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Q2 Grade 6 Pe & Health
Q2 Grade 6 Pe & Health
Q2 Grade 6 Pe & Health
E & HEALTH
ELEMENTARY
Second Quarter
1
MAPEH – Grade 6
Alternative Delivery Mode
Quarter 2
First Edition, 2019
Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.
HEALTH
Writer ALEX G. CORPORAL
Master Teacher I- CAA Elementary School
2
6
P.E
FIRST QUARTER
3
Introductory Message
4
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
learn the health implications of poor environmental sanitation. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now
using.
The module is divided into P.E and Health lessons.
Physical Education (P.E)
Lesson 1 –Different skills involved in the game.
Health:
Lesson 1- Describing Healthy School and Community Environments
Lesson 2- Effects of Living in a Healthful School and Community
Lesson 3- Ways to Build and Keep School and Community Environment
Healthy
Lesson 4- Proper Waste Management
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Lesson Executes the different skills
1 involved in the game.
What’s In
Direction: Identify the following games in the pictures. Arrange the jumbled letters
to find the answer.
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What’s New
In this quarter, pupils will learn and play some of the Filipino games that will
develop their potential, creativity, and health awareness. The purpose of this is to improve
the quality of their physical fitness condition and encourage them to actively participate in
any form of activities and games that will promote skills development, teamwork, and
sportsmanship. Invasion games is an example of Filipino games we can play.
There are 5 invasion games featured in this module which can be played indoor or
outdoor. You may select any of the following games you wish to perform.
• SUNGKA
• PIKO
• PATINTERO
• AGAWANG BASE
• CHESS
One must engage himself to physical games to enjoy, relax and meet
people to gain more friends.
What is it
One of the reasons why we play games is fitness. Fitness is the well-being of a
person and determines the ability of his/her body to perform well in work and leisure
activities.
Invasion games are the traditional games that Filipinos love to play. Here player show
ability to move into space to goal, to occupy the opponent’s space and to depend on their
space, it also includes stealing object and running, jumping, or crossing over.
Some of the invasion games are Indoor games. They are commonly played during
rainy days and in social gatherings and mostly played in group competitions type like
chess, scrabbles, and dama. These games involve mental alertness and intellectual
decisions.
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• Futsal
Carrying or stopping across a line
• Chess
• Games of Generals
• Dama (Checkers)
Jumping, Running or Crossing Over
• Patentero
• Lawin at sisiw
Stealing and catching
• Agawan base
• Agawang sulok
Sungka
Featured game 1
Sungka is a game played by two players by using a solid carved wood with two rows
of seven circular holes and two large holes at both ends called house.
Materials:
Sungka carved wood
Forty-nine small stones or shells
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How to play Sungka
1. The players simultaneously drop one shell on each hole clockwise except the
opponent’s house.
2. If one player runs out of shells, he/she stops and wait for his/her turn. if his/her last
pebble lands on an empty hole in his /her row he is entitled to claim the opposite
rows shells and put them in his/her house.
3. If the last shell is put on the player’s house. He /she can choose a hole where
he/she will get the shells from. If the player’s last shell is put in an empty hole,
he/she is dead and loses his/her turn.
4. The next player can choose the hole he/she will get shell from, and continuous
dropping pebbles.
5. The game ends when no shell is left on both sides of the board. The winner has
the greatest number of shells.
PIKO
Featured game: 2
Piko is the Philippine variation of the game hopscotch. The players stand
behind the edge of a box, and each should throw their cue ball. The first to play is
determined depending on the players' agreement (e.g., nearest to the moon,
wings or chest). Whoever succeeds in throwing the cue ball nearest to the place
that they have agreed upon will play first. The next nearest is second, and so on.
The person is out for the round if they stand with both feet
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5. Player who has the most invaded space is the winner.
AGAWANG BASE
Featured game: 3
Agawan Base means "capturing base". It is a game played by two teams with a
minimum of 3 players for each team. The game involves running, chasing, or tagging,
and accidental falling is inevitable. The aim is to touch the opponents base without
getting tagged by a member of the opposing team. Teams outwit each other by
deploying players in the playing area to tag opposing players so that players guarding
the base becomes fewer. Increasing the chasing opponents to touch the base. The
team that accumulates more points wins the game.
