Nan Komedselan si Takho Maikap-at ay Grado...Nan Komedselan si Takho Maikap-at ay Grado TEACHERS'...

Nan Komedselan si Takho Maikap-at ay Grado

Nan Komedselan si Takho Maikap-at ay Grado

TEACHERS' MANUAL

for the

The Fourth of a Graded Series of Health Books for use in Elementary Schools

Co-authors: Dr. Keith Benn Mr William Faculo Mrs. Eliza Babaran

SUMMER INSTITUTE OF LINGUISTICS in cooperation with

The Commission on Philippine Languages and

The Department of Education, Culture and Sports Publishers

1993

Additional copies of this publication are available from:

Summer Institute of Linguistics Book Depository

3711 Bagabag Nueva Vizcaya

Acknowledgement is given to Darwin Bayani for the artwork on page 7, and to Murray Dickson, author of "Where there is

No Dentist" for the illustrations on page 9.

Teachers' Manual for Central Bontoc Health Book for Grade 4

02.67-0193-1.2C 67.120P-935002B

ISBN 971-18-0218-x

Printed in the Philippines

REPUBLMA NG PIWINAS REPUBLIC OF THE PHILIPPINES

KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS DEPARTMENT OF EDUCATION, CULTURE AND SPORTS

UL Complex, Meralco Avenue Pasig, Metro Manila

TANGGAPAN NG KALlHlM (OFFICE OF THE SECRETARY)

PAUNANG SALITA

Ang rnga isla, kagubatan at rnga kabundukan ng ating bansa ay tahanan ng iba't-ibang pamayanang kultural na ang bawat isa ay may sariling wika at kaugalian. Ang ating kultura ay mahalagang piraso ng isang magandang mosaik - iyan ang bansang Pilipinas.

Ang ating bansa ay mayroong utang na loob sa pamayanang kultural. Maraming panahon na ang nagdaan na ang kaugalian, wika at magandang layunin ay nakatulong sa ikauunlad ng ating makabansang pagkamamamayan. Maipagmamalaki natin ang ating pamanang Pilipino habang nagkakaroon tayo ng malawak na pang-unawa sa rnga kulturang ito .

Sa rnga kadahilanang ito, kinakailangang mapangalagaan ang rnga wika at kinaugaliang pamayanang kultural ng Pilipino. Ang aklat na ito, na nasa wika ng pamayanang kultural ay may layuning tumulong sa pangangalaga nito. Ito ay ginawa para mapaghusay ang kakayahan sa pagbasa at pag-unawa, at para palawakin pa ang kaalaman sa pamamagitan ng pagbasa sa sariling wika Ang paraang ito ng pag-aaral sa pamamagitan ng paggamit ng unang wika ay makapagpapaangat sa sariling wika at ang pagbabasa nito ay isang kapaki-pakinabang na karanasan.

Dahil dito, labis ang pasasalamat ng sambayanang Pilipino sa Summer Institute of Linguistics (SIL) dahil sa kanilang pagsusumigasig na mapanatili at mapalaganap ang kulturang Pilipino sa pamamagitan ng babasahing ito.

Ikinararangal, kung gayon, ng Kagawaran ng Edukasyon, Kultura at Isports na ipakilala ang aklat na ito, ang pinakabagong edisyon, para mapaunlad ang karunungang bumasa't sumulat sa pamayanang kultural. Sa pagtulong sa rnga kumunidad na ito, ang kabutihan ng buong bansa ay natutulungan.

Kalihim Disyembre 15, 1992

Republic of the PhUipplnes Depomnt of Heotth

OFFICE Of THE SECRETARY

SANUZAROOOklRXlND R I W AVENUE. BTA CRUZ klANl& PHKIPPINES EL NO. 71 1-

PAUNANG SALITA

Mula pa noong unang panahon ang ating bansa ay mayaman na sa minanang pamayanang kultural. Ang mga kulturang ito ay itinatangi at mahalagang bahagi ng samahang Filipino.

Kaya sa panahong ito ng mabilis na pag-unlad panlipunan at pangkabuhayan ng ating bansa, ang pagtangap ng pag-unlad ng pamayanang kultural ay napakahalaga.

Ang batayan bahagi ng pag-unlad sa kahit saang kumunidad ay ang pagpapaunlad ng kalusugang pisikal. Ang aklat na ito ay nagbibigay ng kapakipakinabang na kaalaman, sa sariling wika na makatutulong tungo sa paggawa at pagpapanatili ng kalusugan.

Ipinagmamalaki ng Kagawaran ng Kalusugan ang pagsisikap na ito na makatulong sa kalusugan at pag-unlad ng bansa.

December 1, 1992

Republic of the Philippines Department of Education, Culture and Sports

Cordillera Administrative Region DIVISION OF MOUNTAIN PROVINCE

Bontoc, Mountain Province

PREFACE

It is generally recognized that the individual child who enjoys a sound state of health is able to achieve more, and do things better, than one who is sickly. To bring about the best in every child the promotion and protection of health becomes a vital concern of the school through health education, to enable the child to develop a positive attitude and practices conducive to healthful living. It is for this purpose that this book is printed through the wholehearted support of the Schools Division Superintendent Mrs. Helen B. Baywong with the help of Dr. Keith Benn of the Summer Institute of Linguistics.

Eliza Babaran General Education Supervisor for Health

Republic of the Philippines Department of Education, Culture and Sports

Cordillera Administrative Region DMSION OF MOUNTAIN PROVINCE

Bontoc, Mountain Province

PREFACE

Health Education is the process of translating a scientific knowledge about health into desirable attitudes, practices and habits by means of the educational process. Its ultimate goal is to develop Health Education rather than merely health-informed citizens.

To achieve and maintain good health, grade II pupils must be equipped with appropriate health knowledge to enable them to lead a successful and healthful life.

This book will provide the basic knowledge needed for information, action and guidance to good health.

el& B. Baywong Schools Division Superintendent

Table of Contents

Lesson 1:

Lesson 2:

Lesson 3:

Lesson 4:

Lesson 5:

Lesson 6:

Lesson 7:

Lesson 8:

Lesson 9:

Lesson 10:

................. Personal Cleanliness. Posture and Appearance 1

Dental Health ........................................................................... 6

....................................................... Exercise. Rest and Sleep 11

The Prevention and Control of Disease ............................ 15

Food and Nutrition ................................................................. 18

Care of the Eyes. Ears. Nose and Throat ......................... 21

Emotional and Social Growth ............................................... 25

Safety and First Aid ............................................................... 28

Growth and Development .................................................... 32

School. Home and Community Health .............................. 34

Lesson 1

Personal Cleanliness, Posture and Appearance

Objectives:

(i) To learn that cleanliness and hygiene contribute to good personal health.

(ii) To learn that good health procedures must be practiced so that they become habits.

Activities:

(i) Individual and class reading in Igorot, Filipino, and English.

(ii) Quizzes in Igorot, Filipino, and English.

(iii) Sing the song "Kag Tona nan AngnelJKeg Tona nan Ikkak" from Grade 1 lesson 1 (see Appendix I).

(iv) Students write a personal check list for cleanliness.

(v) Sing the song "This is The Way" from Grade 1 lesson 1 (see Appendix II). C

Methodology - Part A:

1. Preparation:

(i) Motivation: Ask the students: "Is it possible for a baby whose mother died at birth to grow up to be as healthy as a baby who has herhis mother to feed herhim?"

(ii) State aim of lesson: To learn that cleanliness and good hygiene contribute to healthy bodies.

2. Presentation:

(i) Ask the students to open their health books at lesson 1 (pages 1, 6), and to read the part of the students, while the teacher reads the introductory sentence and the part of the teacher.

(ii) Read the introductory conversation together.

(iii) Now have students turn over to the same lesson in Filipino (page l l ) , and reread the introductory conversation in that language.

(iv) Now instruct the class to turn to lesson 1 in English (page 16), and have each student turn to the one beside him/her, let one be the teacher and the other a student, and have them read the introductory conversation to each other.

Lesson I

(v) Instruct the class to turn back to the Igorot of the lesson (pages 1, 6). Choose a student to read the first paragraph of the story about Clara in Igorot.

(vi) Choose a different student to read the second paragraph over the page, and so on for the third and fourth paragraphs.

