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Nan Komedselan si Takho Maikan-em ay Grado

TEACHERS' MANUAL

for the

The Sixth 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 LLNGUISTICS 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

Teachers' Manual for Central Bontoc Health Book for Grade 6

02.72-793-1C 67.120PQ-935031B

ISBN 971-18-0234-1

Printed in the Philippines

Republic of the Phlllpplnes Deporrrrtent of Health

OFFICE OF .ME SECRElARY

64N UUROOOUAWND RW AVENUE. ETA CRUZ MMlU WUPPlUES TEL h. 7! 14040

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 7 retary ofhealth

REPUBLIKA NG PI W I N A S REPUBLIC OF THE PHILIPPINES

KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS DEPAR'IMENT OF EDUCATION, CULTURE AND SPORTS

UL Complex, Meralco Avenue Pdg, 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 lunaugaliang pamayanang kultural ng Pilipino. Ang aklat na ito, na nasa wika ng pamayanang kultural ay may layuning tumulong sa pangangalaga nito. Ito ay gmawa 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 pamamagtan 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 ipalulala 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.

Kali him Disyembre 15, 1992

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 I1 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.

~ e l e ' n B. Baywong Schools Division Superintendent

Republic of the Philippines Department of Education, Culture and Sports

Cordillera Administrative Region DMSION 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

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 ................................................................. 24

Care of the Eyes. Ears. Nose and Throat ......................... 31 Emotional and Social Growth ............................................... 34

Safety and First Aid ............................................................... 41 Growth and Development .................................................... 49 School. Home and Community Health .............................. 54

Lesson 1

Personal Cleanliness, Posture and Appearance

Objectives:

(i) To learn that poor personal cleanliness habits result in a variety of health problems.

(ii) To learn that worm infestation can often be directly traced to lack of attention to personal hygiene.

(iii) To internalize the life cycles of three kinds of worms commonly found in children as an aid to understanding how good habits of personal hygiene can prevent worm infestation.

Activities:

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

(ii) Sketch the life cycles of round worms, thread worms and hookworms.

(iii) Oral quizzes in Filipino and English.

(iv) Written quizzes in Igorot.

(v) Home assignments.

(vi) Optional: an essay in Filipino or English.

Methodology:

1. Preparation:

(i) Motivation: Ask the class: What do you think is the most common outcome for boys and girls if they don't wash their hands before they eat? (Write the answers on the blackboard.)

(ii) State aim of lesson: In our lesson today we will discover two kinds of sicknesses which can be prevented by washing our hands, and one which can be prevented by wearing chinilas.

2. Presentation A:

(i) Have students open their grade six health books to the first lesson (pages 1,4): Personal Cleanliness, Posture and Appearance. Choose a boy to play the part of Ito, and a girl to read the part of the teacher. Have them come to the front of the room and read their parts.

Lesson 1

(ii) Have the students take out their writing pads, and on the top half of a page (explain that this should be a page which can be removed from the book), copy the life cycle of round worms from the blackboard (At the same time, the teacher should draw the life cycle of round worms on the board.)

(iii) When the students have completed their sketches, have the whole class turn to the Filipino (page 7) of this lesson. Choose three students to come forward, two of whom will bring their health books with them - they will play the parts of the teacher and Ito. The third student will stand by the blackboard, and as the "teacher" explains the life cycle (in Filipino), this student follows the life cycle on the blackboard with hisher finger. (This may be repeated with other students if so desired.)

(iv) Optional: Divide the class into two, and have one half read the part of the teacher while the other half reads the part of Ito.

(v) Turn to the English (page 10) of this lesson, and have one half read the pan of Teacher, and the other half the part of Ito. Call one student to come to the front and point out the steps of the life cycle as in (iii) above.

Lesson I

(vi) Optional: Repeat step (v) with the roles reversed.

(vii) Have the students turn back to the Igorot of this lesson, take out their writing pads, and write out the two Questions to be Answered on their pads, below the sketch of the life cycle of round worms. Warn them to leave space after each question for an answer. Then have them write in Igorot their answers to these two questions. Tell them not to write on the back of the sheet, but to restrict themselves to the side of the paper containing the sketch of the life cycle of round worms.

(viii) Request several students to read their answers.

3. Application:

Have the students remove the sheet from their writing pads, and to paste or attach them in some way to the inside wall of their homes, in a place where it can easily be seen. Encourage them to read it and explain it to their f a d e s .

4. Presentation B:

(i) Have the students open their health books to the Igorot (pages 1, 4) of the first lesson.

(ii) Choose two students to come forward and read in Igorot the parts of Berta and the teacher. (This step may be repeated with other students if so desired.)

(iii) Ask the class to turn to the Filipino of this section (page 7), and have one half read the part of Berta while the other half reads the part of the teacher.

(iv) Optional: Repeat step (iii) with reversed roles.

(v) Have the class take out their writing pads and do the same as in step (ii) in Presentation A above, this time copying the life cycle of thread worms from their health books (pages 2, 5). Remind the students to leave room below the sketch to answer a question.

(vi) Request the class to turn to the English of this lesson (page lo), and choose two students to come to the front and read the parts of Berta and the teacher.

(vii) Divide the class into two, and reread this section with one half reading the part of Berta while the other reads the part of the teacher.

(viii) Ask the first Question in English, and have one or two students answer in English orally.

(ix) Ask the second Question in English, and have one or two students answer in English orally.

Lesson 1

(x) Have the class take out their writing pads and under the sketch of the life cycle of thread worms write in one or more complete sentences in Igorot what they should do so that they will not get thread worms.

5. Application:

Tell the students to remove the page from their writing pads, and to take them home to be attached to the inside wall of their homes where it is easily seen, and encourage them to read out what they have written to their families.

6. Presentation C:

(i) Have the students open to the next section in Igorot (pages 2, 5). Have them look at the illustration of the life cycle of hookworms (pages 3, 6).

(ii) Choose two students to come to the front and read the parts of Linda and the teacher. Tell the class to concentrate their attention on the illustration of the life cycle, not on the text. Tell them to follow the life cycle of the hookworms as the student at the front reads the part of the teacher.

(iii) Now ask the whole class to read the whole section together.

(iv) Ask the class to take out their writing pads and to sketch the life cycle of hookworms on a clean page which can be removed, leaving space below the sketch to answer three questions.

(v) Have the class turn to the Filipino of this lesson (page 8), and divide the class into two. Have them read alternate paragraphs e.g. one half will read the part of Linda, the other half the opening paragraph of the teacher, then the first half point 1 etc.

(iv) Ask the class (in Filipino) the first Question to be Answered. Have two or three students answer the question orally. Repeat with the second, third and fourth Questions.

(vii) Request the class to turn to the English of this lesson (page 11). Once again divide the class into two, and have them read alternate paragraphs. Repeat with the roles reversed.

(viii) Request the class to close their health books, and to open their writing pads to the sketch of the life cycle of hookworms. Ask the first Question to be Answered in Igorot, and have the students answer the question in Igorot under the sketch. Tell them to give their answer in the form of complete sentences, e.g. "Hookworms enter the body ..."

(ix) As in part (viii) above, .ask the second and third Questions, again having the students answer with complete sentences, e.g. "We should ... so that we won't

Lesson 1

get hookworms." "A person who has hookworms will ..." Remind the class to write all their answers on the same side of the page as the sketch.

7. Application:

(i) Ask the students to remove their pages from their writing pads, and as in the previous Applications, they should attach them to the wall at their homes, and explain them to their families. Tell the class that you will be checking up on them the next day to see how many explained the three life cycles to their families.

(ii) Optional: The teacher may wish to give an assignment that the class write a short story in Filipino or English about their experience of explaining the three life cycles to their families. Some of these essays could be read out in class a few days later, either by the students who wrote them or by the teacher.

Evaluation:

If the students are assigned to write essays on the reactions of their families to their explanations of the ways to prevent worm infestation, the teacher will gain a good indication of how well they have internalized the lesson. If those students who frequently do not wear footwear are convinced by the teaching about hookworms, they will more regularly wear shoes or chinilas. A teacher who regularly inspects students' hands and fingernails, may notice an improvement in cleanliness.

Lesson 2

Dental Health

Objectives:

(i) To learn some reasons why teeth fall out.

(ii) To learn about dentists: what they do and what they do not do.

(iii) To learn ways to monitor our teeth so we can recognize when we need to visit a dentist.

(iv) To review some facts about teeth.

(v) To review the causes of tooth decay.

(vi) To review the roles of different kinds of teeth.

(vii) To review ways of preventing tooth decay.

Activities:

(i) Read a story in Igorot, Filipino, and English about a boy who was afraid of the dentist.

(ii) Classroom discussion of the story using a quiz

(iii) A quiz on some facts about teeth.

(iv) A quiz about the causes of tooth decay.

(v) A general quiz about the care of teeth.

(vi) Classroom discussion in English.

(vii) Sing the song "Aywanak nan Fab-alJAywanak nan Bab-ak" from Grade 1 lesson 2 (see Appendix I).

(viii) Sing the song "Kasosonget Bacteri-gegen Bacteria" from Grade 3 lesson 2 (see Appendix 11).

Methodology:

1. Preparation:

(i) Motivation: Ask students to put up their hands if they have been to a dentist. Ask them to keep their hands raised if they enjoy going to see the dentist.

(ii) State aim of lesson: Tell the students that the lesson today includes a story about a boy who was afraid of dentists. Read the introductory paragraph of the story.

2. Presentation A

(i) Have the class turn to the Igorot (pages 13, 17) of the second lesson in their health books. Choose three students who will read the story, reading one paragraph each until the end of the story.

(ii) Use the Questions to be Answered (pages 15, 19) as a starter for classroom discussion. Continue until all seven questions have been answered in Igorot.

(iii) Turn to the Filipino section of this lesson, (page 21), divide the class into two, and have them read alternative paragraphs of the story about Pedro.

(iv) Ask students to take out their writing pads and to write answers to the seven Questions to be Answered (page 23), in Filipino. When they have done this, have two or three students read out their answers for each question Be sure to give credit for thoughtful answers.

(v) Have the class turn to the English (page 25) of Pedro's story, and divide the class into three sections. Each section should take a turn and read a paragraph each until they complete the story.