PATINTERO
Featured game: 4
The setup
• Draw a big rectangle on the ground, around 6 meters long by 4 meters large (using a chalk,
pebble or even tape).
• Trace 4 extra lines in the rectangle to divide it in 6 parts.
The Guard on the first line is the team leader usually called ‘Patoto’ and has the right to also move on the
central line crossing the rectangle.
How to play
1. The game starts with a toss of a coin to decide the team that becomes the
passer or runner.
2. To start the game, all Passers must go and try crossing the rectangle back and forth without
being touched by any of the Guards.
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• If a Passer fails as he got tagged, he is out of the game and must wait
until the next turn.
• If a Guard tagged a Passer without having his two feet on his line, then it
does not count.
3. There is a time limit of two minutes for each team to score. Once the two minutes
elapse, the two teams change sides, and the guards become the passers and
vice-versa.
4. Once all Passers have finished (either won or lost), the teams switch roles (Passers become
Guards, and Guards become Passers) for a new turn to start and complete the round.
What is It
A. Siklot
B. Sungka
C. Piko
D. agawang base
3. Which of the following describe invasion game?
A. Players invade or occupy the opponent’s space.
B. Players send an object toward a target while avoiding obstacles
C. Players bounce, or rebound, the ball off the front wall
D. Players in the Team helps build teamwork
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5. Which skill you may developed in playing sungka
A. eye coordination
B. Flexibility
C. Balance
D. Speed
6. Which invasion game is an example of Running or Crossing Over
A. Patintero
B. Bunong-braso
C. Agawang base
D. Agawang Sulok
7.The following are object of each player in invasion games EXCEPT One. Which is it?
Activity 2. Write TRUE if the statement is correct and FALSE if the state is wrong.
_______1. Chess, Games of General, and Dama (Checkers) are example of invasion
games which involve Carrying or stopping across a line
______ 2. The Guard on the first line in Patintero is the ‘Patotot’ and has the right to
also move on the central line crossing the rectangle.
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______ 3. To capture an opponent in agawang base one must tug them.
______ 4. In Piko game the player who do not have invaded space is the winner.
______ 5. When Passer fails to go crossing the rectangle back and forth because he
got tagged he can only score 1.
______ 6. The game ends in sungka when both sides of the board have the same
number of shells.
______7. To steal the base of the opponent and win, one must touch opponent’s base.
______8. Being relaxed and happy while playing is one of the Benefits from playing
invasion Games
______9. In sungka the first to drop shell on each hole is determine by tossing coin or
rock – paper– scissors (jak-en-poy}
_____10. The players in piko walks through squares which have symbols whether the
player use left or right foot
What’s More
CHESS
Featured game: 4
Read and follow the step-by-step procedure in the Chess game. Then answer the table
that follows. Use the link below for more instructional procedures.
Setup:
The board is setup as shown. There should always be a white square at the closest
right-hand side for both players. Remember that the queen must be on a square that
matches her color.
Turns:
White always moves first, and players alternate turns. Players can only move one piece
at a time, except when castling (explained later).
Taking Pieces:
Players take pieces when they encounter an opponent in their movement path. Only
pawns take differently than they move (explained later). Players cannot take or move
through their own pieces.
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Materials: You will need the following:
• Chess board
• Chess piece
1. Pawn only moves forward. On the first move a pawn can move one or two spaces,
every subsequent move can only be one space. Pawns move diagonally to take
opponents.
2. Rook. move in a continuous line forward, backwards and side-to-side.
3. Knights are the only pieces that "jump" off the board. Unlike other pieces they are not
blocked if there are pieces between them and their destination square.
4. Bishops move in continuous diagonal lines in any direction.
5. Queen moves in continuous diagonal and straight lines. Forward, backward and side-
to-side.
6. The king can move in any direction, one square at a time.
A king cannot move to a square that is under attack by the opponent.
Special Move: Castling is the only move that allows two pieces to move during the same turn.
A king is in check when an opponent's piece is in a position that can attack the king. A player must move
their king out of check, block the check or capture the attacking piece.
A king is in checkmate if it is in check, the opponent's piece that has the king in check cannot be
captured, the check cannot be blocked, and the king cannot move to a square that is not under attack.