(vii) Turn to this lesson in Filipino @age 11) and reread the story together in that language. (The teacher may wish the class to read one sentence each.)

(viii) Turn to the same lesson in English (page 16), and choose four students to read a paragraph each of the story in English.

3. Comparison and Abstraction:

(i) Have the students take out their writing pads and write in Igorot the answers to the three questions following the story (pages 2, 7).

(ii) Choose two students to read out what they have written as answers to the first question. Be sure to affirm good answers. Then choose two more to read what they wrote as answers to the second, and two others for the third question.

(iii) Have the students turn to these questions in Filipino (page 12), and choose a student to read the first question, and then answer it orally in Fihpino. If a student has difficulty in formulating an answer, ask h.un/her to read out what he/she wrote in Igorot, then help himher by translating that answer into Filipino. Have the student repeat the Filipino after you. Follow this pattern with the second and third questions.

(iv) Ask the class to turn to. the English section of this lesson (page 17), and repeat what was done in the Filipino section.

4. Application:

Ask the students what they learnt from this first part of the lesson which they can apply at home.

Methodology - Part B: 1. Preparation:

(i) Motivation: As a motivation for the second part of this first lesson, sing the song "Kag Tona nan AngnelJKeg Tona nan Ikkak". (This song is in the back of the students' books pages 163, 168.)

(ii) State aim of lesson: To discover the importance of personal cleanliness and posture and the importance of the making good habits of cleanliness.

Lesson 1

2. Presentation:

(i) Request three students to come to the front of the class with their health books. Have one student open at the lesson in Igorot (pages 3,8), the second open at the lesson in Filipino (page 13), and the third open at the lesson in English (page 18). Have the rest of the class open their books to the Igorot (pages 398).

(ii) When the students are ready, read the introductory paragraph (pages 3, 8), then ask the first student to read the first paragraph entitled, "The cleanliness of the head." Then ask the second student to read the same paragraph in Filipino (page 13), after which the third student reads the equivalent in English (page 18). After it is read in the three languages, ask the class (in Igorot) why it is good if the hair is washed regularly with soap and water.

(iii) Have three more students come to the front and read the Igorot, Filipino, and English of the second paragraph, which explains the cleanliness of the face. Then ask the class (in Igorot) which of them have already made it a habit to wash their faces with soap and water every morning.

(iv) Ask three more students to come forward and read the paragraph on the cleanliness of the hands in Igorot, Filipino and English. Ask the class which sicknesses are often transmitted by dirty hands.

(v) Invite three more students to come forward and read the next paragraph about the cleanliness of the feet in the three languages (pages 4, 9, 14, 19). Ask the students what diseases there are which affect our feet, if they are not kept clean.

, (vi) Have the students sing in English verses 1-3 of "This is The Way" from Grade 1 lesson 1 (see Appendix 11). (This song is in the back of the students' books page 163.)

(vii) Ask three more students to come forward and read the paragraph about appropriate clothing in Igorot (pages 4, 9), Filipino (page 14) and English (page 19). Ask the class (in Igorot) what may be the outcome if we do not wash our clothes regularly.

(viii) Choose three other students to come forward and read the next paragraph dealing with posture (including the list on pages 5, 10, 15, 20) in the three languages.

(ix) Have the class read the rest of the lesson together in Igorot.

3. Application:

(i) Ask the class to take out their writing pads and to write a list of the things they will do each day to ensure personal cleanliness.

Lesson 1

(ii) Sing (in English) verses 4-7 of the song "This is The Way" (see Appendix 11). (Page 163 in the students' books.)

Evaluation:

If this lesson is well learnt, students should begin to develop personal cleanliness habits. The teacher should check a month or so after this lesson has been taught to see what effect the lesson has had.

Appendix I:

Kag Tona nan Angnek

Ayog: This the way I wash my face

1. Angnek na'y ensakhaysay, ensakhaysay, ensakhaysay. Angnek na'y ensakhaysay isnan kawiiwiit.

2. Angnek na ay enchaop, ay enchaop, ay enchaop Angnek na ay enchaop isnan kawiiwiit.

3. Angnek na ay enfolo, ay enfalo, ay enfolo. Angnek na ay enfolo isnan kawiiwiit.

4. Angnek na ay ensokat, ay ensokat, ay ensokat. Angnek na ay ensokat isnan kawiiwiit.

5. Angnek na'y enkhisikhis, enkhisikhis, enkhisikhis. Angnek na'y enkhisikhis isnan kawiiwiit.

6. Angnek na'y ensapatos, ensapatos, ensapatos. Angnek na'y ensapatos isnan kawiiwiit.

7. Angnek na ay en-emes, ay en-emes, ay en-emes. Angnek na ay en-emes isnan kawiiwiit.

Keg Tona nan Ikkak Ayog: This is the way I wash my face

1. Ikkak na ay men-akoy ay men-akoy, ay men-akoy Ikkak na ay men-akoy isnan kawakgawakgat.

2. Ikkak na ay mendaop, ay mendaop, ay mendaop. Ikkak na ay mendaop isnan kawakgawakgat.

3. Ikkak na mo menbowak, mo menbowak, mo menbowak. Ikkak na mo menbowak isnan kawakgawakgat.

4. Ikkak na ay mensokat, ay mensokat, ay mensokat. Ikkak na ay mensokat isnan kawakgawakgat.

5. Ikkak na'y mengisigis, mengisigis, mengisigis. Ikkak na'y mengisigis isnan kawakgawakgat.

6. Ikkak na'y mensapatos, mensapatos, mensapatos. Ikkak na'y mensapatos isnan kawakgawakgat.

7. Ikkak na ay men-ames, ay men-ames, ay men-ames. Ikkak na ay men-ames isnan kawakgawakgat.

Lesson 1

Appendix 11:

This is The Way

1. This is the way I do my hair, d o my hair, do my hair. This is the way I do my hair early in the morning.

2. This is the way I wash my face, wash my face, wash my face. This is the way I wash my face early in the morning.

3. This is the way I wash my hands, wash my hand, wash my hands. This is the way I was my hands early in the morning.

4. This is the way I change my clothes, change my clothes, change my clothes. This is the way I change my clothes early in the morning.

5. This is the way I brush my teeth, brush my teeth, brush my teeth. This is the way I brush my teeth early in the morning.

6. This is the way I put on my shoes, put on my shoes, put on my shoes. This is the way I put on my shoes early in the morning.

7. This is the way I bathe myself, bathe myself, bathe myself. This is the way I bathe myself early in the morning.

Lesson 2

Dental Health

Objectives:

(i) To learn about tooth decay and the causes of it.

(ii) To learn what we can do to minimize or prevent tooth decay.

(iii) To learn how to make an improvised toothbrush.

(iv) To learn how to make home made toothpaste.

Activities:

(i) Class discussion.

(ii) Individual and class reading in Igorot, Filipino and English.

(iii) Drawing and labelling the parts of a tooth.

(iv) Making an improvised toothbrush and home made toothpaste.

(v) Students clean their teeth with the home made toothbrush and toothpaste.

(vi) Sing the song "Kasosonget BacteriaiKagegen Bacteria" from Grade 3 lesson 2 (see Appendix I).


Note: In preparation for this lesson, the teacher should tell the students the day before the lesson is taught to bring a green twig from a guava tree to school the next day, along with a small piece of cloth, a knife, and some string.

1. Preparation:

(i) Motivation: Ask the students to raise their hands if they have lost one or more permanent teeth. Discuss the fact that false teeth are never a satisfactory replacement for our own teeth, since they are never as effective nor as long lasting as our own teeth. So we must do all we can to preserve our permanent teeth, if possible right on into old age.

(ii) State aim of lesson: To learn what causes tooth decay, and what we can do to prevent it.

Lesson 2

2. Presentation:

(i) Read the opening paragraph of the lesson in Filipino (page 27), then ask the students to read it together in Englrsh (page 30).

(ii) Ask the students in Igorot to explain what causes tooth decay. Elicit a number of answers.

(iii) Have a student read in Igorot (pages 21, 24) the first paragraph entitled "The Causes of Tooth Decay".

(iv) Have a second student reread the paragraph in Filipino (page 27). Ask the class (in Filipino) to explain what causes teeth to decay.