(vi) Optional: Tell the class to open their writing pads and translate their Filipino answers to the seven Questions into English. Have two or three students read out their answers for each question.

3. Application:

Sing the song "Aywanak nan Fab-alJAywanak nan Bab-ak" from Grade 1 lesson 2 (see Appendix I). (This song is at the back of the students' books pages 157, 166.)

4. Presentation B:

(i) Have the students open their health books to the Igorot (pages 15, 19) section entitled Questions to be Answered about the Teeth. Ask them to open their writing pads and write below each other the numbers 1, 2 and 3. Tell them under no circumstances should they write the answers to the questions in their health books. Now instruct them to choose the correct answer for number one, and to write the correct answer (16, 20, 24, or 28) in their writing pads. They should do the same for the second and third items. The answers to the

I first two items is found in lesson 2 in the Grade 5 health book The third item may bring forth a variety of answers. Take the time to discuss with students that it is in fact the bacteria which cause tooth decay. But since they are always present in our mouths, and cannot be removed, our only option is to control their growth by denying them food.

Lesson 2

(ii) Explain to the class what they must do in section B. They must read the sentence and decide whether it is true or false. Have them take out their writing pads and write the numbers 1-7 underneath each other. Then they should read item 1 and decide whether the statement is true or false. Against each number in their writing pads they should write in English "true" or "false". When the class has finished writing their decisions each statement, have them turn to the Enghsh section of the lesson (page 27). Now use these seven statements as a basis for classroom discussion in Enghsh. Ask someone who said that the first statement was true to explain in Enghsh the reason helshe thinks it is true. Then have someone who thinks it is false explain why helshe thinks it is false.

(iii) Repeat the above discussion with each subsequent statement. Some statements may elicit discussion while others are generally accepted as true or false without disagreement. Allow the students to express their views freely.

(iv) For the final two questions, have the class write their answers on their writing pads in Filipino. Have two or three students read their answers aloud.

5. Applications:

Have the class sing the song "Kasosonget BacteriaJKagegen Bacteria" from Grade 3 lesson 2 (see Appendix II). (This song is at the back of the students' books pages 157, 166.)

6. Optional Activity

Note: In preparation for this activity, 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.

(i) Have the students read together in Igorot (pages 16, 20) the section entitled "How to Make a Tooth Brush".

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

(iii) Make the homemade toothpaste as described, and have the students clean their teeth, using the guave twig brushes they made.

Evaluation:

There may have been some students who, like Pedro, had irrational fears of going to a dentist, or of being treated by a school dentist. The teacher may become aware of which students have these fears during the discussion of the story. If so, these students may now be more open to going to the dentist or of being treated by a school dentist when this is necessary.

Appendix I:

Aywanak nan Fab-ak Ayog: 121 Salidommay

1. Wen masapol chachama nan fab-ak ay tet-ewa.

Koro: Ay ay salidommay ay ay salidommay salidommay diway

2. Isonga ay-aywanak nan naycha et ay fab-ak

3. Nan fokfok omegyat a k Pasakitena'y fab-ak

4. Isonga ad-ik kanen nan khindi adik laychen.

5. Tatno ad-i matotok Fab-ak ad-i mafokfok

6. Mo makwas ay mangan ak khisikhisak nan fab-ak

7. Tay fab-ak et nadchalos. khomakhawis ay chadlos.

Aywanak nan Bab-ak Ayog 121 Salidommay

1. Wen masapol datona nan bab-ak ay tet-ewa

Koro: Ay ay salidommay ay ay salidommay salidommay diway

2. Isonga kawkawwanak nan nayda et ay bab-ak

3. Nan bokbok omegyatak Pasakitena'n bab-ak

4. Isonga adiket ken nan kindi adik layden.

5. Ta siya'y adi matotok Bab-ak adi mabokbok

6. Mo malpas ay manganak gisigisak nan bab-ak

7. Tay bab-ak et nadalos et gomawgawis dadlo.

Appendix 11:

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 ~ a - e t 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. Napok-et 'snan bab-a ikatago nan bacteria Songa nan pamosposan nan bab-a gisigisan.

Lesson 3

Excercise, Rest and Sleep

Objectives:

(i) To recall the benefits of taking regular exercise.

(ii) To recall how to exercise when our bodies are not accustomed to it.

(iii) To recall how to care for our bodies before and after strenuous exercise.

Activities:

(i) Written quiz

(ii) Class discussion.

(iii) Sing the song, "Ay-ayam ya Chono/Ay-ayam ya Obla" from Grade 5 lesson 3 (see Appendix I).

(iv) Sing the song "En-ayam Enchono Wen-ay-ayam ya Men-obla Ak" from Grade 2 lesson 3 (see Appendix 11).

Methodology:

1. Preparation:

(i) Motivation: Ask the class what is the most important thing they should think about as they prepare for the Zonal or District Sports Meet.

(ii) State aim of lesson: To learn how to care for our bodies every day, but especially before and after the Zonal or District Sports Meet.

2. Presentation A:

Ask the class to the take out their writing pads to a new page, and to answer the following questions.. Read out the first question in Igorot (pages 29, 31), and tell the students that there are at least four correct answers to this question, so they should give several answers, and a point will be given for each correct answer. When the class has completed their answers to this first question, have several students read out their answers. Write correct answers on the blackboard, and discuss those which are incorrect, showing why they are not correct. Give students who have other answers not yet written on the board the opportunity to read out their answers. Tell the students to award themselves points according to how many correct answers they gave - as compared with what is written on the blackboard. It may be that more than four correct answers are given and accepted.

Lesson 3

(ii) Read out the second question, and have the students write their answers. Tell them there is only one correct answer to this question. Once again, have students award themselves a point if their answer is correct.

(iii) Read the third question to the class with the same advice - that there is only one correct answer.

3. Application:

Sing the song "Ay-ayam ya ChonoIAy-ayam ya Obla" from Grade 4 lesson 3 (see Appendix I). (This song is in the back of the students' books pages 157, 166.)

4. Presentation B:

(i) Have the class close their students books and again take out their writing pads. Ask the fourth question, warning the class that there are at least four correct answers to this question. Once again write correct answers on the blackboard, and allow students to award themselves points for correct answers. More than four correct answers may be written on the board. Remember to compliment students who give correct answers not found in the students' books.

(ii) Read the fifth question, and tell the students there are at least three correct answers. Once again write correct answers on the board. Have students count their correct answers for questions 1-5, then record the total. Compliment those students who were able to give more than eight correct answers.

5. Application:

Sing the song "En-ayam Enchono W e n - o b l a ya Men-ay-ayarn A k from Grade lesson 3 (see Appendix 11). (This song is in the back of the students' books pages 158, 167.)

6. Alternate Activity:

This whole lesson could be repeated using Filipino (page 33) or English (page 35) if desired, as an exercise in transition to those languages.

Evaluation:

The scores students achieve in answering the questions will give a fair indication of how well they have internalized their lessons in previous grades about the importance of exercise, and of taking care of our bodies.

Lesson 3

Appendix I:

Ay-ayam ya Chono Ayog: Tambobong

1. Wad-ay nan enkhawisan nan cheey kawatwatan nan awak ta omingsa ta felay ikappena.

Koro: Ay-ayam chono laychek Winakas siya nan angnek Ta fomikas ek awak awakko paingsaek ay ay Nan awakko paingsaek ta felayko maikappek.

2. Laychek fomikas koma nan posok ya ek chala. Et siya chi ay winiit ek entagtag is akit.

3. Laychek ay makiapes isnan lomfa ay kontis. Et siya chi ay winiit ek entagtag is akit.

4. Nalawag koma'y laychek ya ikkak ay ensemek Isonga paingsaek nan awakko't felayek

5. Laychek komekedse ak engkhana'y malakay a k Et siya chi ay winiit entagtag ak is akit.

Ay-ayam ya Obla Ayog: Tambobong

1. Wada nan men-gawisan nan dey ay kainatan nan awak ta omingsa ta nan beyay itpena.

Koro: Ay-ayam obla laydek Inagew siya nan ikkak Ta bomikas nan awak awakko et paingsaek ay ay Nan awakko paingsaek ta siya'y beyay maitpek

2. Laydek bomikas koma nan posok ya nan dasa. Et siya di ay winakgat mentagtagak si atik

3. Laydek makiinnabak isnan makilombaak. Et siya di ay winakgat mentagtagak si a t k

4. Nalawag koma'y laydek ya ikkak nan nemnemak Isonga paingsaek nan awakko beyyayek

5. Laydek komakentegak ag-agon malakayaklmabakesak. Et siya di ay winakgat mentagtagak si atik

Appendix 11:

En-ayam Enchono Ak Ayog Kasal

1. En-ayam enchono ak. Winakas ay mangan ak is fiotas 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 a k

Mensbla ya Men-ay-ayam Ak

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

Koro: Siya dana nan ik-Wak ta bomikas nan awak Ya ta tomatangninak awakko paingsaek

2. Ado'y danom inornek Ket siya di no mabbayak masapa'y maseyepak Winakgat o d e n g a k .

Lesson 4

The Prevention and Control of Disease

Objectives:

(i) To learn how communicable disease is spread, and how it's spread can be prevented.

(ii) To learn how seven common communicable diseases are spread, and how their spread can be curtailed.

(iii) To learn how water can be used to prevent some diseases.

(iv) To learn how water can be used as a medicine to treat several common maladies.

Activities:

(i) Role plays in Igorot, Filipino and English

(ii) Individual and class reading in Igorot, Filipino and Enghh

(iii) Sketching the life cycles of common communicable diseases.

(iv) Sing the song "Lima Kad-in Mi Wasa-eng en mi Owasan" from Grade 5 lesson 4 (see Appendix I).

(v) Sing the song "Nan Panateng" from Grade 2 lesson 4 (see Appendix 11).

(vi) Sing the song "Nan Ilimi" from Grade 4 lesson 4 (see Appendix III).

(vii) Explaining to family members the cycle of communicable diseases, and how the cycle can be broken.

(viii) Alternate activity: Stage a program at the school at which the disease cycle can be explained to parents.

