Teacher's Guide - Diwa Learning Systems

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Grade 6
HEALTH: Breathe in, Breathe out
I. Learning Objectives
At the end of the lesson, the pupils are expected to be
able to:
a. discover the proper way of breathing;
b. give importance to the lungs; and
c. do the abdominal breathing exercises correctly.
II. Subject Matter
Breathing
III. Materials
Pictures of living or non-living things that give off air
such as electric fan, trees, people, animals, airconditioner,
etc.
IV. References
Hagibis Grade 6, Vol. 13, No. 3, SY 2008-2009
Breath. www.energybalancing.com/health/breath.html
Breathing. www.perf2ndwind.org/html/breathing.html
Health Hint: Breathing exercises. www.amsa.org/healingthehealer/breathing.cfm
V. Strategies
A. Motivation
1. Show the things that give off air.
2. Ask the pupils what common characteristic do
the pictures have. Encourage the pupils to share
their answers.
B. Developmental Activities:
1. Show the pictures to the class again. While
showing the pictures, tell the class the importance
of air on earth.
2. Ask the children how people take in air into the
body and how they expel air out of the body.
Tell them that the air we breath contains oxygen
that our body needs.
3. Ask the pupils what would happen if the hold
their breathe. Allow several pupils to share their
answers.
4. Ask a follow up question: Is there a proper way
to breath? Again, allow the children to share
their answers.
Teacher’s Guide
Vol. 13 No. 3 SY 2008-2009
5. Explain to the pupils that breathing is important
because it is through breathing where we draw
oxygen that our bodies need. Tell them that
while our body can get oxygen through any
kind of breathing, proper breathing maximizes
the available oxygen in the air.
6. Have a discussion about the proper way of
breathing.
7. After the discussion, lead the class in performing
abdominal breathing exercises.
C. Generalization
Breathing is very important. You should know
the proper way of breathing and it is best to practice
the proper way of breathing to have a healthier
life.
D. Assignment
Assign the pupils to research on the different
exercises that can help develop healthy lungs.
VI. Evaluation
Evaluate the pupils by giving them an essay-type quiz.
VII. Questionnaire
Direction: Explain briefly the following questions.
1. Why do people need to breathe properly?
2. Name some abdominal breathing techniques/exercises.
VIII. Other Teaching Ideas
Start the class with a light physical activity. Bring
the class to the gym or playground. Have them jog a few
laps around the gym or field. Tell them to jog at a relaxed
pace. After a few laps, bring them back to the classroom.
Allow them to rest for a minute or two before starting the
lesson. Let them share how they felt after running. After
they shared their answers, start discussing the importance
of air and breathing. Explain to them the importance of
proper breathing and some abdominal exercises to be
practiced often.
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MUSIC: Andante and Allegro Sing-Along
I. Learning Objectives
At the end of the lesson, the pupils are expected to be
able to:
a. differentiate andante and allegro;
b. name the different techniques in singing allegro
songs; and
c. appreciate music.
II. Subject Matter
Andante and allegro
III. Materials
None required.
Optional: lyrics and minus one recordings of andante and
allegro songs, CD or cassette tape player
IV. References
Hagibis Grade 6, Vol. 13, No. 3, SY 2008-2009
Singing tips. www.dogandponysound.com/sing_tip7.
htm
Which is easier to sing, a slow song or a fast song?
http://answers.yahoo.com/question/index?qid=200
71207193737AA5Iiif
V. Strategies
A. Motivation
1. Sing a few stanzas of different andante and allegro
songs.
2. Ask the class if they noticed any difference in
the songs.
B. Developmental Activities:
1. Lead the class is singing a few andante and allegro
songs. If you want, you can play a minus
one recording as an accompaniment.
2. After the singing session, ask the pupils how
they felt while singing the songs. Ask if the
encountered some difficulties in singing some
of the songs.
3. Ask those who answered yes what difficulty
they encountered while singing the songs.
4. Have a discussion about andante and allegro.
Challenge the pupils to categorize the songs
they sang into andante and allegro.
5. Discuss the tips on singing andante and allegro
songs.
C. Generalization
Andante and allegro are musical terms that can
be used to describe tempo. They are Italian words.
D. Assignment
Divide the class into groups. Tell the class that
they are to come up with a group project. Assign them
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to make a compilation of andante and allegro songs.
They are to submit the compilation on a CD.
VI. Evaluation
Evaluate the pupils by giving them an essay-type quiz.