( vii)

Ask a third student to reread the paragraph in English (page 30). Ask the class (in English) what it is that the bacteria produces which destroys the tooth surface.

Sketch a tooth on the blackboard, labelling its parts: enamel, dentin, pulp. Tell the class to take out their writing pads and draw the tooth, labelling the parts in English, and marking in the two places where tooth decay occurs (i. e. near the gums, and elsewhere on the tooth).

Have the whole class read together in Igorot (pages 21, 24) the second paragraph.

(viii) Have a student reread the paragraph in Filipino (page 27).


(i) Ask the students (in English) why it is insufficient to brush the teeth only once in a day.

(ii) Ask the students (in English) when the best time is to brush the teeth, and why that is the best time.

4. Application:

(i) Have the students read together in Igorot (pages 22, 25) the section entitled "How to Make a Tooth Brush".

(ii) Ask the students to get out their guava sticks, knives, cloth, and string, and to go ahead and make a tooth brush. You may need to demonstrate this procedure.

Lesson 2

(iii) Sing the song "Kasosonget Bacteria/Kagegen Bacteria" from Grade 3 lesson 2 (see Appendix I). (This song is in the back of the students' books pages 164, 168.)

Methodology - Part B:

Note: In preparation for this part of the lesson, you will need to have salt, sodium bicarbonate (baking powder), bottles with an opening wide enough to insert a toothbrush, and lids which seal well. The teacher may choose to ask students to bring a glass bottle with a plastic top, their toothbrushes, and a peso each to school the following day. The peso per student would pay the costs of baking powder and salt to produce a small amount of home made toothpaste per student. Stress that a plastic topped bottle is best, since the salt will cause a metal top to erode rather quickly.

1. Preparation:

(i) Motivation: Tell the students that there are at least three ways to prevent or inhibit tooth decay. Ask them what they are. If they cannot name the three, don't explain at this point in the lesson.

(ii) State aim of lesson: To discover three ways to prevent or discourage tooth decay. One has already been discussed - regular brushing of the teeth.

2. Presentation:

(i) Have the whole class turn to the Filipino section of the second half of the lesson (page 28), and read together the first paragraph, which deals with the detrimental effects of candy and sugar on teeth.

(ii) When the whole class has read this section in Filipino, have one or two students explain it to the class using Igorot.

(iii) Now have the whole class turn to the same paragraph in English (page 31), and read it together.

(iv) Ask the class what they have already eaten today which was very sweet. Elicit a number of responses. (This is also a good exercise in honesty!)

(v) Review with the class the two ways they have already learnt to inhibit or prevent tooth decay: brushing of the teeth after each meal, and abstaining from eating and drinking sweet things.

(vi) Request three students to come forward, and have each one read the next paragraph (dealing with the beneficial effects of fluoride) in a different language: Igorot (pages 22, 25), Filipino (page 28), and English (page 31), in that order.

Lesson 2

(vii) Draw the attention of the class to the outline of the tooth on the blackboard, and point out the outer enamel layer, and explain that it is this layer which the fluoride hardens, thus inhibiting the eroding action of the acid produced by bacteria.

(viii) Have one student read the next paragraph in Igorot (pages 23, 26) dealing with the formation of plaque on the teeth.

(ix) After this has been read, explain that once plaque hardens into tartar it damages the gums. Then go to the blackboard and illustrate the action of tartar on the gums by first sketching the gums around the tooth, then show how the gums recede from around the tooth, thus reducing their intended function of holding the teeth firmly in place.

A B C gu m pocket

bone . .

(x) Have the class reread the paragraph together in Filipino (page 29).

3. Application:

(i) Ask two students to come to the front of the class and read, fust in Igorot (pages 23, 26) then in English (page 32) the section on how to make home made toothpaste.

(ii) Have the students get their bottles and toothbrushes.

(iii) Make the home made toothpaste as described, and have the students clean their teeth. Those who do not have regular toothbrushes can use the guava twig brushes they made in the fust part of the lesson.

(iv) Sing once again "Kasosonget Bacteri-gegen Bacteria" from Grade 3 lesson 2 (see Appendix I). (This song is in the back of the students' books pages 164, 168.)

Lesson 2

Evaluation:

At the end of this lesson students should have a better understanding of the processes of tooth decay, and of how to counteract this. The teacher can evaluate how successful the lesson has been in helping the students to apply the lesson by careful questioning in a month or so, as to how many of the students are regularly cleaning their teeth, how many are using regular toothbrushes, how many using guava twig toothbrushes, how many are using toothpaste, whether it is fluoride or not, and how many have used either of the home made toothpastes described in this lesson.

Appendix I:

Kasosonget Bacteria

Ayog: Trinidad 1

1. Kasosonget bacteria tay fab-a chonotena. Sa et mo omangsan cha et enpeteg nan fab-a.

2. Masapol maiyad-i nan asokal ya khindi. Tay nan cheycha'y bacteria enlamsit laylaychencha.

3. Mo nan enlamsit kanen omangsan nan bacteria. Sa cha et pakawasen nan chey oson nan fab-a.

4. Nisok-et is kafab-a ikabfiyag nan bacteria. Songa nan pamosposan nan fab-a khisikhisan.

Kagegen Bacteria

Ayog: Trinidad I

1. Kagegen bacteria Tay bab-a donotena. Sa et mo omad-ada men-akoo nan bab-a.

2. Et siya't di maiyadi nan asokal ya kindi. Tay nan deyda'y bacteria menlamsit laylaydenda.

3. Mo nan menlamsit ya ken omado nan bacteria. Dan da et pakawasen nan dey oson di bab-a.

4. Naipok-et 'snan bab-a ikatago nan bacteria. Songa nan pamosposan nan bab-a gisigisan.

Lesson 3

Exercise, Rest a,nd Sleep

Objectives:

(i) To help students to realize that P.E. classes contribute to healthy bodies, and thus are an important part of the school curriculum.

(ii) To help students internalize and integrate in their thinking the complementary roles of exercise, rest and sleep.

(iii) To help students to build good habits of exercise, rest and sleep.

Activities:

(i) Role playing.

(ii) Class and individual reading in Igorot, Filipino and English.

(iii) P.E. exercises.

(iv) Sing the song "En-ayam Enchono A1JMen-obla ya Men-ay-ayam A k from Grade 2 lesson 3 (see Appendix I).

(v) Learn a new song "Ikholot Saknifana/Igolot Salaknibana".

(vi) Written quizzes in Igorot, Filipino and English.

(vii) Class discussion.


1. Preparation:

(i) Motivation: Ask the students if they have ever wanted to be excused from P.E. classes. Tell them that today's lesson is about three boys who ran away when it was time for P.E.

(ii) State aim of lesson: To discover that our bodies need three things to be healthy: we need exercise, we need to rest, and we also need to sleep.

2. Presentation:

(i) Call four students to come to the front of the class - one girl (to play the role of Teacher) and three boys (to be Luis, Lito and Rene).

(ii) Read the first two paragraphs which introduce the story (pages 33, 37), then have the four students read the role play down to the end of the Teacher's

Lesson 3

instructions to the three boys as to what they will do "next week" (pages 34, 38).

(iii) Have four more students come to the front and repeat the role play, this time using Filipino (page 41).

(iv) Optional: Repeat the above with a further four students, this time in English (page 45).

3. Application:

Take the class out into the playground and do fifteen minutes of P.E. exercises.

Methodology - Part B:

1. Preparation:

(i) Motivation:

(a) Sing the song "En-ayam Enchono A1JMen-obla ya Men-ay-ayam Ak" from Grade 2 lesson 3 (see Appendix I). (This song is at the back of the students' books pages 164, 168.)

(b) Ask the students what time they normally go to bed, and what time they rise. (Make a note of their answers for future reference.)

(ii) State aim of lesson: To learn the importance of making a habit of exercise and rest, as well as the habit of getting adequate regular sleep.

2. Presentation:

(i) Choose two boys to come to the front of the class to read the report of Lito, one in Igorot (pages 34, 38), and one in Filipino (page 42).

(ii) Have the two boys sit down, and ask the class to take out their writing pads. Ask them (using Filipino) to answer the following question in Filipino: What did Lito tell us would be the result for our bodies if we have regular exercise or work? When they have finished writing, ask several students to read out their answers. Be sure to affirm good answers.