(ix) Alternate activity: Invite the RH.U. or D.O.H. or D.E.C.S. nurse to the class to participate in the discussion and explanation of communicable diseases.

(x) Optional activity: Demonstration of how to prepare rehydration mixture.

Methodology:

1. Preparation:

(i) Motivation: Ask the class if they think medicine is cheap or expensive? Tell them that in today's lesson they will learn about a medicine which is free, and

which is often more effective than all the medicines from the pharmacy, if correctly applied

(ii) State aim of lesson: To learn about communicable disease, and how we can prevent it from spreading.

Presentation A:

(i) Ask the class to turn in their health books to the Igorot (pages 37, 49) of lesson 4. Choose four students to play the parts of Teacher, Mario, Victor and Karen. Have them come to the front of the class and read Section 1 of the role play.

(ii) Tell the class to turn to the Filipino of the lesson (page 61), ask the student who played the part of the Teacher to sit, and replace hlm/her with another student. Then have them reread Section 1 of the role play.

(iii) Have the class turn to the English (page 73) and repeat Section 1, replacing the Teacher with another student.

(iv) Ask the class to turn back to the Igorot (pages 38, SO), and choose a new cast for Karen, Teacher, Bobot and Ester. Once again, replace the Teacher with another student for the Filipino (page 62), and a third student for the Enghsh (page 74)-

(v) For Section 3 (pages 38, 50) six students will be required, to play the parts of Karen, Teacher, Lino, Ito, Julie and Peter. Once again, when the Filipino (page 62) and English (page 74) are read, replace the Teacher with another student, but not the other players.

(vi) Draw the students' attention to the illustration of viruses, bacteria, and protozoa (pages 38, 50). Point out that viruses are very much smaller than bacteria. Bacteria and protozoa are single cells, the one very small, and the latter very big. But viruses are much much smaller than single cells, and live inside the cells of our bodies, where they multiply and cause damage.

(vii) Now have the class look at the life cycle of tapeworms (pages 39, 51). Discuss with them how the tapeworm eggs go from human feces to pigs, and then to the meat of pigs. These tapeworm cysts in the meat of pigs can only be killed by prolonged cooking. Mention the importance of coolung our meat well before eating, to guard against tapeworms.

(viii) Four players are needed for Section 4 (pages 40, 52): Karen, Teacher, Santos and Andrew. Again replace the Teacher when the Filipino (page 64) and English (page 76) are read.

(ix) Before going to Section 5, have the class look at the illustration of how diarrhea spreads (pages 42, 54). Invite a student to stand and explain the meaning of the illustration to the class.

Lesson 4

(x) Four players are also required for Section 5 (pages 43, 55): Karen, Teacher, Penny and Julie. As before, replace the Teacher when the Filipino (page 67) and English @age 79) are read.

3. Application A: (alternative 1):

(i) Ask the class to take out their writing pads, and then, using the blackboard, sketch with class input the links of the chain for typhoid Then discuss how each link can be broken. Have the students copy the "typhoid chain" onto their writing pads, along with the information as to how each link can be broken.

(ii) Give the class time to try to sketch the links of the chain for influenza. When most have finished, have the class contribute the links they have written, and sketch them on the blackboard. Once again, discuss how each link can be broken. Have the students either correct their sketches or make a new sketch with accurate details.

(iii) Following the above procedure, sketch the links for measles and head lice, and have students make a clean copy of each sketch which they can take home and attach to an inside wall of their homes where they are easily seen. Encourage them to explain the chains to their families, showing them how each link can be broken.

(iv) Have the class copy from their students' books (pages 39, 51; 42, 54) the life . cycles of tape worms and diarrhea, and instruct them to take those sheets home, to be attached to a wall in their homes. Again, encourage them to explain them to their families.

4. Application A (alternative 2):

(i) Ask the class to take out their writing pads, and then, using the blackboard, sketch with class input the links of the chains for typhoid Then discuss how each link can be broken. Have the students copy the "typhoid chain" onto their writing pads, along with the information as to how each link can be broken.

(ii) Divide the class into three groups, and assign to each group two diseases (e.g. diarrhea, dysentery and influenza; round worms and measles; tapeworms and head lice). Have them work together to draw the chains for the two diseases assigned to them. After ten or fifteen minutes, have the groups report back to the whole class, and write up the completed (and corrected) sketches on the blackboard.

(iii) Have the whole class copy out the corrected sketches on their writing pads so that they can take them home to attach to an inside wall of their homes where they are easily seen. Encourage them to explain the chains to their families, showing them how each link can be broken.

Lesson 4

(iv) Alternative ta (iii) above: Once the sketches are corrected on the blackboard, have the students write out a clean copy on their writing pads. Then distribute two sheets of large paper or cartolina to each group, along with Pentel or felt pens, and have them make large sketches of the links of the diseases they were investigating. Once these are made, attach them to the walls of the classroom, and set a day when the class will invite their parents to school, at which time the class will explain the posters to their parents. A short program could be conducted, including the health songs dealing with communicable diseases: "Lima Kad-in Mi Wasan/Ledeng en mi Owasan" (see Appendix I, and the back of the students' books pages 158,167); "Nan Panateng" (see Appendix II, and the students' books pages 158,167); and "Nan Ilimi" (see Appendix LII, and the students' books pages 159,168). The program could also include the role play.

5. Application A (alternative 3):

Similar to alternative 2 above, except that instead of the class working on sketching the chains at school, assign them for homework, and then continue the lesson the next day.

6. Application A (alternative 4):

Invite the RH.U. or D.O.H. or D.E.C.S. nurse or midwife to visit the class either on the day that this lesson is taught, or on the day when the parents are invited to the class, to be taught about the disease chains, and what can be done to break the links.

7. Application B:

Sing the song "Lima Kad-in Mi Wasaadeng en mi Owasan" from Grade 5 lesson 4 (see Appendix I). (This song is in the back of the students' books pages 158, 167.)

8. Presentation B:

(i) Have the class turn to the next section, "The Value of Water", in Igorot (pages 45, 57). Read the introductory sentences and the question "What are the diseases from which we can be protected by using water?" Choose two students to read points 1 and 2.

(ii) Ask the class to turn to the Filipino (page 69) of this section, and then choose two more students to read sections 1 and 2.

9. Application:

Have the class close their health books and open their writing pads to write answers to the following questions in English:

Question 1: Why should we wash fruit which has fallen to the ground before we eat it?

Question 2: What diseases will we avoid if we regularly wash our hands before eating?

Question 3: What diseases will we avoid if we bathe regularly using soap?

10. Presentation C:

(i) Tell the class to open their health books to the third point (pages 45, 57). Request a student to read this section on wounds, while the class follow in their books. Explain that this first section is about ordinary wounds which are easily cleaned. By good cleaning methods we can prevent infection which causes swelling and tetanus.

(ii) Have the class turn to the Filipino (page 69) of this section, and have the whole class read it together.

(iii) Now ask the class to close their health books and to write down in Enghsh the three steps to be taken when dealing with ordinary wounds that can easily be cleaned.

(iv) When they have written down the three steps to be taken, have them open to the English of this section (page 81), and ask the whole class to read the three steps together.

(v) Now explain that the next section deals with wounds that are dirty, and difficult to clean. Have six students read out in English (page 82) points (a) to (f), which are six kinds of wounds which easily become infected. The teacher should read the final sentence of this section.

(iv) Request the class to turn to the Igorot of this section (page 46, 58), and reread the section together as a class.

(vii) Choose five students to read the five instructions for treating deep wounds and dirty wounds. The teacher should read the final sentence.

(viii) Have the class turn to the Filipino (page 70) of this section, and reread these instructions in Filipino. Keeping the Filipino of the lesson open, have the students translate orally these instructions into English.

11. Presentation D:

(i) The teacher should introduce the next section, which shows five ways in which water can be used as a medicine. Have a student read the whole of section 1 in Filipino (page 71).

Lesson 4

(ii) Have the class turn back to the Igorot (pages 47, 59) of this section, and then choose a student to read the whole section.

(iii) Since so many sick people die partly because of dehydration, the teacher may wish to take to school the water, sugar and salt needed to make a liter of rehydration mixture. Demonstrate to the class how to make the mixture, then allow everyone to taste it, so they will experience what a correct mixture should taste like. Remind the class that the main reason many who have diarrhea or dysentery die is because of dehydration, and that this rehydration mixture can potentially save their lives.

(iv) Choose a student to read the next section dealing with fever in Igorot (pages 48, 60). Now turn to the Filipino of this section @age 72), and have the whole class read the four points about fever together.

12. Application:

Sing the song "Nan Panateng" from Grade 2 lesson 4 (see Appendix II). (This song is at the back of the students' books pages 158, 167.)

13. Presentation E:

(i) Tell the class to turn back to the Igorot (pages 48, 60) of the final section of lesson 4, and choose three students to read points 3, 4 and 5.

(ii) Ask students if they know why a person whose face has become swollen and who cannot urinate should not drink Explain that she cannot urinate because her kidneys are not functioning properly. It is the work of the kidneys to remove excess water from the body, but when they are not operating correctly, they do not remove water, and it builds up in the face and hands and elsewhere in the body. If she drinks water it intensifies the problem. If she continues to be unable to urinate, she should be hospitalized.

(iii) Ask the class if they understand what is happening to the body when smelly bloody pus comes out of a wound, and the skin turns black Explain that this skin is dead, and the bacteria causing the swelling are very dangerous. When this infection spreads into the rest of the body a person can die very quickly.

(iv) Tell the students to turn to this final part of lesson 4 in Filipino (page 72). Choose three students to read sections 3, 4 and 5.

14. Application:

Sing the song "Nan Ilimi" from Grade 4 lesson 4 (see Appendix III). (This song is in the back of the students' books pages 159, 168).

Evaluation:

The teacher will know how well the students have understood the cycle of contagious diseases by how well they are able to sketch the endless chains of the diseases assigned to them, and by how well they are able to explain them to their parents if the option to h d d a program for parents is taken. As the discussion proceeds on the uses of water the teacher will know how well this information is communicating. Then when a child has a wound, the teacher should take the opportunity to discuss with the class how the wound was treated. What the student (and hislher parents) did to treat the wound will give a good indication of how well the lesson has been applied.