VII. Questionnaire
Answer the following questions.
1. Name three tips in singing allegro songs. Explain
how each tip cam help briefly.
2. Name three tips in singing slow songs or ballads.
Explain how each tip cam help briefly.
VIII. Other Teaching Ideas
Invite volunteers to sing fast and slow songs. Ask
them if they had difficulties in singing the songs. Tell
them to give tips on how to sing fast and slow songs.
Write the tips on the board. Add tips that were not mentioned
in the article.
ART: T’boli’s Pretty Jewels
I. Learning Objectives
At the end of the lesson, the pupils are expected to:
a. discover the culture of T’boli people;
b. be able to name and describe some of T’boli jewelry;
c. be able to recognize T’boli jewelry as a form of art;
and
c. be able to appreciate T’boli jewelry.
II. Subject Matter
T’boli jewelry
III. Materials
Samples of T’boli jewelry (If samples are not available,
you can use pictures. Just make sure that the pictures are
colored and as detailed as possible.)
IV. References
Hagibis Grade 6, Vol. 13, No. 3, SY 2008-2009
Beaded dresses and ornaments of T’boli women of
Mindanao, the Philippines. www.thebeadsite.com/
SEAC2-03.html
Tboli. http://litera1no4.tripod.com/tboli_frame.html
Preserving culture: T’boli of Mindanao. www.devcomm.
com/tboli_culture.htm
V. Strategies
A. Motivation
1. Show the class some samples of T’boli jewelry.
If samples are not available, show the pupils
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detailed pictures of T’boli jewelry. You can
pass the samples or pictures around to allow
the pupils to take a better look at them.
2. Ask them what they think about the jewelry.
3. Tell them that what you showed are just samples
of jewelry of a group of indigenous people
called T’boli.
B. Developmental Activities
1. Begin the lesson by sharing some facts about
the T’boli people. Tell them where they can be
found, and it is not unusual to see them dressed
on as if there was a special occasion even though
it is an ordinary day.
2. Tell the class that T’boli people like wearing
jewelry that they make by hand.
3. Let the pupils realize how artistic T’boli people
are by comparing T’boli jewelry with other
types of jewelry.
4. Have a discussion about the different types of
T’boli jewelry.
C. Generalization
Jewelry are fascinating in the eye. T’boli people
make jewelry that many people love to wear.
D. Assignment
Assign the pupils to research on the different
designs and styles of making jewelry. Have them
submit a short report on next meeting.
VI. Evaluation
Give a 10-item seatwork.
VII. Questionnaire
Direction: A. Write the correct answers in the blanks.
1. What indigenous group who are good in making
jewelry live in South Cotobato? (T’boli)
2. This simple brass ring is known as (Kawat).
3. Anklets that are worn tightly on the calves are known
as (Tugul).
4. A T’boli ring is also called (Tsing).
5. Kowol is a t’boli jewelry that some people find
fascinating. It can also be called (Beklaw).
6. A necklace made of double or triple linked brass
chains is called (Lieg).
7. Headwear made of bamboo is called (Suwat
blakang).
8. What do you call the T’boli’s chandelier-type earring?
(Nomong).
9. This type of bracelet is thicker than blonso. (Kala)
10. What kind of anklets is worn loosely? (Singkil)
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VIII. Other Teaching Ideas
Show the class different T’boli jewelry. Ask the
class to render an artwork with the T’boli jewelry as the
subject. Then have a discussion about the topic.
Making a Lieg
I. Learning Objectives
At the end of the lesson, the pupils are expected to be
able to:
a. make a lieg reproduction;
b. appreciate one’s work; and
c. follow the procedure correctly.
II. Subject Matter
Project-Making: T’boli lieg
III. Materials
Samples of lieg
Various colorful plastic beads, preferably a combination
of transparent / translucent beads and metallic-colored
beads.
Aluminum wire.
Pliers
Thick black string.
IV. References
Hagibis Grade 6, Vol. 13, No. 3, SY 2008-2009
Beaded dresses and ornaments of T’boli women of Mindanao,
the Philippines. www.thebeadsite.com/SEAC2-
03.html
V. Strategies
A. Motivation
1. Show the pupils some samples of lieg.
2. Invite them to observe carefully the lieg.
B. Developmental Activities
1. Ask them to bring out their materials. Tell the
pupils that they will be making a reproduction
of a lieg.
2. Tell the children the importance of creativity
and patience in doing the project.