(iii) Ask a second question in Filipino: What foods did Lito tell us would make us strong? Have the students write their answers in Filipino, then ask several students to read out their answers.

(iv) Choose two girls to read the speech which Luis gave, one in Igorot (pages 35, 39), and the other in English (page 46).

Lesson 3

When they have sat down, ask the students to write answers in English to the following question: Why do we need to rest before and after eating? After the class has written their answers, and two students here read theirs out, explain that when we have been exercising strenuously, it takes some time for the body to regenerate its lost energy due to the exercise, so the heart continues to pump an extra supply of blood to the arms and legs and body muscles. But when we eat, the blood supply needs to be redirected to the intestinal tract, for normal digestion to occur. If we work immediately after eating, the stomach and intestines are unable to adequately digest the food before the blood is once again directed to the body muscles for exercise. If we do not rest after eating, one outcome may be stomach problems and ulcers later in life.

(vi) Ask two more students to come forward and read the first paragraph of Rene's report in Igorot (pages 35, 39), and in Filipino (page 43).

(vii) Sing the song "Ikholot Saknifana/Igolot Salaknibana" which is in the students' books (pages 36, 40).

(viii) Choose two more students to come forward and read the second paragraph (When you sleep ...) of Rene's report in Igorot (pages 35, 39), and English (page 47)-

(ix) When the students have resumed their places, ask the class to take out their writing pads and answer in Igorot the following questions:

(a) What will be the outcome if we constantly worry about our hardships in life?

(b) What is the outcome if we tell God about our hardships and trust him to take care of us day by day?

( c ) Why should we not use medicines to make us sleep? (Take time later to explain that under some circumstances a doctor will prescribe this solution, when it is appropriate. On those occasions the doctor's orders should be followed.)

Ask several students to read out their answers. Commend those whose answers show that they are really thinking about the lesson.

(x) Have the class read together the last paragraph (When you sleep deeply ...) in Igorot (pages 35, 39).

(xi) Optional: Ask for volunteers to read the last paragraph in Filipino (page 43) and English (page 47).

Lesson 3

3. Application:

(i) Ask the students what they have learned in this lesson which has helped them to understand the importance of exercise, rest and sleep, in having healthy bodies.

(ii) Optional: Sing once again the song "En-ayam Enchono W e n - o b l a ya Men- ay-ayam Ak" from Grade 2 lesson 3 (see Appendix I). (Students' books pages 164, 168.)

Evaluation:

Some weeks after this lesson has been taught, question the students on why it is important to rest before and after eating. Ask once again what time the students are going to bed and rising. A comparison of these answers will be an indication (especially in the case of students who were previously getting inadequate sleep) as to whether the students have put this lesson into practice.

Appendix I:

En-ayam Enchono Ak Ayog: Kasal

1. En-ayam enchono ak. Winakas ay mangan ak is frotas ya nan nateng inakhew ya minaschem.

Koro: Siya chana nan ang-angnek ta fomikas nan awak. Ya ta komekedse ak awakko paingsaek.

2. Chanom angsan inomek. Et siya chi mo mablay ak masapa'y maseyep ak. Winakas omiblay ak.

Ayog: Kasal

1. Men-ayam men-obla a k Inagew ay manganak si protas ya nan nateng inagew ya minasdem.

Koro: Siya dana nan ik-ikkak ta bomikas nan awak. Ya t a tomatangninak awakko paingsaek.

2. Ado'y danom inomek. Ket siya di no mabbayak masapa'y maseyepak. Winakgat omillengak.

Lesson 4

Prevention and Control of Disease

Objectives:

(i) To learn that a polluted water supply can be the cause of many people in the village becoming sick and even of many deaths in a village.

(ii) To learn that we must be discerning as to what water we drink.

(iii) To learn that not all springs of water are safe for drinking.

(iv) To learn that vaccinations help prevent disease, and also help to ameliorate the effects of disease, but that vaccination alone is not sufficient to prevent sickness in a village.

(v) To learn that sickness is also introduced to a village by flies, cockroaches and rodents.

(vi) To learn that the R.H.U. and P.H.O. are there to help a village when called upon, and are able to give good advice and help.

Activities:

(i) Role play in Igorot, Filipino and English a village situation where there is widespread sickness.

(ii) Learn a new song "Nan llimi".

(iii) Vocabulary quiz in Filipino and English.

(iv) Classroom discussion.

(v) Quiz in Igorot.

1. Preparation:

(i) Motivation: Ask the class how many of them have suffered from diarrhea or dysentery.

(ii) State aim of lesson: To learn why it is that sometimes many people in a village become sick with diarrhea and dysentery, and how we can help to prevent this from occurring.

Lesson 4

2. Presentation:

(i) Choose four students to act in the role play, one to be the narrator, to read the opening paragraph, one to be the barangay captain, one to be the doctor, and one a councilman. Half of the class should be the "people", and the other half the "other people". Have the four students come to the front of the class and read their parts in Igorot (pages 48, 52).

(ii) Have four different students come to the front of the class and reread the role play in Filipino (page 56).

(iii) Have the class take out their writing pads and copy down on the left side of a clean page the following words in Igorot (see Appendix I):

(a) water pipe

(b) spring

(c) creek

(d) mountain

(e) ricefield

(f) garden

(g) filth

(h) manure

(i) fertilizer

(iv) Now have the students write the Filipino and English equivalents of those words opposite the Igorot, in columns. They may use their health books to find these words. The Filipino is page 56, and the English page 60. When they have finished, check their answers and have them make appropriate corrections.

(v) Learn the song "Nan Ilimi" (pages 51, 55).

(vi) Have four more students come to the front of the class and reread the role play in English (page 60).

3. Application:

(i) Have the students take out once again their writing pads, and write in Igorot the answers to the following questions:

Lesson 4

(a) Where does the bacteria called typhoid normally live?

(b) Why is it dangerous to drink water which flows in a creek, from a ricefield or in the river?

(c) Before drinking water from a spring, what should we first check?

(d) What is the value of being vaccinated against typhoid?

(e) What are the other things besides water which spread disease?

When they are finished, have several students read their answers to each of the questions.

(ii) Have a class discussion on the topic: What do we need to do in our village to make the drinking water safe? Positive helpful suggestions could be written up by the class and passed on to the barangay officials.

Evaluation:

The teacher should be able to gauge the interest of the students as this lesson progresses, especially in the time of class discussion at the end.

Appendix I:

New Vocabulary

Igorot Filipino

poso bukal sapa bundok palayan halamanan dumi dumi pa taba babuyan

English

water pipe spring creek mountain ricefield garden filth manure fertilizer pigpen

Lesson 5

Food and Nutrition

0 bjectives:

(i) To learn that different kinds of food play different roles in providing for the body's needs.

(ii) To learn that food can be sorted into groups according to its benefits to the body.

(iii) To learn the importance of eating a variety of foods so that the needs of the body are fully met.

(iv) To communicate to the parents of the students that what the students are learning in their health lessons has practical value for the health of our bodies.

Activities:

(i) Role play in Igorot, Filipino and English.

(ii) Individual and class reading in Igorot, Filipino and English.

(iii) Sing the song "Mangan ka's OmipaengnganMangan Ka's Menpasiken" from Grade 2 lesson 5 (see Appendix I).

(iv) Class discussion about different kinds of food.

(v) Learn a new song "Nan Nalaing ay Ina".

(vi) A cooking day when mothers are invited to the school.

Methodology:

Note: The day before this lesson is taught, request the students to bring to school the following day a variety of foods. Ask one third of the class to bring some kind of vegetable, one third to bring something which is made from wheat or rice, and one third to bring something which comes from animals, including anything which moves e.g. shells, fish, poultry and domestic animals.

1. Preparation:

(i) Motivation: Ask the students to put on their desks where everyone can see it the food item they have brought to school.

(ii) State aim of lesson: To learn the food value of different kinds of food so that we can choose what foods are best to eat each day.

Lesson 5

2. Presentation:

(i) Ask five students to come to the front of the class, to read in Igorot (pages 64, 68) the first five paragraphs. One student will act as narrator, three others will represent the three groups, and the fifth student plays the part of the teacher.