Appendix I:

Lima Kadin Mi Wasan

Ayog Sabsafong

1. Lima kadin mi wasan sa kami pay en mangan. Et en kami enfolo sa kami et enkhao.

Koro: Siya chana nan angnenmi ta ad-i en miyalis disinteriya ya okhos.

2. Mo way en disinteriya et siya chi tomakki siya kafito'y matangtangfan ta ad-i malalekhan.

3. Nan chanom ay nadchalos siya chi nan inomenmi. Et palwakhenmi chadlos mo way okhos id ili.

4. Nenpafakona kami ya nenpatochok kami. Masakit kami olay at ad-i kami matey.

5. Makakan ay mataynan icholinmi ay tangfan ta ad-i mangitlokhan nan laleg ay ang-angsan.

6. Chakami et tinawen ay en kami papolkha isnan akhas si kelang. Siya nan ang-angnenmi n a

Ledeng en mi ay Owasan Ayog Sabong

1. Ledeng en mi owasan sa kami et pay mangan Siya di engkami menbo sa kami pay men-gao.

Koro: Siya dana nan ikkanmi ta adi maiyalis disinteria ya ogos.

2. Mo way mendisinterya et siya di tomakki siya nan lokaw matangtangban ta adi malaegan.

3. Nan danom ay nadalos siya di nan inomenmi. Et palwagenmi'y osto mo way ogos ed ili.

Appendix 11:

Nan Panateng Ayog: Nabanglo

1. Chachama'y panatengko. Kad-in nan en-okhat a k Mo tirnpon nan okhatko nan topekko opopek.

Koro: Tay ad-ik pay laylaychen ay en-alis si teken nan nay ay panatengko isnan tap-in si takho ta maid maalisan omfeg ak ay maesang.

2. Ominom ak is angsan ta siya'y ek khomawisan Nan frotas khes ek mangan tay siya nan fomikasan.

3. Masapa nan maseypak tatno komekedse a k Mo apchas khinmawis ak am-in fachok et lab-ak

4. Menpabakona ksmi. Menpaindiksyon kami Menasakit dan pay olay ngem adi kami matey.

5. Makmakan ay mabay-an idolinmi ay tangban ta adi mangitlogan laeg adoadowan.

6. Dakami et tinawen ay en kami papolga isnan agas di keang. Siya nan ik-ikkanmi n a

Nan Panateng Ayog: Nabanglo

1. Dadama'y panatengko. Madandan men-ossokak No timpon men-ossokak nan topekko opopek

Koro: Tay adik pay laylayden ay men-alis na's teken nan nay ay panatengko isnan kib-a'y ipogaw ta siya'y mid maalisan maseyep ak ay esang.

2. Ominomak ad-ado ta siya'y somya'y awakko. Nan protas abes et kek tay siya nan bomikasak.

3. Masapa nan maseypak ta siya'y tomatangninak Mo anggey ginmawisak ngam-in badok et labbak.

Appendix III:

Nan Ilimi Nan nimi Ayog Golipo

1. Id kasin kaseseg-ang kami ay sinpangdyan. Kad-in masakit kami okhos ya disinteri

2. Isyangkhay manakchowan nan takho id sangad-om. Kaeb-eb, wanga, payew ya olay is kakhinnaw.

Koro: Laylaychek nan ilimi tay alisto napili nan kapitan konsilman maid en makamkam-an.

3. Yamanen tay idwani konsilman isnan ili nay et khinolipocha chanom nay et sinmaa.

4. Nan omili ay takho sinakfatcha nan tobo. Nan takho ay omili khinmaeb cha is tangla

5. Chanom ay osalenmi mid et enkolanganmi. Idwani nay et akit nan takho ay masakit.

6. Nadchalos inomenmi masakhat is katangki. Nadchalos kasilyasmi et komekedse kami

1. Ed eyaka kaasi ngam-in kami'y omili Madandan di sakitmi ogos ya disintari.

2. Owayet manakdowanda ipogaw ed agaya Bal-an, payew ya wang-an ya olay nan ginawang.

Koro: Laylaydek nan ilimi tay alisto napili nan kapitan konsilman maid maong-ongosan.

3. Yamanen tay edwani , konsilman isnan ili

nay et ginolipoda danom nay et sinmaa.

4. Nan omili alisto sinakbatda nan tobo. Ipogaw ay omili sinapoda nan tangla.

5. Danom ay osalenmi maid menkolanganmi. Edwani nay et atik ipogaw ay masakit.

6. Nadalos inomenmi masagat isnan tangkt Nadalos kasilyasmi et pomipildis kami.

Lesson 5

Food and Nutrition

Objectives:

(i) To learn the six food items which are essential for a healthy body.

(ii) To learn what each of these six essential food items contniutes to body health.

(iii) To learn how a deficiency of each of the six essential food items affects the body.

(iv) To review which foods contain the essential food items.

Activities:

(i) Class reading in Igorot,, Filipino and English.

(ii) Class discussion.

(iii) Quizzes in Igorot, Filipino and English.

(iv) Demonstration of how to prepare iodized drinking water.

(v) Sing the song "Mangan ka's Omipaengngan/Mangan ka's Menpasiken" from Grade 2 lesson 5 (see Appendix I).

(vi) Sing the song "Nan Silfrn nan BitaminaJNan Silbin nan Bitamina" from Grade 5 lesson 5 (see Appendix 11).

(vii) Sing the song "Nan Nalaing ay Ina" from Grade 4 lesson 5 (see Appendix 111).

(viii) A written evaluation of the dietary habits of the class.

Methodology:

1. Preparation:

(i) Motivation: Ask the class what they think is the most important item of food. List several answers on the board. Now ask how long a person could live if they did not have that item available. (A student may, for example, say "rice". Point out that in some countries people don't eat rice from the day they are born until the day they die.)

(ii) State aim of lesson: To learn about the six types of food which are essential for a healthy body.

Lesson 5

2. Presentation A:

(i) Have the class turn in their health books to the Igorot (pages 85, 89) of lesson 5. Read the two introductory paragraphs, then have six students read the paragraphs numbered 14.

(ii) Have the class turn to the Filipino (page 93) of this section, and choose six different students to read it in Filipino.

(iii) Ask the class to turn to this lesson in English @age 97), and go on to the next section entitled "Protein and Health". Have three students read a paragraph each of this section.

(iv) Now instruct the class to turn back to the Igorot (pages 85, 89) of this section, and have three students read the section in Igorot.

3. Application A:

Have the students close their health books and take out their writing pads, then ask them the following questions to be answered in Filipino.

Question 1. Give five reasons why protein is essential for the body.

Question 2. What is hemoglobin, and why is it necessary for a healthy body?

These questions will provide a variety of answers. Have several students read out their answers. Discuss their answers and compliment those students who give thoughtful responses.

4. Presentation B: (Fats and Carbohydrates)

(i) Instruct the class to open their health books at the Igorot (pages 86, 90), and choose two students to read the next two paragraphs, concerning Fats and Carbohydrates.

(ii) Have the class turn to the Filipino (page 94) and reread the two sections together.

5. Application B:

(i) Have the class close their health books, take out their writing pads, and answer the following questions in English:

Question 1. What are the two advantages of fat over proteins and carbohydrates?

Question 2. What are the two main advantages of carbohydrates over proteins and fats?

(ii) Sing the song "Mangan ka's Omipaengngan/Mangan ka's Menpasiken" from Grade 2 lesson 5 (see Appendix I). (This song is at the back of the students' books pages 159,168.)

6. Presentation C: (Vitamins)

(i) Have the class turn to the Igorot @ages 87, 91) of the section on Vitamins, and have two students read the two paragraphs dealing with vitamins.

(ii) Now request the class to turn to the Filipino (page 95) of this section, and reread it in that language.

7. Application C:

(i) Have the class close their health books and open their writing pads. Ask them the following questions in Enghsh, stipulating that the answers should also be in English:

Question 1. For which functions of the body are vitamins necessary? Mention at least five body functions.

Question 2. What is the effect to the body if we take too many vitamins? Give at least four effects.

Question 3. Is it possible to get an excess of vitamins from eating lots of fruit, vegetables and meat?

(ii) Sing the song "Nan Silfin nan BitaminaJNan Silbin nan Bitarnina" from Grade 5 lesson 5 (see Appendix II). (This song is in the back of the students' books pages 159, 168.)

8. Presentation D: (Minerals and Water)

Note: For this section it would be helpful if the teacher were to bring to school some iodized salt, some iodine, a glass, a teaspoon and some clean water. It would also be good if the students bring a glasslcup to school.

(i) Ask the class to open their health books to the Igorot (pages 87, 91) of the next two sections of this lesson. Choose t6o students to read the two paragraphs on Minerals and Water.

(ii) Show the class the container of iodized salt, and point out that the container is clearly marked "Iodized Salt". Explain that the salt sold by the lulo in the market is not iodized.

(iii) Take a glass of water and demonstrate how to put a single drop of iodine into a glass of water. If students have brought cupslglasses to school, give them the opportunity to learn to put a single drop into a glass. If a student makes a mistake and two drops go in, tell h i d e r to mix the iodine into the water,

Lesson 5

pour half into another glass, then fill both glasses with clean water. Each glass is then sufficient for one person for one day.

(iv) Have the class turn to the Filipino (page 95) of the lesson, and choose two students to read the two paragraphs on Minerals and Water.

9. Application:

(i) Have the class close their health books and answer the following questions orally in English.

Question 1: Which minerals do we need in our diet for healthy bones?

Question 2. What foods contain calcium?

Question 3. What foods contain phosphorus?

Question 4. Why must iodine be stored away from the reach of children?

Question 5. What is the meaning of the word dehydration?

Question 6. If our feces are hard, what should we do?

(ii) Have the class take out their writing pads and open their health books to the Igorot (pages 87, 91) of the Questions to be Answered. Have them answer the five questions in Igorot on their writing pads. Tell them not to write in their health books, and not to look at the answers until they have finished answering all five questions. Allow them to correct their answers after they have looked up the answers over the page.