"Stalemate" is a tie. It is achieved if there are no legal moves for a player to make.
https://www.instructables.com/id/Playing-Chess/
• Skills and good values are developed during playing with friends and peers
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What I Can Do
Direction: Look for playmates set-up chess and play the game
4 3 2 1
Indicators Very Good Good Fair needs
improvement
Tactical skills
Critical thinking skills
Interception skills
Catching skills
Defending skills
Assessment
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4. Which game involve stealing and catching?
A. Agawang base
B. Lawin at sisiw
C. Patintero
D. chess
5. What values will you get while playing invasion games?
A. Teamwork
B. Positive attitude
C. Discipline
D. All the above
Direction: Look for a partner. Select one of the games you’ve learned and play the
game
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
References:
PE and Health for Fun 6 Textbook
By. Grecia et.al
https://www.youtube.com/watch?v=SqpOoUISzS4
https://youtu.be/4q9VJUwNTAE
https://www.instructables.com/id/Playing-Chess/
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6
HEALTH
SECOND QUARTER
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Describing Healthy School and
Lesson Community Environments
1 Competency: Describe healthy school and community
environments.
What’s In
A healthy community is described as a place that is safe and clean and
has improved overall health and quality of life for group of individuals living in
the same area. There is a sense of belongingness and people live harmoniously
and peacefully together.
What’s New
Directions: Take a look at the pictures below. Answer the following
questions.
1. What words will you use to describe picture A?
2. What about picture B? Does your school environment look like picture
A?
3. How about your community environment? Does it look like picture B?
You will learn how to describe environment like this in our lesson specifically on
the next part. “What is It.”
A B
https://www.shutterstock.com/search/girl+go+school+clip+art http://www.clker.com/clipart-532123.html
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What is It
A healthy school environment is a conducive place for learning for all
school children and personnel. It has a safe and clean physical environment
and a friendly psychosocial environment.
1. Physical environment
The physical environment of a school has a strong influence on
children’s health for many reasons.
The physical environment includes safe, clean, and of acceptable air
and water quality, as well as visually appealing and adaptable.
In other words, the physical environment must provide a secure and
expansive setting in which children are protected from danger. The
children are free of sicknesses and diseases since the air and water supply
is pure and of excellent quality.
A healthy school environment has the following components:
I. Provision of basic necessities
a. safe and clean water supply
b. clean air to breathe
c. proper lighting and ventilation
d. safe and healthy foods
e. clean and safe facilities
f. emergency medical care
g. comfortable classrooms and safe buildings and structures
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II. Protection from biological threats
a. safe and sufficient supply of water
b. well-kept chemicals, such as those for rodents and insects
c. safe food; no molds
d. free from any harmful animals like dogs
III. Protection from chemical threats like
a. air pollution
b. water pollution
c. cleaning agents/ detergents
d. paint
e. hazardous waste and materials
IV. Protection from physical threats like
a. traffic and transport
b. crime or any violation
c. injuries
d. extreme heat and cold
2. PSYCHOSOCIAL ENVIRONMENT
It refers to the climate and culture of the school. It includes
respect for work-life balance, recognition, and reward for good
performance for both children and adults, zero tolerance for
harassment, bullying, and discrimination, and ensuring psychosocial
safety and health.
It is a place where students are encouraged to form peaceful
relationships with one another. There is also a beneficial relationship
between students and teachers.
What’s More
Directions: Write √ on the blank if the statement describes a healthy school
and community environment and × if not.
______1. The contamination of water that cause diseases
______2. Enough food to eat
______3. Early child labor
______4. Bully by their classmates and playmates
______5. Harm and injuries are avoided
______6. The Barangay has a playground
______7. Safe from illness
______8. Adults are good examples to young ones
______9. Children are supported by their parent
_____10. Crowded place
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References:
EXPLORING MAPEH 6 by Pempena et.al
ADM Modules for Health 6 by Panizales
https://www.shutterstock.com/search/girl+go+school+clip+art
http://www.clker.com/clipart-532123.html
Effects of Living in a
Lesson Healthful School and
2 Community
Competency: Explains the effect of living in a
healthful school and community.
What’s In
Let’s review!
In the previous lesson, we were able to describe healthy school and
community environments . Can you describe the following?