(ii) When the student playing the role of Teacher has read his/her paragraph, ask which of the students have brought food which would fit into the first category: food which helps the stomach so that the feces are soft and not hard. Tell them that from now on, they are group one. They should read the paragraph on the following page entitled First Group.

(iii) Read the section entitled Mothers (page 64, 68), and have the first group read their paragraph (pages 65, 69).

(iv) Now ask which students have food which fits into the second category: protein foods. Have them read the next paragraph entitled Second Group (pages 65, 69).

(v) Check with the remainder of the students, to see that what they have brought in fact fits with the third group: body strengthening foods. Have this group read the paragraph entitled Third Group (pages 66, 70).

(vi) Learn a new song "Nan Nalaing ay Ina" (pages 67, 71).

(vii) Choose a good reader to be the narrator, and another to be the teacher, and reread the whole lesson in Filipino (page 72). The narrator should read about the three groups on page 72. When the first group read their paragraph (page 73), have that whole group come out to the front of the room, and place on the table at the front the vegetable that they have brought to school. AU the students still seated should read the part of the mothers. The first group should take their vegetables back to their places when they have read their paragraph.

(viii) Have the second group bring their protein foods to the front when they come to read their paragraph (page 73), as did the first group.

(ix) Similarly, have the third group bring their carbohydrate foods to the front when they come to read their paragraph (page 74).

(x) Sing the song "Mangan ka's Omipaengngan./Mangan Ka's Menpasiken" from Grade 2 lesson 5 (see Appendix I). (This song is in the back of the student's books pages 164, 169.)

(xi) Optional Activity: Read the lesson again in English (page 7 9 , with the teacher reading the parts of the narrator and the teacher, the three groups reading their parts (from their seats), and all the other students reading the part of the mothers.

Lesson 5

3. Application:

(i) Sing once again the song "Nan Nalaing ay Ina" (pages 67, 71).

(ii) Plan a day when the students can invite their mothers, and have a program where they explain to their mothers the value of the different kinds of food. The program could include cooking sweet potato tops and tomatoes or any other green leafy vegetable. The students can sing the two songs "Mangan ka's Omipaengngan/Mangan ka's Menpasiken" (pages 164, 169 in the students' books) and "Nan Nalaing ay Ina" (pages 67, 71) to their mothers.

Evaluation:

If the students respond favorably to the suggestion that they invite their mothers, and if many mothers actually do come, the teacher will have a good idea as to how meaningful this lesson was to the class. If the teacher goes ahead with this suggestion, and the class does invite their mothers, there is a much greater chance of successfully promoting good nutrition than if the students are expected to be the prime motivators at home to effect a change in their family diet.

Appendix I:

Mangan ka's Omipaengngan Ayog: Mulberry Bush

1. Mangan ka's enpaengngan, enpaengngan,enpaengngan. Mangan ka's enpaengngan tatno oman-ancho ka.

2. Mangan ka's omipakneg, omipakneg, omipakneg. Mangan ka's omipakneg tatno fomifikas ka.

3. Mangan ka's enpagkhawis, enpagkhawis, enpagkhawis. Mangan ka's enpagkhawis isnan sana'y kopkopmo.

4. Mangan ka's enpakedse, enpakedse, enpakedse. Mangan ka's enpakedse tatno komekedse ka.

Mangan ka's Menpasiken Ayog: Mulberry Bush

1. Mangan ka's menpasiken menpasiken, menpasiken. Mangan ka's menpasken ta siya'y oman-ando ka.

2. Mangan ka's omipakneg omipakneg, omipakneg. Mangan ka's omipakneg ta siya'y bomibikas ka.

3. Mangan ka's menpagawis menpagawis, menpagawis. Mangan ka's menpagawis isnan sana'y kodilmo.

4. Mangan ka's menpatangnin menpatangnin, menpatangnin Mangan ka's menpatangnin ta siya'y tomatangnin ka.

Lesson 6

The Care of Ears, Eyes,. Nose and Throat

Objectives:

(i) To learn that the food we eat affects the health of our eyes.

(ii) To learn that if we neglect to eat good wholesome food, blindness may result.

(iii) To learn which foods promote eye health.

(iv) To learn that the ears, nose and throat are closely connected, and that infection in one may lead to infection in the others.

(v) To learn how to care for the nose.

Activities:

(i) Role plays in Igorot and Filipino.

(ii) Class discussion.

(iii) Sing the song "Aywan isnan KowendAywan isnan Inga" from Grade 3 lesson 6 (see Appendix I).

(iv) Sing the song "Meymey-an nan IlarnJAlwadam nan Ilam" from Grade I lesson 8 (see Appendix 11).

(v) Written quiz.

Methodology:

1. Preparation:

(i) Motivation: Ask the students if they have ever had difficulty seeing at night, or if one of their siblings has ever had difficulty seeing at night. (Make a mental note of those who have had this problem.)

(ii) State aim of lesson: To learn that the food we eat may be the cause of eye disorders.

2. Presentation:

(i) Choose four students to play parts in the role play (pages 78, 82). The narrator will read the introduction, followed by Jose, Teacher, and Lino. Have these students stand at the front of the class to read their parts.

Lesson 6

(ii) Sing the song "Mangan ka's Omipaengngamangan ka's Menpasiken" from Grade 2 lesson 5 (see Appendix I of lesson 5 in this Teachers' Manual). (This song is in the back of the students' books pages 164, 169).

(iii) Choose three students to play the parts of narrator, Jose and Lino, and have them stand at the front of the class. This time as the role play is read in Filipino (page 86) the whole class will read the section of Teacher. (When the class gets to the long Teacher section on pages 87 and 89, the teacher may assign one student to take that part, or have students read one sentence each.)

(iv) Sing the song "Aywan isnan KowengIAywan isnan Inga" from Grade 3 lesson 6 (see Appendix I). (This song is in the back of the students' books pages 165, 170.)

(v) Ask the students what they most commonly have for viand. Take note of the answers given by those who earlier (in motivation above) mentioned that they or their siblings have had night blindness. Discuss the value of the different kinds of food for the eye. Remind the students of which foods are high in Vitamin A.

(vi) Optional: Choose three students to play the narrator, Jose and Lino and reread the role play in English (page 90), once again with the whole class reading the Teacher sections.

3. Application:

(i) Ask the students to close their health books, to take out their writing pads, and to answer the following questions:

(a) What foods are high in vitamin A?

(b) How do we know if our food is lacking in vitamin A?

(c) If we have a cold, what should we avoid doing, so that the infection will not be forced up into our ears?

(ii) Sing the song "Meymey-am nan Ilam/Alwadam nan Ilam" from Grade 2 lesson 8 (see Appendix 11). (This song is in the back of the students' books page 165, 169.)

Evaluation:

Make a note of which students have had problems with night blindness, and at some stage in the future, check up to ascertain what that family is eating for viand. This will help the teacher to evaluate whether the lesson was internalized. Furthermore, make a point of examining the eyes of members of the family who attend school, and if eye defects are evident, speak to the parents.

Lesson 6

Appendix I:

Aywan isnan Koweng Ayog: Bomanerber

1. Isnan ek ensang-etan et ad-ik pigsaan.

Koro: Aywanak nan koweng ta ad-i ak en matot-oweng.

2. Mo chalosak ek koweng et ad-ik osalen

Koro: Nan cheycha'y nasangyotan ta ad-i ak en matot-oweng.

3. Isalakak ek koweng isnan makaktaab.


4. Meyrney-ak ta'd-i somkhep kakoweng nan chanom.


5. Mo kornayong ek koweng ennak paospitar.


Aywan isnan Inga Ayog: Bomanerber

1. Nan eyak mensang-etan adiyak dadam-en.

Koro: Aywanak nan ingak. ta siya'y adiyak matot-oweng.

2. No dalosak nan ingak adiyak osalen

Koro: Ngam-in ay naagyokan ta siya'y adiyak matot-oweng.

3. Isalakak nan inga isnan kikintaab.


4. Ilak ta adi songgep danom isnan ingak.


5. No bobomgeng nan ingak menpaospitalak

Koro: Aywanak nan ingak ta siya'y adiyak matot-oweng.