(iii) Have the class open to a clean sheet in their writing pads, and list in a column on the left side of the page all the foods they can remember eating during the past two or three days. Then against each item write which of the six essential food items is found in those foods. (Grade 5 lesson 5 mentions the food value of many common foods.) Their list could look something like this:

rice dried fish

carbohydrates protein, calcium, phosphorus, iron, vitamin D protein, calcium, phosphorus, iron, vitamin A, ;tamin B, vitamin B2, Vitamin D

(iv) Discuss what the students have written.

(v) Sing the song "Nan Nalaing ay Lna" from Grade 4 lesson 5 (see Appendix ID). (This song is in the back of the students' books pages 160, 169.)

Evaluation:

Much of the content of this lesson has been covered in previous grades. The ability of the class to answer the questions in the quizzes will show how well the lessons have been learnt in previous grades, especially the lesson on Food and Nutrition in Grade 5. The list of foods which the students have eaten in the previous two or three days will indicate how balanced their diet is.

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 menpasiken ta siya'y oman-ando ka.

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

Appendix 11:

Nan Silfin nan Bitamina

Ayog: Our Father-Bring your Kite

1. Nan awak masapolna nan chey bitarnina A ta lominis nan kopkop ta mid foyoy ya kholid ta mid foyoy ya kholid.

Koro: Isonga ensifo ak isnan kangkong ya itlog liporyo ya kamatis

sa et lokmog ya khatas. Siya chana nan sibsibfak.

2. Laychek bitarnina B ta khawis nan ateyko ta adi ak malatngan ta malonaw nan kanek ta malonaw nan kanek.

Koro: Isonga ensifo ak mongkho, atey, kotilas poso, itlog ya khatas agkhama ya pisantis nan mani ya nan filis.

3. Bitamina'y esa'y ila enkhawisan nan chala enkhawisan nan topek enkhawisan nan matak enkhawisan nan matak.

Koro: Isonga ensifo ak isnan oong ya nateng nan malonggay ya parya ya atey, poso, fatin khatas, itlog ya fala

Koro: Isonga nay mangan ak frotas, lobfan ya kayyab kalamansi ya sankis frotas lobfan ya kayyab kalamansi ya sadcis.

5. Nan awak masapolna bitamin D kanancha ta ingit ya nan fab-a et khawis cha's engkhana et khawis cha's engkhana

Koro: Isonga ensifo ak is fangos ya sarchinas itlog, atey ya poso fatin, lawey ya fala frotas, mangkha ya pinya

4. Bitamin C masapolko ta ad-i ak nalaka ay makholid mafoyoyan ta ad-i ak maalisan ta ad-i ak maalisan

Nan Silbin nan Bitarnina Ayog: Bring your Kite

1. Nan awak masapolna nan dey bitamina A ta lominis nan kopkop ta maid boyoy gaddel ta maid boyoy gaddeL

2. Isonga men-isda ak isnan kangkong ya itlog liporyo ya kamatis sa et togi ya gatas. Siya dana nan is-isdak

3. Laydek bitamina B ta gawis nan ateyko ta adiyak malatngan ta siya'y malonaw nan kek ta siya'y malonaw nan kek.

4. Isonga men-isdaak monggo atey botilas itlog daing ya poso nan gaki ya gisantis nan mani ya nan gatas.

5. Bitamina esa'y ila men-gawisan di dada men-gawisan nan topek men-gawisan nan matak men-gawisan nan matak

6. Isonga men-isdaak isnan oong ya nateng ay malonggay ya parya ya atey, poso, batin gatas, itlog ya balla.

Lesson 5

7. Bitamin C masapolko ta adiyak nalaka magaddel maboyoyan adiyak maalisan adiyak maalisan.

8. Isonga nay manganak protas lokban gayyabas kalamansi ya sangku protas, lokban, gayyabas kalamansi ya sangkis.

Appendix III:

Nan Nalaing ay Ina

1. Winakas mangan kami teketeken ay klasi makakan ya sibfanmi ta komekedse kami.

Koro: Nalaing si inami Nalaing ay enpili Nan osto ay makakan nan en na pip-iliyen.

2. Wiit ay mangananmi khatas nan inomenmi. Itlog lileng sibfanmi ta komekedse kami

3. Isnan chey alas chosi lotod nateng sibfanmi tay siya nan pangal-anmi bitamina'y makwani.

4. Nan otowenmi's maschem sibfan ay teketeken. Et mid enkolangnmi. Khag-awis nan sibfanmi.

5. Frotas akhes laychenmi ya naoto ay tokhi. Et komakalem kami nay komekedse kami.

9. Nan awak masapolna bitamin C kananda ta tong-a ya nan bab-a et gawis da's enggana et gawis da's enggana.

10. Isonga men-isdaak is bangos ya sardinas itlog, atey ya poso batin, lawey ya balla protas, mangga ya pinya.

Nan Nalaing ay Ina

1. Inagew mangan kami teketeken ay klasi makan ya ipanganmi et pomipildis kami.

Koro: Nalaing si inami. Nalaing ay menpili. Nan osto ay makmakan nan en na pilpiliyen.

2. Wakgat ay mangananmi gatas nan inomenmi Itlog daing isdami et pomipildis kami.

3. Isnan dey alas dosi lotod nateng isdami tay siya nan pangal-anmi bitamina'y makwani.

4. Nan otowenmi's masdem gawis kateketeken. Maid menkolanganmi. Agyod nan ipanganmi.

5. Protas abes laydenmi ya naoto ay togi. Et komakaem kami nay pomipildis karni.

Lesson 6

Care of the Eyes, Ears, Nose and Throat

(i) To learn how the eye functions

(ii) To learn about nearsightedness and farsightedness.

(iii) To learn how to remove a speck from the eye.

(iv) To learn the function of the tonsils.

(v) To learn what foods help to prevent sore throats.

Activities:

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

(ii) Quiz.

(iii) Class discussion.

Methodology:

Note: In preparation for Presentation A of this lesson, it would be helpful if the teacher could bring to school an unloaded camera and several pairs of spectacles, both for short-sighted and long-sighted people. In preparation for Presentation B, it would be good if the teacher has some salt, a teaspoon and clean water at the class.

(i) Motivation: (a) If possible, bring a camera to school which has no film in it, see that it can be opened up. Show the camera to the class, and ask them what part of the body is like a camera. OR

(b) Ask the class if they have ever seen inside a camera. Ask them in what ways the eye is like a camera.

(ii) State the aim of the lesson: To learn about two common eye defects, and to learn some ways to avoid getting a sore throat.

2. Presentation A:

(i) Tell the class to turn to the Igorot (pages 101, 106) of lesson six in their health books. Invite eleven students to come to the front of the room, to play the parts of the Teacher, Juan, Ito. Ana, Irene, Nick, Wendy, Estella, Bobot, Christine and Ferdinand. Have them read the first section of the role play in Igorot.

(ii) Replace the Teacher by another student, have the class turn to the Filipino (page 111) of this lesson, and reread the role play in Filipino, with the same students as before.

3. Application A:

(i) Request the eleven students to take their seats, and ask the following questions in Enghsh, to be answered orally in Enghsh:

Question 1. What do you think would happen to the picture in a camera if too much light enters through the lens?

Question 2. What will happen to the retina of the eye if we look directly at the sun?

Question 3: If we are short-sighted or long-sighted, and we get spectacles, will wearkg spectacles make our eyes get worse, or will they help to prevent them from getting worse?

(ii) If the teacher was able to bring an unloaded camera to school, open up the camera, show its parts (front opening, lens, where the film goes at the back, and show the parallels to the eyes. Alternately, the teacher should draw the students attention to the sketch of the camera in the students' books, and point out the parallels with the eye.

(iii) Draw the students' attention to the illustrations on the top of pages 102, 107, which show how a normal eye focuses at a distance, how a shortsighted eye focuses an object at a distance before the light reaches the retina, and how the lens of spectacles changes the direction of the light to allow the light to focus on the retina The class will be interested to observe that in fact we see everything upside down in our eye, with the brain making the adjustment. The same is true for a photo in a camera.

(iv) Now look at the illustrations on the bottom of pages 102, 107, to see that for a longsighted person the image would focus on the retina when the object is distant, but behind the eye when the object is close. Glasses, for the long sighted person, draw the light together, and help it focus sooner.

(v) If the teacher was able to locate spectacles for shortsightedness and longsightedness, show them to the class, and let them see that the lenses for longsightedness are convex, while the lenses for shortsightedness are concave. These lenses compensate for these eye defects by helping the lens of the eye to focus the image closer or further from the front of the eye.

(vi) Demonstrate what to do if a speck gets in the eye, by pulling the upper lid out and over the lower lid. Have the whole class practice this.

Lesson 6

(vii) Take some clean water and pour it into the palm of your hand, then put your eye into the water and blink it several times. Have the whole class practice doing this.

4. Presentation B:

(i) Have the class open their health books to the second section of the role play in Igorot (pages 104, 109). Choose nine students to play the parts of Teacher, Juan, Wendy, Nick, Irene, Ferdinand, Estella, Bobot and Christine. Have them read the second section of the role play.

(ii) Ask the Teacher to sit, and invite another student to be Teacher. Tell the class to turn over to the English (page 119) of this second section. Have the nine students read the second section of the role play in English.

5. Application B:

(i) Mix a teaspoon of salt in a glass of clean water, and show the class how to gargle. Give the students the opportunity to practice garghng with salty water.

(ii) Ask students to feel under their arms to see if they can feel a lymph node there. Some students may also find a lymph node close to the skin in their necks below the ear.

(iii) Ask the four Questions in English, and use them as a basis for class discussion in Enghh.

Evaluation:

The level of discussion during the class will give the teacher an indication of how well the lesson is communicating. When a student comes to school with a sore throat, the teacher should take the opportunity to review what ought to be done when we have a sore throat, and to ask what the student has done about it. The student's response will show how well the lesson has been internalized.

Lesson 7

Emotional and Social Maturity

Objectives:

(i) To learn to recognize the stages of growth of children from birth up to school age.

(ii) To learn the importance of a loving and caring atmosphere for healthy psycholofical and social growth and maturity.

(iii) To review the destructive effects of anger and criticism.

