways of farming

4.

People need to cooperate in boosting community projects; they need to volunteer in helping victims of calamities and participate in the bayanihan way constructing health centers and fixing school buildings a.

Use natural resources intelligently

b.

Avoid harmful practices in their environment

2.

Houses made of stone are built in areas frequently hit by typhoon

5.

3.

Samals live along the coast of Sulu. Fishing and diving for pearls are their means of livelihood.

6.

It is the source of the people’s main livelihood

7.

Answers may vary.

4.

5. ˛

They use inter-cropping method

Farmers plant varied crops in areas that receive enough rainfall and sunlight. Filipinos living in areas with cool climate wear thick clothing. They use light clothing materials during summer. Use organic fertilizer. Spray pesticides extracted from leaves of neem tree. Intelligent use of natural resources.

8. 9.

Things I Will Do, page 140 Answers may vary.

˛

Things I Can Do, page 141 Answers may vary.

˛

Summary, pages 142-143 B.

1.

Filipinos should be proud of our beautiful scenic and beauty spots and historical places

2.

a.

Tourists are encouraged to visit our beautiful and historical places

b.

Filipinos will earn more in places frequently visited by tourists

1.

The different bodies of water are important sources of income of the Filipinos. Fish and other marine animals caught in these bodies of water are sold in local and international markets.

3.

32

2.

Divers dive for pearls which is also a source of income and seashells are made into handicrafts.

3.

Bodies of water are also used as means of transportation where people can also trade in nearby towns and provinces.

10.

a.

Participating in the community’s Clean and Green Project

b.

Keeping one’s surroundings clean

a.

Knowing the correct direction of places people love to go in the community

b.

Locating the address of houses in community and places of interest around the community like churches, parks, market, school and hospital

Have contest in poster-making for healthful outcome of clean environment Example: 1. Cleaning breeding places of mosquitoes will avoid dengue fever 2. Proper disposal of garbage will avoid pollution

VI. ENRICHMENT ACTIVITIES Make a generalization about the concepts learned in this lesson. 1. Means of livelihood can be most productive if they are adapted to the physical environment and where raw materials can be obtained from their material resources. 2. A climate map is important for farmers in planning for a planting season of different crops. 3. Maps and directions will get you to a place sooner than without them


UNIT TEST I.

DECISION-MAKING Answer each number with Right or Wrong. Use as guide the underlined words or group of words. ________ 1. Big islands surround the Philippines. ________ 2. The Philippines can be reached by aircraft and sea vessels. ________ 3. Taiwan is found south of the Philippines. ________ 4. There are different sizes and shapes that characterize the islands of the Philippines. ________ 5. Y’ami is the southernmost island of the country. ________ 6. Panay island is divided into five provinces. ________ 7. Lanao del Norte is part of Mindanao. ________ 8. There are advantages and disadvantages to the Philippines being an archipelago. ________ 9. Diwata is the longest mountain range of the Philippines. ________ 10. The climate of the Philippines, Indonesia, and Thailand is similar.

II. MULTIPLE CHOICE Choose and encircle the letter that will complete the sentence. 1. An example of an underground river is the ___________. a. Chico c. St. Paul b. Rio Grande d. Marikina 2. If you are in Lanao del Norte, Bohol is in _________. a. north c. east b. south d. west 3. The Bicol Region is an example of a ________. a. island c. valley b. peninsula d. plain land

4. The temporary condition of the atmosphere in a particular time is called ___________. a. temperature c. weather b. climate d. spring 5. The symbol ( ) represents a ___________. a. mountain c. mountain range b. volcano d. hill 6. Reading the contents of the map is made easy by looking for the ___________. a. markers c. boundary b. scale d. island 7. The numerous islands in the Philippines prove it is an ________. a. country c. region b. continent d. archipelago 8. We can see on the ethnic map of the Philippines the place where we can find the _________. a. Chinese c. Indian b. American d. Warays 9. Pictures of fish, sugar, animals and logs are symbols found in the ___________ map. a. physical c. climate b. economic d. political 10. The Guimaras Strait separates the islands of ___________. a. Negros and Panay c. Leyte and Samar b. Cebu and Bohol d. Sulu and Basilan 11. The highest mountain in the Philippines is found in _______ ____. a. Mindanao c. Samar b. Luzon d. Palawan 12. Among the islands of Samar, Palawan, Bohol and Panay, the smallest is ___________. a. Panay c. Samar b. Bohol d. Palawan 33


13.

