HEALTH

I. Objectives: At the end of the lesson, the pupil will be able to:
- Describe a healthy person
- Explain the concept of malnutrition
II. Subject Matter:
Content: Concept of Malnutrition
Forms of malnutrition(undernutrition and overnutrition)
References:
DOST-PINOY (2010). A training manual for Nutrition Health Workers. Taguig:
DOST.
DepEd (2013). K to 12 Health curriculum guide. Pasig: DepEd.
III. Procedure
A. Preliminary Activities ( 3 minutes)
B. Developmental Activities (27 mins)
Activity 1: Who is Healthy?
Ask: Why do you think is Lee healthy?(Point at Picture No. 2)
Why do you think is Rod NOT healthy? (Picture No. 1)
Why do you think is Romy NOT healthy too? (Picture No. 3)
Activity 2: Eating Properly
1. Ask: Who do you think is eating properly? (Picture 2)
Why do you say so?
Who is NOT eating properly?
Why do you say so?
2. Answer Lets Do This.
3. Say: People who do NOT eat properly suffer from wrong nutrition or
malnutrition.
Write the word on the board and let the pupils say it.
4. Ask: Who among the boys are suffering from malnutrition?
Generalization (5 mins)
Ask, What is malnutrition? (Eating too much food, too little food, or not
enough healthy food). Let the pupils write in their notebook.
Evaluation (5 mins)
Ask the pupils to answer Lets Check.
Answers will vary.

PE

I. Objectives:
1. Describe the proper body mechanics while standing.
2. Move the body properly in response to sounds and music.
3. Engage in fun and enjoyable physical activities.
II. Subject Matter:
A. Topics: Basic Standing Positions and Movements
B. Skill/s: Locomotor, and Non-locomotor, Standing
C. Values: Cooperation, Alertness, Self-Discipline
D. Reference: TGs and LMs Gr. 2, Enhancing Skills through MAPE
E. Materials: CD & CD player, and Activity Cards
III. Learning Activities:
Activity 2: Mirror revision on the wall
Note to the teacher:
Demonstrate the hand and feet movements and the pupils will follow.You
may also ask the
Pupils
Ask the following questions
What can you say about the movements?
What different shapes were formed with bodies?
Can you describe the different positions?
What body parts were used to form the shapes?
Can you do it?
D.Generalization
Our bodies can perform different shapes and lines such as straight, curled
and
twisted.It can also show different shapes and actions.
If you can move your body and form shapes in many ways, you will enjoy
exercising.
Values Infusion
Cooperation, self discipline, and initiative are important in doing varied
activities.
E.. Application:
Merry-Go-Round
Direction: Using the base method.Devide the pupils into four groups. Ask
them to form
the shape assigned in each base. They should have formed the shapes at
the end of the song (Twinkle Twinkle Little Star)and move to the next base
using the prescribed locomotor movement.
Station 1 Form a circle shape with arms upward
Station 2 Form a square shape with arms sideward
Station 3 Form a triangle with arms in front
Station 4 Form a diamond shape with arms in front.
IV. Assessment:
Put a check () in the box that matches your performance.
V. Assignment:

A. Ask the pupils to practice at home the different body shapes and body
actions.
Edukasyon sa Pagpapakatao
July
16, 2015
Layunin:
Paksa/Pagpapahalaga:
Mga Kagamitan:

Nakasusunod nang kusang-loob at

kawilihan sa mga panuntunang
itinakda ng tahanan
Pagkakabuklod ng Pamilya /
Kaayusan
Mga metacard o post-it-card,
graphic organizer na makikita sa
Isapuso Natin para sa bawat
bata, sulatang papel, lapis,
larawan ni Tatay, Nanay,
kapatid/mga kapatid, at Kagamitan
ng Mag-aaral