(iv) To learn the upbuilding and uplifting effects of praise and appreciation.

Activities:

(i) Reading in Igorot, Filipino and English.

(ii) Class discussion.

(iii) Sing the song "Nan Likhet kag Safichonflan Bonget keg Sabidong" from Grade 5 lesson 7 (see Appendix I).

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

(v) Sing the song "Nan Seg-ang kag Makakaman Seg-ang keg Makakan" from Grade 5 lesson 7 (see Appendix UI).

(vi) Sing the song "Seg-angan Tako nan Ib-a'y TakhoISeg-angan Tako nan Kib-a'y Ipogaw" from Grade 5 lesson 7 (see Appendix IV).

(vii) Sing the song "Nan Angnewan Ikkak from Grade 4 lesson 7 (see Appendix V).

1. Preparation:

(i) Motivation: Ask the class why they think it is that some adults are constantly happy, while others are always grumbling and are very critical of others. Help them to realize that to some extent the way we behave depends on how we were treated when we were young. But we are also responsible for how we behave, and people will treat us according to how we treat them.

(ii) State the aim of the lesson: To think about how children mature in their behavior, and learn to interact appropriately towards other people.

Lesson 7

2. Presentation A:

Tell the class to open their health books to lesson 7 in the Igorot (pages 121, 123). Read the introductory sentence, then use the questions as starters for class discussion. For each question write the answers on the blackboard in Igorot. For questions 1 - 6, it would be good to have three columns, with the one year old child represented in the left column, the three year old in the middle column, and the older one in the right hand column. Move on to the next question as soon as you feel that the class is finished discussing a question.

3. Application:

Sing the song "Nan Likhet kag SafichonglNan Bonget keg Sabidong" from Grade 5 lesson 7 (see Appendix I). (This song is in the back of the students' books pages 161, 170.)

4. Presentation B:

(i) Have the class turn back to the Igorot (pages 121, 123) of the lesson, and choose two students to read the two paragraphs following the initial ten questions.

(ii) Instruct the class to take out their writing pads, and to write down five things they could do at home to make their parents and/or brothers and sisters happy. Tell them that you will not be asking them what they write, since it is a private matter for them to think about.

5. Application:

Sing the song "Nan Nalagsak ay SinpangafongINan Nalagsak ay Simpangabong" from Grade 3 lesson 7 (see Appendix 11). (This song is in the back of the students' books pages 162, 171.)

6. Presentation C:

Have the class turn to the English (page 128) of the lesson, take out their writing pads, and write answers in English of the four Questions. Have several students read their answers to each question. Praise good answers, and give time for discussion or more contributions if they are forthcoming.

7. Application:

Sing the song "Nan Seg-ang kag Makakaman Seg-ang keg Makakan" from Grade 5 lesson 7 (see Appendix 111). (This song is in the back of the students' books pages 161, 170.)

Lesson 7

8. Presentation D:

Tell the class to turn back to the Igorot (pages 122, 124) of the lesson, and go to the next section "What Children Need". Choose five students to stand and read a point each After a student has read his point, have h W e r explain in her own words (in Igorot) why that statement is true. When the first five students are finished, you may wish to choose five more students to do the same exercise, but giving different reasons for the statement.

9. Application:

Sing the song "Seg-angan Tako nan Ib-a'y TakhoISeg-angan Tako nan Kib-a'y Ipogaw" from Grade 5 lesson 7 (see Appendix IV). (This song is in the back of the students' books pages 161, 170.)

10. Presentation E:

Instruct the class to turn again to the Igorot (pages 122, 124) of this lesson, and have the whole class read the final paragraph of the lesson. Then have them turn to the Filipino (page 126), and have the girls and boys read alternate sentences, with the girls beginning. Now have them turn to the Enghsh (page 128) and repeat the above, with the boys reading the first sentence.

11. Application:

Sing the song "Nan AngnelJNan Ikkak" from Grade 4 lesson 7 (see Appendix V). (This song is in the back of the students' books pages 162, 171.)

Evaluation:

Since this lesson allows for a great deal of class input and discussion, the teacher will be able to gauge the maturity or lack of maturity in the thinking of the students by what they express in class. The teacher may also notice in subsequent weeks an improvement in attitude in those students who had previously been overly critical towards their peers, and difficult to get along with. The teacher may also notice that students are more willing to compliment each other and to be patient with each other.

Appendix I:

Nan Likhet kag Mchong Ayog Senandowa I

1. Nan likhet kag safichong palikhatena'y semek Ngem nan takho ay maeteng ikatpena nan likhet.

2. Nan khola et kag lati pakawasena'y nemnem. Ngem nan takho'y makakatpe nalaka'y makikhayyem.

3. Nan akhom et kag fokfok pakawasena'y semek Nan mangep isnan kokwana et naoney tet-ewa

4. Nan soma et kag pisti pakawasena'y ornos. Nan mangomos isnan ili nalenteg ya naanos.

5. Nan naeteng ay takho enkali isnan osto. Tet-ewa faken ineengag kalina maipateg.

Nan Bonget keg Sabidong Ayog Senandowa I

1. Nan bonget keg sabidong paligatena'y nemnem. Ngem ipogaw ay maeteng maitpena nan bonget.

2. Nan mama et keg lati dadaelena'y nemnem. Ngem ipogaw ay makakatpe nalaka'y makigayyem.

3. Nan agom et keg bokbok dadaelena'y nemnem. Nan mapnek i s m okana et naoney tet-ewa

4. Nan ibaw et keg pisti dadaelena'y olnos. Nan mangolnos isnan ili nalenteg ya naanos.

5. Naeteng ay ipogaw menkali isnan osto. Tet-ewa baken timotoog kalina maipateg.

Appendix 11:

Nan Nalagsak ay Sinpangafong Ayqg Olomo

Fafai:

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

Koro: Wen, asifabfachang kami ta lomagsak nan pangafongmi.

2. Mangaew manalo ak siya'y ifachangko'n am&

Koro: Wen, asifabfachang kami ta lomagsak nan pangafongmi.

Fafai:

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

Lalaki Lalaki:

4. Paamo isakatyak siya'y ifachangko'n amak.

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

Fafai: Fafai:

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

Babai:

1. Menlaba, manakdowak siya'y badangko ken inak.

Nan Nalagsak ay Simpangabong Ayog: Olonno

Koro: Wen menbibinnadang kami ta lomagsak nan pamilyami.

Lalaki

7. En-asi tako fachang ischi's kaiskwilaan.

2. Mangaew mamakanak siya'y badangko ken amak

Babai:

3. Nan iyogtanko aywanak omaga ay-ayakek

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.

Lalaki

Appendix IIk

Nan Seg-ang kag Makakan Ayog: Senandowa I1

1. Nan seg-ang kag makakan enpafikas enpaegsan. Mo way'y takho's managseg-ang Pabfikasena'y kailyan.

2. Nan layad et kag fayas palagsakena'y takho. Ya omipakhankhanas nan wad-ay layadna'y takho.

3. Nan anos et kag lanchok akon ay tomontonchok. Nan takb'y way anosna et nan &hat anosana

5. Pateg nan mangaamong isnan chey sinpangafong. Masapol nan iskwila ay patkhencha'y chakek-echa

4. Nan takho ay naoya takho ay mid chayewna. Awakna ipagkhwabna ya ad-i makisomsoma.

Nan Seg-ang keg Makakan Ayog Senandowa II

1. Nan seg-ang keg makakan menpabikas menpabosog. Ipogaw managseg-ang Pabikasena'y kailyan.

2. Nan layad et keg bayas palagsakena'y ipogaw. Ya omipagan-ganas ipogaw waday layadna.

4. Ipogaw ay naanos siya nan adi napangas. Awakna'y ipapagna ya adi makiiiibaw.

5. Pateg nan mangaamong isnan dey simpangabong. Masapol nan oskila ay patgenda'y masikenda

3. Nan anos et keg landok akon ay tomontondok. Ipogaw waday anosna et nan ligat anosana

Appendix W:

Seg-angan Tako nan Ib-a'y Takho

Masapol ay seg-angan nan , ib-a tako'y takho. Tay siya na nan kachawyan Dios Ama'y Entotongcho.

Ad-i tako okomen nan ib-a tako'y takho. Ad-i pabpabfasolen t'ad-i tako magkholo.

3. Masapol pakawanen nan ib-a tako'y takho. Agtan ya khakhawisen nan komchaw ken chatako.

4. At amed nan ichowan nan Dios ay omag-agtan mo esten ay fomachang isnan ib-a'y kaseseg-ang.

Seg-angan Tako nan Kib-a'y Ipogaw

Ayog: Khitangmo'y Naseksekyet

1. Masapol ay seg-angan nan kib-a ay ipogaw. Tay siya di nan ogali Dios ed tongdo'y Amami ay ay

2. Adi tako okomen nan kib-a ay ipogaw. Adi pabasbasolen ta maiwed magolo. ay ay

Appendix V:

Nan Angnek Ayog: Alilay

1. Mo wad-ay omis-isik alilay Siya mo siya pakawanek. alila ay ay

Koro: Siya chi nan chey angnek Ta maeteng et nan ek semek alila ay ay

2. Mo wad-ay somosonget alilay Iyoyak an-anosak alila ay ay

3. Mo wad-ay kaseseg-ang alilay Fachangak ya seg-angak. alila ay ay

4. Mo wad-ay maeesang alilay Kadwaak ek liwliw-en. alilaay ay

5. Ya mo wad-ay ngomaya alilay Et ek pabfikasen siya. alila ay ay

6. Mo wad-ay malagsakan alilay Makilagsak ak ken siya. alila ay ay

7. Mo wad-ay manang-ated alilay Et enyaman ak ken siya. alila ay ay

8. Mo way esa's naanos alilay Et ichayawko'y chadlos. alila ay ay

9. Mo way esa's maseg-ang alilay Allawek ichag-ayko. alila ay ay

3. Masapol pakawwanen nan kib-a ay ipogaw. Agtan ya gawgawisen nan komdaw ken datako. ay ay

4. Et amed nan idawat nan Dios ay mangat-ated mo esten ay bomadang isnan kib-a'y kaseseg-ang. ay ay

Nan Ikkak Ayog Alilay

1. Mo waday omib-ibaw alilay siya mo siya pakawanek alila ay ay

Koro: Siya di nan dey ikkak ta maeteng et nan nemnemko. alila ay ay

2. Mo waday bomobonget alilay iyoyak an-anosak alila ay ay

3. Mo waday kaseseg-ang alilay badangak ya seg-angak alila ay ay

4. Mo waday maeesa alilay kadwaek gagayamek alila ay ay

5. Mo waday somasanga alilay et pabibikasek siya. alila ay ay

6. Mo waday malagsakan alilay makilagsakak ken siya. alila ay ay

7. Mo waday manag-ated alilay et menyamanak ken siya. alila ay ay

8. Mo way esa's naanos alilay idayawko ay dadlo. alila ay ay

9. Mo way esa's maseg-ang alilay it-ekko idayawko. alila ay ay

Lesson 8

Safety and First Aid

Objectives:

(i) To review the importance of taking extreme care in the river.