14.

The usual path of typhoons is the province of _______. a. Aurora

c.

b. Zamboanga del Norte

d. Sulu

Pampanga

Travelers on land will make good use of a ___________. a. ethnic map

c.

road map

b. physical map

d. vlimate map

III. GROUPING Examine the list in each number. Put an ✗ to the one that should not be included and write in the blank how the rest are related to each other. 1. north, west, climate, east _______. 2. farming, fishing, mining, laborer _______. 3. gulf, valley, plateau, peninsula _______. 4. bronze, nickel, lime, iron ________. 5. doctor, architect, carpenter, engineer _______. 6. intercropping, logging, multicropping ________. 7. weaving mat, making shoes, teaching, cooking rice cakes ________. 8. sunshine, frequent rains, topography, occupation ________. 9. 10.

plain, lake, strait, bay _______. Samar, Bulacan, Cebu, Catanduanes ________.

IV. EXPLANATION Explain the following topics in three or more sentences. 1. There is wealth in garbage or things that we throw away. 2. Care for the environment is care for one’s self. 3. A clean surroundings is a healthful place to live in. 4. A climate map is also a helpful guide for one’s occupation. 5. Cottage industry is a profitable means of livelihood for families where most members stay at home. 34

V.

ENUMERATION Listed below are the different landforms and bodies of water found in the Philippines. Write at least three words to describe the features and characteristics of each item. T 6. lake 1. volcano • freshwater • active • green • spews lava • deep • erupts 7. river • dormant • flowing • elevated/tall • freshwater 2. mountain • underground • elevated • fishing • forested • currents • green 8. waterfall • denuded • steep 3. plateau • elevated • tall • freshwater • plain • hydroelectric • elevated 9. bay • cool climate • extension 4. plain • shallower • flat • narrower • wide • salty • fertile • harbor • farming 10. valley 5. sea • lowland • salty • plain • vast • vast • deep • ricefields • fishing • farmlands • strong waves


VI. IDENTIFICATION Listed below are the different things that relate to the different livelihood of Filipinos. Identify which livelihood each group is related to.

II.

c

6. a

11. a

2.

a

7. d

12. b

1. galunggong, tulingan, sapsap, blue marlin

3.

b

8. d

13. a

2. gold, chromite, nickel, silver

4.

c

9. b

14. c

3. coconut, banana, fertile soil

5.

c

10. a

4. wood, paper, forests 5. moviehouses, restaurants, videoke bar, beauty center

III. Grouping

6. organic fertilizer, pesticide, plantation 7. Sarangani Bay, Leyte Gulf, Laguna de Bay, Sulu Sea 8. dried fish, fish sauce, smoked fish 9. marle, cement, carbon, guano 10.

buildings, malls, business establishments

VII. ESSAY In one to two paragraphs, let the students write a simple description of their community based on the following: b. bodies of water near their community c.

1.

climate; primary direction

2.

laborer; occupation

3.

gulf; land forms

4.

lime; metallic mineral

5.

carpenter; professionals

6.

logging; farming practices

7.

teaching; home industries

8.

occupation; factors affecting the climate

9.

plain; bodies of water

10.

a. type of landforms they live in

Answers may vary depending on the pupils’ answers.

type of climate they experience the whole year

ANSWERS TO THE UNIT TEST

Bulacan; islands

IV. Explanaton

V.

I.

Multiple Choice 1.

Enumeration Answers already indicated in page 34.

VI. Identification

Decision Making 1.

Wrong

6.

Wrong

1.

fishing

6.

farming

2.

Right

7.

Right

2.

mining

7.

fishing

3.

Wrong

8.

Right

3.

farming

8.

fishing

4.

Right

9.

Wrong

4.

logging

9.

mining

Right

5.

service sector

5.

Wrong

10.

10.

service sector

35

2009-09-14-13.25.34  

2009-09-14-13.25.34.pdf