Appendix 11:

Meymey-am nan Ilam Alwadam nan Ham Ayog: Be Careful Little Eyes What You See

1. Meymey-am ay mata nan ilam nan ilam. Meymey-am ay mata nan ilam nan ilam. Meymey-am meymey-am meymey-am ay mata. Meymey-am ay mata nan em ilan.

2. Meymey-am ay koweng nan chengngem nan chengngem. Meymey-am ay koweng nan chengngem nan chengngem. Meymey-am meymey-am meymey-am ay koweng. Meymey-am ay koweng nan em chengngen.

3. Meymey-am ay topek nan kanam nan kanam. Meymey-am ay topek nan kanam nan kanam. Meymey-am meymey-am meymey-am ay topek. Meymey-am ay topek nan em kanan.

4. Meymey-am ay lima nan egnam nan egnam. Meymey-am ay lima nan egnam nan egnam. Meymey-am meymey-am meymey-am ay lima. Meymey-am ay lima nan em egnan.

5. Meymey-am ay siki nan ikwam nan ikwam. Meymey-am ay siki nan ikwam nan ikwam. Meymey-am meymey-am meymey-am ay siki. Meyrney-am ay siki nan em ikwam.

Ayog: Be Careful Little Eyes What You See

1. Alwadam ay mata nan ilam nan dam. Alwadam ay mata nan ilam nan ilam. Alwadam alwadam alwadam ay mata. Alwadam ay mata nan iilam.

2. Alwadam ay inga nan dengngem nan dengngem. Alwadam ay inga nan dengngem nan dengngem. Alwadam alwadam alwadam ay inga. Alwadam ay inga nan em dengngen.

3. Alwadam ay topek nan kanam nan kanam. Alwadam ay topek nan kanam nan kanam. Alwadam alwadam alwadam ay topek Alwadam ay topek nan kankanam.

4. Alwadam ay ledeng nan gen-am nan gen-am. Alwadam ay ledeng nan gen-am nan gen-am. Alwadam alwadam alwadam ay ledeng. Alwadam ay ledeng nan gengen-am.

5. Alwadam ay siki nan danem nan danem. Alwadam ay siki nan danem nan danem. Alwadam alwadam alwadam ay siki. Alwadam ay siki nan dad-anem.

Lesson 7

Emotional and Social Growth

Objectives:

(i) To help students to think about their emotions, and to realize the need to learn to control them.

(ii) To help students to practice discretion, to evaluate different courses of action and their possible outcome.

(iii) To learn that emotional and social maturity depends on learning to control our emotions, and to express them in appropriate ways.

Activities:

(i) Role play.

(ii) Classroom discussion.

(iii) Individual and class reading in Igorot, Filipino, and Enghsh.

(iv) Learn a new song "Nan AngnelJNan Ikkak.

(v) Written quiz in Filipino.

(vi) Stage a debate.

Methodology:

1. Preparation:

(i) Motivation: Ask the class if they ever get angry. Ask them to put up their hands if they never get angry.

(ii) State aim of lesson: To study our anger and other emotions to see how it affects our whole life.

2. Presentation A:

(i) Have the whole class read together in Igorot (pages 94, 99) the first four paragraphs of the lesson, up to the end of the description of Gondo (i.e. the end of the page).

(ii) Elicit from the class the characteristics of Gondo, and write them on the blackboard under his name.

(iii) Have the class read in Igorot (pages 95, 100) the next paragraph describing Edmond.

Lesson 7

(iv) Once again, elicit from the class the characteristics of Edmond, and write them on the blackboard.

(v) Choose five students to play the parts of Teacher, Helen, Alfredo, Rosa, and Nardo. Have them come to the front of the class and read their respective parts.

(vi) Initiate classroom discussion about Gondo and Edmond. Ask the class to express their ideas about Gondo and Edmond, as to which one they would like to imitate, and why.

(vii) Have three students read in Igorot (pages 97, 102) the last three paragraphs of the lesson.

(viii) Learn a new song "Nan AngnelJNan Ikkak" (pages 98, 103).

(ix) Choose another six students to read the whole of the role play in Filipino (pages 104-107). One should be the narrator, and read the initial paragraphs (pages 104-105).

(x) Ask the students to take out their writing pads and answer the following questions in Filipino, using the information in the last three paragraphs in their health books entitled Feelings, Emotional Maturity, and Friendly Association with other People (pages 107-108).

(a) Why is it important to learn to control our feelings and emotions?

(b) What is the situation of an adult who has not yet learned to control his anger?

(c) What must we learn to do if we want to make friends with people and learn to cooperate with people?

(xi) Have a number of students read out their answers for the class to hear. Discuss any interesting comments the class make and affirm thoughtful answers.

3. Presentation B:

(i) Optional: Have the whole class read all of page 109 and the first paragraph of page 110 in English, then choose four students to play the parts of Helen, Alfredo, Rosa and Nardo, while the whole class reads the part of the teacher. Have the whole class read together the last three paragraphs entitled Feelings, Emotional Maturity and Friendly Association with other People (pages 112-113).

(ii) Sing once again the song "Nan AngnelJNan Ikkak" (pages 98, 103).

4. Application: (This would need a separate class session to accomplish.)

Lesson 7

Hold a debate in which three students argue that it is best to imitate Gondo, while the three on the opposing team argue that we should imitate Edmond. The teacher will need to train the students in how to debate. It could be held in either Igorot or English.

Evaluation:

If this lesson has been well learnt, the teacher should notice a steadily increasing maturity in the class, and notice that students are making an effort to control their anger, and to relate well to each other.

Lesson 8

Safety and First Aid

Objectives:

(i) To learn to take safety precautions at home.

(ii) To learn to take safety precautions when out in the fields.

(iii) To help students to share safety consciousness with the other members of their household.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.

(ii) Quiz in Filipino.

(iii) Learn a new song "Kaikasiwan isnan Aksidenti isnan AfongKailisiyan isnan Aksidinti isnan Bey".

(iv) Students take home a set of safety rules to pin up at home.

(v) Class discussion.

(vi) Quiz in English.

(vii) Sing the song "Omooschong id Tongcho Al-allayad Dios Apo/Omoosdong ed Tongdo Malaylaydan Dios Apo" from Grade 3 lesson 8 (see Appendix I).

(ix) Safety evaluation by each student of hisher home environment.

Methodology:

1. Preparation:

(i) Motivation: Ask the class if they have ever tripped over something left lying on the floor at home and hurt themselves.

(ii) State aim of lesson: To learn the importance of taking precautions so that accidents occur less often.

2. Presentation A:

(i) Using the first paragraph as your outline, introduce the lesson.

(ii) Have a student read the story about Lita and the banana skin (pages 114, 117).

Lesson 8

(iii) Ask the students to take out their writing pads and answer in Filipino the answers to the three questions in their books (page 121). You may allow them to refer to their health books to find the answers to the questions.

(iv) Have several students read out their answers.

(v) Ask the whole class to read silently the story about Lita and the banana skin in English (page 123).

(vi) Have six students each read one of the safety rules in Enghsh (page 124).

(viii) Ask another six students to each read one in Filipino (page 121).

3. Application:

(i) Learn a new song "Kaikaswan isnan Aksidenti isnan AfongIKailisiyan isnan Aksidenti isnan Bey" (pages 116, 119).

(ii) Have the students write up the six rules on a clean page in Igorot (pages 115, 118), and take it home .to attach to a wall of their homes, where it can be easily seen, but where the rain and wind will not destroy it.

(iii) Encourage them to read these to their parents that same night, when the whole family is together.

4. Presentation B:

(i) Have a student read to the class in Igorot (pages 116, 119) the story about the school excursion.

(ii) Discuss with the class what the students should have done.

(iii) Have the whole class reread silently the story in Filipino (page 122).

(iv) Ask the students to take out their writing pads and answer in Filipino the answers to the two questions (page 122).

(v) Invite volunteers to read out their answers to the two questions.

5. Application:

(i) Sing once again the song "Kaikasiwan isnan Aksidenti isnan AfongKailisiyan isnan Aksidinti ed Bey."

(ii) Ask the class what they have learnt in this lesson that they can apply at home and when they go to the field.