Pamamaraan:
Pagbalik-aralan ang natapos na aralin noong isang linggo tungkol sa dapat gawin
upang manatiling malusog at ligtas ang pangangatawan.
Alamin Natin
1. Talakayin ang mga tanong sa panimulang salita.
2. Ipabasa ang tulang Tuloy Po Kayo at pasagutan ang mga tanong tungkol dito.
3. Sabihin sa mga mag-aaral na alalahanin ang ilang tuntunin sa tahanan at paguusapan kinabukasan.
Isagawa Natin
Pasagutan sa mga bata bilang balik-aral ang tanong na ito, Nasusunod ba ninyo
ang mga tagubilin ng inyong mga magulang? Bakit?
1. Bigyan ng metacard o post-it-card ang mga mag-aaral. (Kung wala nito, maaaring
gumamit ng ibang papel o karton). Ipagawa ang Gawain 1 ng Isagawa Natin.
2. Pangkatin ang mga mag-aaral at papiliin ng lider ang bawat pangkat.
Isapuso Natin
1. Pagbalik-aralan ang nakaraang aralin.
2. Bigyan ang mga mag-aaral ng graphic organizer na tulad ng nasa Kagamitan ng
Mag-aaral.
Isabuhay Natin
1. Pasagutan: Ano ang natuklasan mo sa paggawa mo ng graphic organizer
kahapon?
2. Ipagawa ang nasa Kagamitan ng Mag-aaral. Isulat ito sa isang malinis na papel.
3. Talakayin ang sagot ng mga mag-aaral at ipaunawa ang mensahe sa Tandaan
Natin.
Subukin Natin
1. Ipagawa ang Puno ng Buhay. Ipasunod ang patakaran.
2. Ipalagay ang natapos na gawain sa portfolio.

Sa sandaling matapos ang gawain, iparamdam sa mga mag-aaral ang iyong

kasiyahan bilang guro dahil sa kanilang mga ginawa na iyong kinalulugdan. Ihanda
sila sa pamamagitan ng paghamon para sa susunod na aralin.
Mother Tongue

1. Participate actively during class sharing on familiar topics by making comments

and asking questions using complete sentences.
2. Speak clearly and comprehensively by using standard language and appropriate
grammatical form, pitch, and modulation.
3. Write a rap.
Learning Activities
A. Review of the Story
Call selected pupils to re-tell the story Juicy, Juicy Fruits
Ask: What lesson does the story teach?
B. Writing a Rap
Say: A rap is a style of music where you recite or chant the words with a rhythm or
beat.
Example: Have children follow the teachers lead in creating a clapping rhythm for
the Juicy,
Juicy Fruit rap. Then rap with the class the words.
Ask: Can you make your own rap? What are the steps to remember when making a
rap?
Teacher presents the 3 Easy Steps to follow in creating a rap
1. Think of a topic you want
2. Write two or three sentences about the topic. Make the words rhyme as much as
possible.
3. Make a beat or a rhythm for your composition
Activity: Group pupils. Ask them to create a rap following the steps given. Substitute
your
chosen words to the words in the rap. Think of other objects that you would like to
rap about.
You may create your own rhythm or use the one given.
My Rap
Pomelo, Pomelos, juicy, juicy, juicy pomelos
Juicy, fruity, juicy pomelos(Right)
I love juicy, juicy pomelos
Juice that tickles, tickles me best. (Yes, yes, yo!)
Processing of the activity:
Presentation of the group outputs
Assessment
Answer the Post Assessment on Q1 LM