3. Before explaining the procedure, discuss the
rubrics on how they will be graded. The rubrics
can be found in the evaluation part of this
teacher’s guide.
4. Explain the procedure. Once you are confident
that the pupils understood the procedure, ell
them to proceed with their projects.
5. Monitor the progress of the children by moving
around the room as they work. Check if they
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followed the procedure. Be ready to help pupils
who might need some assistance.
C. Generalization
One of the T’boli’s most distinctive adornments
is the lieg (pronounced lee-egg). It is a necklace
laden with colorful beads made of glass, interspersed
with interlocking chains that feature dangling brass
or gold beads. A genuine lieg is said to be very expensive,
estimated at about US$1000. But you can
come up with your own version of this lovely piece
with plastic beads of various colors, some metal
(maybe aluminum) wire, and black string
D. Assignment
Assign the pupils to research about the different
artworks of the T’boli. Have them read more
about the lieg. Tell them to submit a report on next
meeting.
VI. Evaluation
Evaluate the pupils based on their project. Use this rubric
to evaluate them.
Originality of design – 70 percent
Creativity – 30 percent
VII. Questionnaire
In your opinion, why do you think is a genuine lieg
very expensive?
VIII. Other Teaching Ideas
Show the class some pictures of men and women
wearing jewelry. Ask them to describe the person in the
picture. Let them notice the jewelry worn by the model.
Tell them that they make their own jewelry. Start explaining
the procedure to the class.
Physical Education: Wheelbarrow Race
I. Learning Objectives
At the end of the lesson, the pupils are expected to be
able to:
a. follow instructions correctly;
b. exercise regularly;
c. realize the importance of exercise; and
d. show support among group mates.
II. Subject Matter
Wheelbarrow racing
III. Materials
None required
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IV. References
Hagibis Grade 6, Vol. 13, No. 3, SY 2008-2009
http://www.ehow.com/how_12552_hold-wheelbarrowraces.html
http://kudu.net/outdoor/games/beard/wheelbarrow.htm
V. Strategies
A. Motivation
1. Start with lesson with some warm up and
stretching exercises.
2. Lead the class in performing warm up and
stretching exercises. Remind them of the importance
of doing these exercises.
B. Developmental Activities
1. Begin the lesson by asking the class if they know
what a wheelbarrow is.
2. Ask those who answered yes to describe the
wheelbarrow.
3. Ask the class what kind of races are they familiar
with.
4. Introduce the game wheelbarrow race to the
class.
5. Ask the children if they are familiar with the
game.
6. Discuss the procedure of the game with the
class. Once you are certain that they understood
the procedure, tell the class that they will be
playing the wheelbarrow race.
7. Divide the class into two teams and then ask
them to choose a partner.
8. Bring the class to an open area, preferably with
a level, cushioned area.
9. If you are playing on a grassy area, check for any
hard or sharp objects that can hurt the players.
10. Once you are sure that the playing area is safe,
remind them about the rules of the game. Tell
the class that this will be a relay. Remind them,
too about the importance of teamwork.
11. Give the teams about a minute or two to organize
themselves (the order of pairs to do a leg).
12. Once the teams are ready, start the game. The
first team that completes the relay wins the
game.
13. After the game, give them about minute or two
to rest. Then have a discussion. Discuss the
benefits of playing wheelbarrow race.
C. Generalization
Wheelbarrow race is fun and also a good exercise
to the body. Try to play this game with your
friends and family members at home.
D. Assignment
Assign the pupils think of a different exercise,
preferably for the arms that can be a fun game. Tell
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the pupils to be ready to share the game to the class
the next meeting.
VI. Evaluation
Evaluate the pupils based on their participation in
the activity. You may give extra points to the members
of the winning team.
VII. Questionnaire
Answer the following questions.
1. Explain the procedure of the wheelbarrow race.
2. What are the health benefits that we gain in playing
the wheelbarrow race?
VIII. Other Teaching Ideas
Divide the class into groups. Let the pupils play the
wheelbarrow race or relay. After the game, let the class
brainstorm the different health benefits one can get from
playing wheelbarrow race. Use their inputs as a springboard
for the discussion. Add your inputs to complete
points that the children might have missed.
Answer to Scissors amd Crayons
Musical Terms
Who Won the Race?
Pair A -- Fourth
Pair B -- First
Pair D -- Fifth
Answer to chess puzzle
1.bxf7#
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