(iii) Sing the song "Omooschong id Tongcho Al-allayad Dios Apo/Omoosdong ed Tongdo Malaylaydan Dios Apo" from Grade 3 lesson 8 (see Appendix I). (This song is at the back of the students' books page 166, 170.)

Lesson 8

(iv) Ask the students to look carefully when they go home, to see if they find anything out of place in their homes. Have them point it out to their parents, and report back to the class the following day.

Evaluation:

From the answers given in the Application (above 5) the teacher will know whether or not the students have understood the lesson. On the day following the lesson the teacher should check up on the class to see who found something out of place at their homes. Be sure to ask whether the student took the initiative to return the item to its correct place.

Appendix I:

Omooschong id Tongcho Al-allayad Dios Apo Ayog: Be Careful Little Eyes What You See

1. Meymey-am ay mata nan ilam. Meymey-am ay mata nan ilam. Omooschong id tongcho al-allayad Dios Apo. Isonga mey-am mata ay fan-ig nan ilam.

5. Mey-am ay eleng nan songsongem. Mey-am ay eleng nan songsongem. Omooschong id tongcho al-allayad Dios Apo. Isonga mey-am eleng ay fan-ig songsongem.

2. Meymey-am ay lima nan angnem. 6. Meymey-am ay topek nan kanam. Meymey-am ay lima nan angnem. Meymey-am ay topek nan kanam. Omooschong id tongcho Omooschong id tongcho al-allayad Dios Apo. al-allayad Dios Apo. Isonga mey-am lima Isonga mey-am topek ay fan-ig nan angnem. ay fan-ig nan kanam.

3. Meymey-am ay siki nan ayem. Meymey-am ay silu nan ayem. Omooschong id tongcho al-allayad Dios Apo. Isonga mey-am siki ay fan-ig nan ayem.

4. Meymey-am ay koweng nan chengngem. Meymey-am ay koweng nan chengngem. Omooschong id tongcho al-allayad Dios Apo. Isonga mey-am koweng ay fan-ig nan chengngem.

7. Mey-am ay chapan nan khatinam. Mey-am ay chapan nan khatinam. Omooschong id tongcho al-allayad Dios Apo. Isonga mey-am chapan ay fan-ig khatinam.

8. Meymey-am ay olo nan semkem. Meymey-am ay olo nan semkem. Omooschong id tongcho al-allayad Dios Apo. Isonga mey-am olo ay fan-ig nan semkem.

Omoosdong ed Tongdo Malaylaydan Dios Apo

1. Ll-ilam ay mata nan ilam. 11-ilam ay mata nan ilam. Omoosdong ed tongdo malaydan nan Dios Apo. Isonga il-ilam od ay mata nan ilam.

Ayog: Be Careful Little Eyes What You See

2. 11-ilam ay ledeng nan ikkam. 11-ilam ay ledeng nan ikkam. Omoosdong ed tongdo malaydan nan Dios Apo. Isonga il-ilam od ay ledeng nan ikkam.

3. 11-ilam siki nan omayam. 11-ilam siki nan omayam. Omoosdong ed tongdo malaydan nan Dios Apo. Isonga il-ilam ay siki nan omayam.

4. 11-ilam ay inga nan dengngem. 11-ilam ay inga nan dengngem. Omoosdong ed tongdo malaydan nan Dios Apo. Isonga il-ilam ay inga nan dengdenggem.

5.' Il-ilam ay eng nan songsongem. 11-ilam ay eng nan songsongem. Omoosdong ed tongdo malaydan nan Dios Apo. Isonga il-ilam od ay eng nan songsongem.

6. 11-ilam ay topek nan kanam. 11-ilam ay topek nan kanam. Omoosdong ed tongdo malaydan nan Dios Apo. Isonga sik-a'y topek il-ilam nan kanam.

7. 11-ilam dapan nan gatinam. 11-ilam dapan nan gatinam. Omoosdong ed tongdo malaydan nan Dios Apo. Isonga il-ilam ay dapan nan gatinam.

8. 11-ilam ay o nan nemnemem. 11-ilam ay o nan nemnemem. Omoosdong ed tongdo malaydan nan Dios Apo. Isonga il-ilam od ay o nan nemnemem.

Lesson 9

Growth and Development

Objectives:

(i) To learn that growth and development is a constant process.

(ii) To learn that although our bodies may become physically mature, we are not ready for marriage until we are also emotionally and socially mature.

(iii) To begin to think about the responsibilities of parenthood.

Activities:

(i) Role play in Igorot, Filipino and English.


(iii) Individual and class reading in Igorot, Filipino and English.

(iv) Learn a new song "Nan Maetengan nan Ong-ongalNan Engnga ay Masiken".

(v) Written and oral Quizzes in Igorot and English.

(vi) Observation of an animal giving birth.

Methodology:

1. Preparation:

(i) Motivation: Ask the class if anyone has ever seen a female dog or a pig give birth, or if anyone has seen a chicken hatch.

(ii) State aim of lesson: To learn about growth and maturity, and the responsibilities of parents.

2. Presentation:

(i) Read the introductory paragraph to the class.

(ii) Choose six student to come to the front to read in Igorot (pages 126, 131) the parts of King-awa, Rita, Markos, Ruth, Letty and Bel. Have the whole class read the part of the Teacher.

(iii) Once the role play is read, ask the students to answer orally in Igorot the answers to the three questions at the end of the lesson (pages 129, 134).

(iv) Have the class turn to lesson 9 in Filipino (page 136). Ask for six more volunteers to come to the front of the class and read the Filipino parts of

Lesson 9

King-awa, Rita, Markos, Ruth, Letty and Bel. Have the whole class read the parts of the Teacher.

(v) Learn a new song "Nan Maetengan nan Ong-onga/Nan Engnga ay Masiken" (pages 129, 134 in the students' books).

(vi) Reread the story in English (page 140). This time the teacher could read the parts of the six children, while the class reads in English the parts of the "teacher".


(i) Ask the students to take out their writing pads and answer the three questions in English.

(ii) Invite several students to read out their answers.

4. Application:

(i) Ask the students how they can begin to prepare now for marriage later.

(ii) Sing once again the song "Nan Maetengan nan Ong-ongman Engnga ay Masiken" (pages 129, 134 in the students' books).

(iii) If possible, arrange for the class to watch a bitch or sow give birth. Take the opportunity to discuss what happened with the class.

Evaluation:

One way to evaluate whether this lesson has been well understood is to listen carefully to the questions the members of the class ask and the comments they make in class discussion.

Lesson 10

School, Home and Community Health

Objectives:

(i) To learn that every member of a community has a responsibility for the health of the village as a whole.

(ii) To institute good hygiene practices at the school.

(iii) To take practical steps to practice good hygiene in the home and in the sitio.

(iv) To attempt to implement good practices of hygiene in the whole village.

(v) To attempt to motivate the barangay council to become hygiene conscious, and to have them participate in the overall cleanliness of the school and village.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.


(iii) Quizzes - both oral and written.

(iv) Students make a list of what they can do to contribute to the cleanliness of the village.

(v) Students make a list of what their parents can do to ensure cleanliness of their homes.

(vi) The class makes a list of what the barangay council can do to ensure the cleanliness of the village.

(vii) Students visit their barangay councilmen to encourage them to participate in village cleanliness.

(viii) Sing the song "Nan Iskwilaanmi/Nan Oskilaanmi" from Grade 2 lesson 9 (see Appendix I).

(ix) Sing the song "Nan Nalagsak ay Sinpangafonman Nalagsak ay Simpangabong" from Grade 3 lesson 7 (see Appendix II).

Lesson 10

Methodology:

1. Preparation:

(i) Motivation: Ask the students to tell what would very likely be the outcome if lots of papers and rubbish are left lying around the village.

(ii) State aim of lesson: To discover what we can do to make our village clean and healthy.

2. Presentation A:

(i) Have students take out their writing pads and answer in Igorot the following questions:

(a) What should school teachers teach their class about health so that the students can help to make the village a healthy place to live?

(b) Whose responsibility is it to keep the school and its grounds clean and tidy?

(c) Whose responsibility is it to keep the home clean and tidy?

(d) Whose responsibility is it to keep the village clean?

(ii) Ask several students to read out their answers. Compliment those who give thoughtful answers.

(iii) Have the class open their health books to lesson 10 in Igorot (pages 143, 148). Ask the whole class to read the opening paragraph together.