Filipino
Layunin
Nagagamit ang pangngalan sa pagsasalaysay tungkol sa tao, lugar, at bagay sa
paligid
Paksang-Aralin
Paggamit ng Pangngalan sa Pagsasalaysay
Panlinang na Gawain
1. Tukoy-Alam
Bigyan ng flashcard ang bawat bata.
Pasulatin ang bawat bata sa hawak na card ng isang pangngalan.
Ipapasa ito sa kaklaseng nasa kanan, magpasulat sa kaniya ng isang salita tungkol
sa pangngalang nakasulat sa papel.
Ipasa muli sa kanan ang papel. Hayaang gumawa ng pangungusap gamit ang mga
salitang nakasulat sa card. Ibalik sa orihinal na may-ari ang papel.
Tumawag ng ilang bata upang ipabasa ang pangungusap na nasa card.
Ipapaskil ito sa pisara matapos basahin nang malakas.
2. Paglalahad
Ipabasang muli ang Ang Sarap Talaga sa Alamin Natin, p.10.
3. Pagtalakay at Pagpapahalaga
Itanong:
Ano-ano ang pangngalan na ginamit sa kuwento? Ipatala ang mga ito.
Ipabasa sa mga bata ang nakatalang pangngalan.
Alin-alin ang ngalan ng tao? Bagay? Pangyayari?
Papiliin ang mga bata ng isang pangngalan. Ipagamit ito sa sariling pangungusap
na nakabatay sa binasang kuwento.
Balikan ang mga pangungusap na nakasulat sa card sa unang gawain.
Ano-ano ang pangngalan na ginamit sa bawat pangungusap?
Ipapangkat ang mga ito ayon sa kategorya.
Paano isinulat ang bawat pangngalan?
4. Pagpapayamang Gawain
Maghanda ng ilang mga larawan ng tao, bagay, hayop at pangyayari.
Ilagay ito sa isang malaking kahon.
Ipagawa ang pagsasanay sa Linangin Natin, p. 11.
5. Paglalahat
Ano ang natutuhan mo sa aralin?
6. Karagdagang Pagsasanay
Ipagawa ang Pagyamanin Natin, p. 12.
Pakuhanin ang mga bata ng isang bagay mula sa hardin na ididikit sa kanilang
notebook. Pasulatin ang mga bata ng isang pangungusap tungkol dito.

Araling Panlipunan

I. Layunin:
1. makapagtukoy ng kinalalagyan ng bawat lalawigan sa rehiyon gamit
ang mga pangunahin at pangalawang direksiyon;
2. mailalarawan ang kinalalagyan ng iba-ibang lalawigan sa rehiyon
gamit ang mapa
II. Paksang Aralin:
Paksa: Lokasyon ng mga Lalawigan sa Rehiyon
Batay sa Direksiyon
Kagamitan: mapa ng sariling rehiyon, mapa ng ibang rehiyon,
Larawan o totoong compass, compass rose, north arrow,
manila paper, coupon bond, crayons
Paglinang:
1. Ipabasa ang Tuklasin Mo. Gamitin ang mga susing
tanong 1-4 sa pagtalakay ng mga pangunahin at pangalawang
direksyon.
2. Magpakita ng mapa ng sariling rehiyon sa klase. Ipatukoy ang
mga lalawigan sa ibat ibang direksyon sa mapa.
3. Ipaliwanag ang pamamaraan ng mga Gawain.
Gawain A: Mga Lalawigan sa Rehiyon
Hatiin ang klase sa limang pangkat.
Magbigay ng mga pamantayan sa paggawa upang
mapanatili ang kaayusan ng klase.
Gawin muna ng buong klase ang Gawain A LM.
Talakayin ang pagtukoy ng mga lugar sa mapa.
Ipamahagi ang pinalaking kopya ng mapa ng inyong
rehiyon. Kung wala, maaari mong ipasangguni ang mga
mag-aaral sa mapa ng sariling rehiyon.
Sabihin sa mga bata na isulat ang kanilang mga sagot sa
katanungan sa isang manila paper at maghanda sa
gagawing pag-uulat pagkatapos ng Gawain.
Bigyan ng sapat na panahon ang mga pangkat sa
paggawa ng kanilang output.
Ipaulat ang gawa ng mga pangkat.
Gawain C: Iba-ibang Lugar, Iba-ibang Direksiyon
Gamitin ang kaparehang pangkat sa mga naunang Gawain.
Magpagawa ng pinalaking kopya ng bulaklak na may
nakasulat na mga direksiyon sa isang manila paper.
4. Bigyang diin ang mga kaisipan sa Tandaan Mo LM.

IV. Pagtataya:
Pasagutan ang Natutuhan Ko.

Science
Objective
At the end of the lesson, the pupils should be able to describe different liquids
based on their different characteristics.
Materials
pictures or real liquids
Procedure
1. Review
Ask: What are the different characteristics of solids?
2. Motivation / Presentation
Show pictures of different liquids. Say: Here are various samples of liquids. Look at
them. Can you name them?
3. Lesson Proper
1. Teacher should tell the students to go to the canteen and ask the canteen staff to
show the different liquids available. (Give some precautionary measures in dealing
with liquids which may not be familiar to pupils). Demonstrate the activity first
before letting the pupils do it. Have this table be filled up by the pupils.
NAME OF
How
Shape of
Taste
Odor/
Space it
LIQUID
objects
the
smell
occupies
flow
container
Soy sauce
Condensed milk
Water in a plastic bottle
Perfume
Assessment
Say: List down two (2) liquids found in different places below. Write your answers in
the graphic organizer . Do this on your notebook.
Things Around Us
Assignment
Have the pupils cut out three (3) pictures of liquids that can be poured from one
container to another. Paste them on their notebook.