(ii) To review the rules for river safety.

(iii) To review the rules for road safety.

(iv) To learn how water can be used in first aid

Activities:

(i) Role play.

(ii) Class discussion.

(iii) Sing the song "Kaikasiwan isnan Maanochan/Kailisiyan ed Wanga" from Grade 5 lesson 8 (see Appendix I).

(iv) Sing the song "Kaikasiwan isnan Karsa/Kailisiyan ed Kalsa" from Grade 2 lesson 8 (see Appendix 11).

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

(vi) Oral translation from Filipino to Igorot.

(vii) Individual expression in Igorot, Filipino and En@h

(viii) Optional: An experiment on the efficacy of water in treating stings from plants.

(ix) Optional: An experiment on the efficacy of cold water for itchy skin.

Methodology

1. Preparation:

(i) Motivation. Ask the class: What are the two most important things we need to learn in a lesson on Safety and First Aid? (Answer: What to do to avoid accidents, and what to do when an accident occurs.)

(ii) State aim of lesson. In the lesson today we are going to review the rules for River Safety and Road Safety, then we will learn how we can use water in some cases of accident.

2. Presentation A:

(i) Have the class open their health books to the Igorot (pages 129, 131) of lesson 8 - Safety and First Aid. Choose four students to go to the front of the class to act out the role play. One student should be the narrator. Have the three boys Pedro, Jose 'and Paul act out their parts as the narrator reads his part of the story.

(ii) Tell the class to turn to the Filipino (page 133) of this section, and choose four different boys to act out the role play.

(iii) Read in Filipino the next heading about River Safety (page 134). Read item No. 1, and ask a student to translate the first rule of River Safety into Igorot. Ask the class if it has ever happened to any of them that they have unexpectedly bumped into a stone when they have jumped into the river. Recall any childredadults who have died or been drowned in the river as examples of the ever-present dangers of the river.

(iv) Read the second rule for River Safety, and have a student translate it into Igorot. Then ask these questions for class discussion:

Question 1. Why is it important to have a companion when we are swimming?

Question 2. Why did it not help Pedro (in the role play) to have companions when he went swimming?

(v) Read the third rule for River Safety in Filipino, and have a student translate it into Igorot. Then ask why it is important to rest after eating before swimming. Answer: After eating, the body directs the blood flow to the stomach to aid in digestion. When we swim we need all our blood to be available to our legs and arms and body muscles. If we swim immediately, we force the body to redirect the blood away from the stomach and intestines where it is needed, or alternately, insufficient blood may go to the muscles, with the result that we tire easily, or get muscle cramps.

(vi) Read the fourth rule for River Safety in Filipino, and have a student translate it into Igorot. Ask the class why we should not swim during a storm. Several answers should be given.

(vii) Read the fifth rule for kver Safety in Filipino and have a student translate it into Igorot. Ask the class for reasons why we should not pull or push a fellow swimmer, even if we know that they can swim.

(viii) Ask the class to turn to the Igorot (pages 130, 132) of this section, and to read all five rules for River Safety together.

Lesson 8

3. Application:

Sing the song "Kaikasiwan isnan Maanochan/Kailisiyan ed Wanga" from Grade 5 lesson 5 (see Appendix I). (This song is in the back of students' books pages 163, 172.)

4. Presentation B:

Have the class open to the Igorot (pages 130, 132) of the next section of the lesson, which is the rules for Road Safety. Ask the students to number off around the class from one to eleven. The twelfth student should begin again at number one, until every student has hisher own number from one to eleven. Have the first student read the first Road Safety rule in Igorot, and then have him/her give a reason in Igorot for obeying that Road Safety rule. Then have the next student whose number is two read the second rule for Road Safety, and then give a reason in Igorot for obeying that rule. Repeat this until all the first eleven students have read the rules and given a reason for obeying it in Igorot.

(ii) Tell the class to turn to the Filipino (page 134) of the rules for Road Safety, and then have the next student whose number is one read the first rule for Road Safety in Filipino, and give a reason in Filipino for obeying that rule. Encourage hh,her to give a different reason if possible than that given in Igorot by the first student who read the first rule. Then have the next student (whose number is two) read the second rule in Filipino, giving a reason in Filipino for obeying the second rule. Again, encourage the student to give a different reason than was given in Igorot. Repeat this until all eleven students have read their rule and given reasons for obeying their rule.

(iii) If there are more than twenty-two students in the class, turn to the Enash (page 136) of this lesson, and repeat the above exercise in Enghsh, once again encouraging the students to try to give a different reason for obeying the rule than was given in Igorot or Filipino.

(iv) If there are more than thirty-three students in the class, turn back to the Igorot (pages 130, 132), and repeat the above exercise, once again challenging the students to give a different reason for obeying that rule than was previously given. Praise thoughtful answers.

5. Application:

Sing the song "Kaikasiwan isnan Karsa/Kailisiyan ed Kalsa" from Grade 2 lesson 8 (see Appendix 11). (This song is in the back of the students' books pages 163, 172.)

6. Presentation C:

(i) Ask the class to open their health books to the Igorot (pages 130, 132) of the last section of this lesson, where we read how water can be useful in first aid.

Ask a student to read the first item (a) in Igorot. Explain that cold water reduces the blood supply and pain in that part of the skin, and may even wash away some of the chemicals/poison which cause the stinging sensation.

(ii) Optional: If there are stinging plants readily available (which do not cause blistering or very severe pain), it would be good to bring some to school and ask some volunteers who would be willing to have the stinging plant applied to both arms. Then dip one arm in cold water and leave the other out. Have the student comment on the relative pain in the two arms.

(iii) Have a second student read the second item (b) in Igorot. Explain that the cold water cools the skin, reduces the blood supply and the itching sensation.

(iv) Optional: Ask the student body if any one of them has itchy skin. If so, follow the instructions in (b), and ask the student to comment on the effectiveness of the treatment.

Request a student to read the third item (c) in Igorot. Explain that the damage to the deep layers of the skin goes on for several minutes after the initial burning by fire or boiling water (or oil or whatever). The part of the body should immediately be immersed in cold water. It is preferable that this cold water be clean, but it is better to immerse the limb in dirty cold water immediately than to wait several minutes until clean water can be obtained It is best to dip the limb in whatever cold water is immediately available. If it happens to be dirty, call for clean water. When it comes, transfer to the clean water. If the face or another part of the body has been burned which cannot be immersed in water, then pour cold water over that part of the body. Call for help so that others can fetch a constant supply of cold clean water. The first minutes after the burn occurs are the most important in reducing the effects of the burning.

(vi) Ask a student to read the fourth item (d) in Igorot Explain that if the burning is so severe that the skin begins to peel, and if someone in the village has a refrigerator with ice in it (ice candy will do just as well), then someone should be sent immediately to get ice (or ice candy) to apply to the skin. This should be done for up to a half hour after the burn. These measures reduce the temperature of the skin, and greatly reduce the results of the burning.

7. Application:

(i) Have the class turn to the Filipino (page 134) of this lesson, and choose four students to read the four ways in which water can be used in cases of accidents to the skin. Instruct the students to read the item, and then in their own words (in Filipino), comment on the reason that water is an effective medicine for this particular skin problem. Repeat this with each item.

(ii) Optional: This exercise may be repeated with four more students either in Filipino or Enghsh, or in both Filipino and English.

Lesson 8

(iii) Sing the song "Omooschong id Tongcho Al-allayad Dios ApdOmoosdong ed Tongdo Malaylaydan Dios Apo" from Grade 3 lesson 8 (see Appendix m). (This song is in the back of the students' books pages 164, 172.)

Evaluation:

Opportunity is given in this lesson for students to express reasons for obeying both River and Road Safety rules. From the feedback given by the class, the teacher should be able to evaluate how well the class has understood these rules, and their commitment to following them.

Appendix I:

Kaikasiwan isnan Maanochan

1. Mo en ka enkiyat ischi'd wanga masapol ay semkem omona nan osto ay ikkFlm ay enkiyat ay ay esa ka pay pomayko's kachanom.

2. Ilaem ona mo mid fato esa ka lomabtok pomayko ay en menkiyat ischi's kadchanom ay aY tatno ad-i mitoknog nan olom.

3. Mo enkiyat ka siya mo way kadwam is takho ay mangammo'y enkiyat. Ad-i ka'n kiyat mo kalkalpas ka'y nangan. Omilleng ka ona sa ka't enkiyat.