(iv) Choose a student to read in Igorot section 1: What the Teachers Teach about Health.

(v) Ask a second student to reread that section in Filipino (page 153).

(vi) Have another student read in Igorot the second section: What the Teachers Teach about Cleanliness (pages 144, 149).

(vii) Request a student to read that section in Filipino (page 154).

(viii) Choose a student to read in Igorot (pages 144, 149) both paragraphs of section 3: The School.

(ix) Have the whole class read section 3 in Filipino (page 154).

(x) Have the whole class turn back to lesson 10 in Igorot (pages 145, 150) and read together the fourth section: The Supervision of the Children by the Teachers.

Lesson 10

3. Application:

(i) Sing the song "Nan Iskwilaanrni/Nan Oskilaanmi" from Grade 2 lesson 10 (see Appendix I). (This song is in the back of the students' books pages 167, 171.)

(ii) Ask the class to take out their writing pads and answer the following questions in Filipino:

(a) What is the reason we should keep toilets clean?

(b) Why should classrooms be clean and well lighted?

(c) Why should the school have a stock of medicines?

(d) What is the value of teachers checking on the health and cleanliness of their class?

(iii) Have two or three students read out their answers to the questions. Be sure to recognize those who give perceptive answers.

4. Presentation B:

(i) Have the class read in Igorot (pages 145, 150) the section entitled "The Health of the Household".

(ii) Ask the students to take out their writing pads and write in Igorot three things that they can do at home to clean and make their homes attractive.

(iii) Have several students read their answers.

(iv) Read the same section again in Filipino as a class (page 155).

(v) Have a student read in Igorot (pages 145, 150) the next section entitled "The Health of the Sitio".

(vi) Have the class read the same section in Filipino (page 155).

(vii) Ask a student to read in Igorot (pages 146, 151) the third section entitled "The Health of the Village".

(viii) Have the whole class read the same section in Filipino (page 156).

(ix) Have nine different students read in Igorot (pages 146, 151) the nine questions to be answered. As each student finishes reading the question, have him or her give an oral answer to the question he or she has just read.

Lesson 10

5. Application:

(i) Have the students take out their writing pads and turn to a clean page. Ask them to write their name at the top of the page. Have each student write a list of what he or she can do to help in the cleanliness of the village.

(ii) Have the students remove their lists from their writing pads, and attach them to the wall of the classroom, to be read out from time to time.

6. Presentation C:

(i) Have the students open their health books to lesson 10 in English (page 160), to the section entitled "The Health of the Household".

(ii) Instruct the class to read the paragraph together.

(iii) Choose a student to read the next paragraph entitled "The Health of the Sitio".

(iv) Have the whole class read together the third paragraph entitled "The Health of the Village".


(i) Instruct the students to take out their writing pads and to write answers in English to the nine "Questions" (page 161).

(ii) Request several students to read their answers for each question. Remember that a word of encouragement builds cooperation.

8. Application:

(i) Sing the song "Nan Nalagsak ay SinpangafonglNan Nalagsak ay Simpangabong" from Grade 3 lesson 7 (see Appendix Il). (This song is in the back of the students' books pages 167, 171.)

(ii) Have the students take out their writing pads and write their family name at the top of the page. Ask them to write in Igorot a list of what their parents should do to prevent sickness from coming into their household.

(iii) Have several students read their lists, and encourage the class to add new items to their list whenever something is mentioned that they did not think of.

(iv) Solicit any other suggestions that no one has as yet mentioned.

(v) Now, as a class, discuss the things that the barangay councilmen can do to help prevent disease from spreading in the village, and secondly, what help they can request of the Municipality. Write that on the blackboard. Appoint six or seven (according to the number of Barangay officials) students who

Lesson 10

have neat handwriting to act as scribes for the class. As the class comes up with a suggestion, discuss it, and if approved, tell the appointed scribes to write them neatly, to be given later on to the councilmen. Perhaps the list could be entitled "Nan Mabfalin ay Angnen nan Kokonsilman ay Mamachang .isnan Komedselan nan Ili/Nan Mabalin ay E l a n nan Kokonsilman ay Mamadang isnan Tomatangninan nan Hi".

(vi) Divide the class into eight groups (according to the number of the Barangay Officials), and assign a councilman to each group, so that they will go to hisher home after school and deliver the list personally to himher with a polite request to help the village in the ways the list suggests. Tell the students to read the list to the councilman.

Evaluation:

The teacher will know by the level of participation of the class as to whether the lesson has made an impact. If the students recognize the value of the principles learned in this lesson, they will be anxious to discuss village cleanliness and health with the barangay officials, and the school and village will become cleaner than it was before. If the councilmen respond and act on the suggestions, then the lesson has been an outstanding success!

Appendix I:

Nan Iskwilaanmi Ayog: Gaily Now We Dance Together

1. Winakas ay chalosanmi nan chey iskwilaanmi. Iyad-imi malogkhitan nan en mi iskwilaan.

Koro: Iskwilaanmi ilal-ayadmi. Songa winakas et nadchalos.

2. Am-in ay laminta issa igtomi's nan tey-ancha ta nalaka'y alaenmi mo siya chi masapolmi.

4. Nan plasan nan iskwilaan winakas masakhachan. Nan cheycha'y papil ya lokham et kad-in mi poowan.

5. Kad-in chalosanmi akhes nan chalan ya kasilyas. Ta maid en ab-afongan komaw laleg ay angsan.

6. Chakami ya chakek-emi mist010 mistalami en asi kami fafabchang. Nadchalos iskwilaan.

3. Nan lokhit et ornongenmi kalata'y fasolaan. Mo mapno et iwasitmi kafito ta mapowan.

Nan Oskilaanmi A y q Gaily Now We Dance Together

1. Winakgat ay dalosanmi nan dey oskilaanmi., Iyadirni'y malogitan nan en mi oskilaan.

Koro: Oskilaanmi ilaylayadmi. Tet-ew winakgat et nadalos.

2. Ngam-in ay laminta issa igtomi's nan teanda ta nalaka ay alanmi mo siya di masapolmi.

4. Nan plasan nan oskilaan winakgat masigidan. Nan deyda'y papil ya logam et en kami poowan.

5. Madandan dalosanmi es nan danan ya kasilyas. Ta maiwed menbebeyan lamok laeg ad-adwan.

6. Dakami ya mas-ikenmi mist010 mistalami en kami menbibinnadang. Nadalos oskilaan.

3. Nan logit et togopenmi's nan lata'y basolaan. Mo mapno et iwasitmi ed lokaw ta mapowan.

Appendix 11:

Nan Nalagsak ay Sinpangafong Ayog: Olonno

Fafai: Lalaki:

1. Enlafa manakcho ak siya'y ifachangko'n inak.

4. Paamo isakatyak siya'y ifachangko'n amak

Koro: Wen, asifabfachang kami Fafai: ta lomagsak nan pangafongrni.

5. En-owas en-oto ak Lalaki: siya'y ifachangko'n inak.

2. Mangaew manalo ak siya'y ifachangko'n amak.

Koro: Wen, asifabfachang kami ta lomagsak nan pangafongmi.

Fafai:

3. Itengawko's annochik mo en-akha ay-aywek.

Lalaki:

6. Nan pakhey et isaak siya'y ifachangko'n amak.

Fafai:

7. En-asi tako fachang is chi's kaiskwilaan.

Babai:

1. Menlaba, manakdowak siya'y badangko ken inak

Nan Nalagsak ay Simpangabong Apg: 0 1 0 ~ 0

Koro: Wen menbibinnadang kami ta lomagsak nan pamilyami.

Lalaki:

2. Mangaew mamakanak siya'y badangko ken amak.

Babai:

3. Nan iyogtanko aywanak omaga ay-ayakek

Lalaki:

4. Nan nowang isakatiyak siya'y badangko ken amak

Babai:

5. Men-owas men-otowak siya'y badangko ken inak

Lalaki:

6. Nan pagey et isaak siya'y badangko ken amak.

Babai:

7. Menbibinnadang kami isnan oskilaanmi.

Nan Komedselan si Takho Maikap-at ay Grado...Nan Komedselan si Takho Maikap-at ay Grado TEACHERS'...

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