English
Skill Lesson: Graphic Organizers 1. Presentation/Introduction Show a list of words
about the mices actions, traits, and feelings. Say: Do you remember the story about the three
mice who wanted to bell the cat? Here are some words that tell about the mice. Read the words.
Ask the pupils to add more words to the list.
Word List
hid ran shouted
planned afraid sad
smart small not brave
2. Modeling/Teaching Post a circle with the picture of the three mice on it. Say: We will
arrange the words that tell about the mice around this picture. Look at the words again. Which
words go together? (e.g., hid, ran, planned, shouted) What do these words tell about the mice?
(what they did) Yes, these words are actions the mice did. I will draw a circle and write the word
Actions on it. Place the circle next to the middle circle and draw a line connecting the two
circles. Do the same for words that show how the mice felt (Feelings) and words that show what
kind of mice they are (Traits). Explain further what Traits are. Give examples. Draw lines to
connect the circles to the center circle, so it looks like this:
Now, let us write the words that show the actions of the mice. Where should
we write them? (around the circle Actions) Call on pupils to write the words
around the circle. What words do we write around the circle Feelings?around
the circle Traits? Call on pupils to write the words. The finished semantic map
will then look like this:
Teaching Chart: Semantic Webs
How to make a semantic web:
First, study the whole web. Look at the middle circle. It will tell you what the web is all about.
Next, look at the other circles around the center circle. They tell about the other topics that are
parts of the whole web.
Then study the words that you will arrange around the circles that give you the topics. Decide
where you need to place the examples of each topic.
Finally draw a line to connect each example with its topic.
3. Guided Practice
Present another semantic web with a picture of a cat in the middle circle. Say: What is this web
about? What words come to your mind when you see the word Cat? List the answers of the
pupils on the board. When enough words have been listed, have the class read them and try to pu
them into groups. Now let us make names for the words that belong together. Sample categories
that may be formed are: What cats eat How a cat looks Where cats live Kinds of cats Divide the
class into small groups and give each group a sheet of Manila paper on which they will make
their semantic web. Guide them in making the center circle first. Then have them make the
circles for strands/categories next. Then leave them to write the words in their places in the web.
Groups share their semantic webs to the whole class.
4. Independent Practice

Review the steps in making a semantic web. Then refer the pupils to LM
Activity 21, page 31.

Mathematics
Objective
Compare values of the different denominations of coins and bills through
PhP500 using relation symbols
Value Focus
Wise spending
Prerequisite Concepts and Skills
1. Comparing whole numbers using relation symbols
2. Identifying value of money in bills and coins
3. Reading and writing money in symbols through PhP500
4. Place value of whole numbers
Materials
Pictures of items with tag prices, Show Me board, flash cards
Instructional Procedures
A. Preliminary Activities
1. Drill
Give practice on reading money in symbols through PhP500. Use flash
cards as snappily as possible.
2. Review
Using your Show Me boards, write the money in symbol as shown in
each strip of paper. Then, read the amount of money you wrote.
Applying to New and Other Situations
Group the class into four. Give each group 3 pairs of envelope
containing bills and coins. (Use play money).
Ask them to count and compare the two amounts of money in each
pair.
Let them write the facts in number sentences.
Example: PhP79.25 > PhP65.05
Evaluation
Ask the pupils to compare the denominations of bills and coins in Activity 4
in the LM.
Answer Key:
1) PhP110.00 < PhP140.00
2) PhP270.00 > PhP200.00
3) PhP320.00 < PhP500.00
4) PhP470.00 > PhP400.00
5) PhP450.00 < PhP500.00
Home Activity
Ask the pupils to work on the exercises in Activity 5 at home. Tell pupils to
ask the help of their parents. Check pupils answers