1. Physical Environment
2. Psychosocial Environment
What’s New
https://www.pinterest.ph/pin/715227984547217207/
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1. What do you see in the picture?
2. Describe how the children help to maintain a healthy environment.
What is It
Why do you need to maintain the cleanliness in
your school or community?
Safe
A healthful school and community should be safe. Classrooms
should be clean, convenient and not crowded .This implies safety from
harm and illnesses caused by dirty environment.
Free from abuse and discrimination
It should be a place where children would not experience bullying
and discrimination. Pupils should be accepted for who they are and
should be supported and guided in this young stage of their life.
Teachers and adults give good examples of kindness and respect. If this
happens they will be able to develop their full potentials.
Flexible Spaces
It should have a spacious play area where pupils could play
safely. Through this, pupils will avoid injury.
Clean with good air and water quality The pupils should be provided
with an environment where they are free from harm and illnesses.
Having clean air and water free from pollution makes them always
healthy.
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Healthful interpersonal relations
It should be a place where pupils could move freely and can interact
with classmates and teachers freely. If these are present, pupils could feel at
ease and happy. Learning will take place easily.
What’s More
Direction: Take your time to read each circumstance carefully. What features of
a healthy school and community are displayed? In 2-3 sentences, explain your
response.
a. Inside the classroom, Gerry finds it simple to inform his teacher about his
difficulty.
______________________________________________________________________________
______________________________________________________________________________
References:
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Ways to Build and Keep
Lesson School and Community
Environment Healthy
3 Competency: Demonstrate practices for building
and maintaining healthy schools and community
environment.
What’s In
Let’s review!
How a healthful school and community brings positive effects to pupils
and the people as a whole?
What’s New
https://www.vectorstock.com/royalty-free-vector/two-girls-cleaning https://www.dreamstime.com/illustration/planting-tree.html
classroom-together-vector-18013181
1.What are some activities that show how to create and maintain a
healthy school and community environment?
2.How frequently should we do these things?
3.Aside from the activities shown in the image, what are some additional
things you know from personal experience that may help develop and maintain
the health of our school and community?
4.What contributes to the unhealthiness of our school and community?
5.How essential is it to create and maintain a healthy school and
community environment?
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What is It
Why is it important to demonstrate
ways to build and keep school, and
community environment healthy?
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What’s More
Directions: Put a check(/) that demonstrate ways to build and keep our
school and community environments healthy X if it is not. Write your answer on
a separate sheet of paper.
______ 1. Keep the school facilities clean, spacious and bully free environment.
______ 2. Treat others the way you wish to be treated.
______ 3. Join in the cleaning day activity.
______ 4.Live in a happy and peaceful life with access to safe and clean
environmental resources.
______ 5. Maintain clean surroundings by disposing waste improperly.
Reference:
Exploring MAPEH 6 By: Adolfo M. Pempenia et.al
ADM for Health 6 by: Raceli Imas
https://www.vectorstock.com/royalty-free-vector/two-girls-cleaning-
classroom-together-vector-18013181
https://www.dreamstime.com/illustration/planting-tree.html
What’s In
Let’s review.
Do you still remember the major kinds of waste and their differences? Can
you tell the different ways of managing wastes?
How does the school keep and maintain a healthy school and community
environment?
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Last What’s New
Direction: Observe the following pictures and answer the questions
below.
https://wowchildrensmuseum.org/reduce-reuse-recycle/
https://www.shutterstock.com/search/waste+segregat
ion
1. Can you name each picture?
2. What can you say about the pictures?
3. Will you be one of those who will help keep the school and community
environment healthy?
4. Do you know that there are color-coded bins to sort our wastes easily?
5. Do you have these in your school?
What is It
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What’s More
A. Direction: The pupils are sharing ideas about proper waste
management at home, in school, and in the community. Read carefully and fill
out the checklist after reading this.
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B. Direction: Fill-out the checklist honestly as to your participation in
managing waste in home, school and community.
KEY TO CORRECTION
5. / 10. X 5. /
4. X 9. / 4. /
3. X 8. / 3. /
2. / 7. / vary. 2. / vary.
1. X 6. / Answers may 1. / Answers may
What’s More What’s More What’s More What’s More
Lesson 1 Lesson 2 Lesson 3 Lesson 4
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