4. Ad-i ka enkiyat isnan lemlem Ad-im en itot-olod ib-am tay ta ket lang ad-ina ammo ay ay ay enkiyat ya sa et en maanod

1. Mo engka mensigbo ed wanga masapol nemnemem omona nan osto'y ikkam ay mensigbo ay ay sa ka pay lomagto's nan danom.

2. Ilam ona ta maid bat0 esa ka et pay abes lomagto mensigbo isnan kadanoman ay ay ta adi maitogtog nan om.

3. Mo mensigbo ka siya't way kadwam si ipogaw mangtek menkiyaki. Adi ka mo kalkalpas ka ay nangan omilleng ka sa ka menkiyaki

4. Adi ka mensigbo's nan powek. Nan kib-am adim idogdogos tay mo sa et adina getken ay ay ay menkiyaki sa et maanod.

Appendix 11:

Kaikasiwan isnan Karsa Ayog Fakinlolota

1. Mo fomala ka's karsa masapol semkem c h a m Kakannikid chalanem tatno ilam nan sabtem.

2. Kakannikid et ilam ya ischi's kakannawan. Mo lomaos nan lokhan sa ka et pay fomas-ang.

3. Mo wad-ay ka id Fagyo ilam sinyal ay silaw. Et 'di ka fomasfas-ang mo birdi nan ilaem.

4. Ya ad-i ka entagtag isnan fomas-angam od. Annacham nan ensanod ay talak enpachokog.

5. Mo nan bas cha manalan ad-i ka lomoglokhan. Ya ad-im enlokhanan is kaatep nan lokhan.

6. Mo nan bas cha manalan ad-im pay pafalfal-en nan limam paymo olom engkhana ay somarcheng.

7. Mo nan bas manad-alan choper ad-im tot-oyen. Ya ad-i ka manobla tay eleg maolaw siya.

Kailisiyan ed Kalsa Ayog Baginlolota

1. Mo mendan ka ed kalsa masapol nemnemem n a makannigid nan danem ta siya'y ilam nan sabtem.

2. Makannigid et ilam ya isnan makannawan. Mo lomaos nan logan sa ka pay et bomas-ang.

3. Mo wada ka ed Bagyo ilam sinyal ay silaw. Et adi ka bomas-ang mo birdi nan iilam.

4. Adi ka mentagtagtag isnan bomas-angam o d Annadam nan mensanod ay talak menpadokog.

5. No nan bas mendaddad-an adi ka lomoglogan. Ya adi ka menlogan isnan atep nan logan.

6. No nan bas mendaddad-an adi ka pabalbal-en nan ledengmo ya nan om enggana ay somaldeng.

7. No nan bas mendaddad-an drayber adim teyyaen. Adi ka mendegdegla tay awni't maolaw siya.

Appendix IIZ

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.

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

3. Meyrney-am ay siki nan ayem. Meymey-am ay siki 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.

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.

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

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

8. Meymey-am ay olo nan semkem. Meyrney-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 Ayog: Be Careful Little Eyes What You See

1. I1-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.

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. 11-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. Il-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 normal growth and development require good food, regular meals, regular exercise, and a happy home environment.

(ii) To learn that good personal cleanliness habits contribute to good growth and development.

(iii) To learn that body weight is a good indicator of normal growth and development.

(iv) To learn that lack of increase of body weight and frequent tiredness are indicators of a health problem.

Activities:

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

(ii) Class discussion.

(iii) Sing the song "Cha Pepe ya si Kiko/Da Pepe ya si Kiko" from Grade 1 lesson 9 (see Appendix I).

(iv) Sing the song "Nan Maetengan nan Ong-onga/Nan Engnga ay Masiken" from Grade 4 lesson 9 (see Appendix 11).

(v) Class presentations.

Methodology:

1. Preparation:

(i) Motivation: Ask the class if any of the students have ever wondered if their body is growing normally? Tell them that if they have wondered whether they are growing normally, that is good, since it is good to be concerned about our health

(ii) State aim of lesson: To review what we need to do to be sure that our bodies grow normally and healthily.

2. Presentation k.

(i) Have the class turn. to the Igorot (pages 137, 139) of lesson 9, Growth and Development. Read the opening paragraph in Igorot, then have the class read the second paragraph together.

Lesson 9

(ii) Ask the class (in Igorot) what reasons there may be that a student is not gaining weight. Write their answers on the blackboard. Add to their answers if necessary. This section may be expanded if the teacher finds that the class is unable to give reasons why a child fails to gain weight.

(iii) Ask the class to turn to this lesson in Filipino (page 141), and choose one student to read the opening paragraph Have the class read the second paragraph together.

3. Application:

Sing the song "Cha Pepe ya si Kiko/Da Pepe ya si Kiko" from Grade 1 lesson 9 (see Appendix I). (This song is in the back of the students' books pages 164, 173.)

4. Presentation B:

Have the students turn back to the Igorot (pages 137, 139) of this lesson. Here there is a list of nine things which children need in order to grow well and healthy. Divide the class into nine sections, and assign one point to each group. Tell the class that they have ten minutes to discuss and prepare a short presentation on their point. If it would be too noisy and disturbing for all the class to stay in the classroom, allow groups to move outside to a quiet place where they can discuss and prepare what they will present to the class. Their presentations should illustrate the importance of each point. After ten minutes bring the class together again, and have each group present what they have discussed.

(ii) Ask the class to turn to the English (page 143) of this section, and request the group who gave the presentation on point 1 to read it together in Enghsh. Then have the students who presented point 2 read their point. Repeat this until all nine points have been read out to the class. The Teacher should read the final paragraph.

5. Application:

Sing the song "Nan Maetengan nan Ong-onga/Nan Engnga ay Masiken" from Grade 4 lesson 9 (see Appendix 11). (This song is in the back of the students' books pages 165, 174.)

Evaluation:

Much of the material in this lesson is presented by the students themselves. By careful listening the teacher will discern which aspects of the material presented is inadequately understood, and should make a point to expand on what is seen to be a deficiency in the students' knowledge. By comparing the way students actually behave with what they presented in class, other discrepancies in understanding may emerge which the Teacher will need to discuss and so reinforce correct health practices.

Lesson 9

Appendix k

Cha Pepe ya si Kiko Ayog: Jack and Jill

1. San si Pepe'y ong-onga frotas nateng laychena Songa napigsapigsa et nay komekedse siya

2. San si Kiko'y ong-onga frotas nateng ad-ina Songa siya et nafikhot et nay enkoyyokoyyot

Koro: Tra la la la la la la Tra la la la la la la Tra la la la la la la la la la la la la la

3. San si Pepe'y ong-onga khatas in-innomena Nay enkenteg fab-ana et nay komekedse siya.

4. San si Kiko'y ong-onga enlamsit kankanena Songa nay et nafokfok nan fab-ana't natotok

6. San si Kiko'y ong-onga chono ayam ad-ina. Songa siya et nakapsot et nay enkoyyokoyyot.

7. San si Pepe's ong-onga mek ay osto'y masapa Songa makakappe siya kag mid paat felayna.

8. San si Kiko'y ong-onga minaschem makifoya Songa kolang seyepna et nalaka'y mablay siya

9. San si Pepe'y ong-onga nongnongena'y awakna Songa napigsapigsa et nay komekedse siya

10. San si Kiko'y ong-onga is yangkhay laylaychena Songa nakapsokapsot ya chadlos nasasachot.

5. San si Pepe'y ong-onga chono ayam laychena. Songa napigsapigsa et nay komekedse siya

Da Pepe ya si Kiko Ayog: Jack and Jail

1. Si Pepe ay eng-engnga protas nateng laydena. Isonga bomibikas siya et nay komekenteg siya.

2. Si Kiko ay eng-engnga protas nateng adina. Isonga siya nabibigot sa et nay nakokoyyot.

Koro: Tra la la la la la la Tra la la la la la la Tra la la la la la la la la la la la la la

3. Si Pepe ay eng-engnga gatas in-innomena Et menkekenteg bab-ana ya mabikabikas siya.

Lesson 9

4. Si Kiko ay eng-engnga menlamsit nan kekena Isonga nayet nabokbok nan bab-ana natotok.

5. Si Pepe ay eng-engnga obla ayam laydena. Isonga mabikabikas et nay tomatanpin siya.

6. Si Kiko ay eng-engnga obla ayam adina Isonga nay et nakapsot sa et nay nakokoyyot

8. Si Kiko ay eng-engnga mo labi makiboya Isonga kolang seyepna et nalaka'y mabbay siya.

9. Si Pepe ay eng-engnga nemnemena'y awakna. Isonga nay mabikas et nay tomatangnin siya.

10. Si Kiko ay eng-engnga ogad si laylaydena. Isonga siya nakakapsot ya abes nasasadot.

7. Si Pepe ay eng-engnga maseyep ay masapa. Isonga makakatpe siya keg mid polos beyayna.

Appendix LI:

Nan Maetengan nan Ong-onga Ayog: The Mountains

1. Nan ong-onga issan nangab-an Dios Ama ad-i makaikkan isnan laychena. Kad-in si inana nan ensodsochana et kikhad san si inana ken siya.

2. Mo chwa et ay tawen nan chey ay ong-onga mo mangan ya manalan ammona. Ngem magtek siya masapol ay enpafachang isnan cheycha'y yoyon-ana'y nengngan.

Koro: Tay khawis ay chadlos Apo tako ay Dios. Khinaebna'y takho isnan chadlos osto. Nan takho khinaebna ay kag kannay ken siya. Maifakhay mid kolang Dios Ama.

3. Mo entawen et si enem nan ong- onga ipangon nan inana'y en-iskwila. Ya winakas ay maengngan nan awakna. Cha khes makiengngan nan semekna.

4. Is kaiskwilaan angsan nan solwena. Ischi solwena'y mangaywan awakna. Faken yangkhay nan awakna's semsemkena ngem ib-ana kad-in fachangana.

5. Isnan chey tirnpo ay cha en-iskwila si ya solwena'y mangichine ken Dios Arna. Solwena akhes ay makitoya ken siya ya mangang-angnen isnan filina.

Lesson 9

6. Mo fab-a10 paymo magmaglut et pay 7. Awni ya ket naeteng et nan awakna. siya Nakasakhana'y mangasawa et siya. cha maeteng ya fomengeg kalina Naeteng akhes nan Ngem mid kafaelana ay mangasawa. pinagsemsemekna. Nan osto awni ta maeteng siya. Somya'y mentalaknana's an-akna

Nan Engnga ay Masiken Ayog: The Mountains

1. Idi masapo ken Apo Dios nan engnga ad-i makaikkan isnan laydena Danet ken inana nan mensodsodana et oway san si inana ken siya.

2. Ya mo dwa et ay taw-en nan dey ay engnga et gettena ay mangan da et mendan. Ngem siya kayet masapol ay menpabadang isnan iyon-ana ay naetngan.

Koro: Tay gawis ay osto Dios ay Apo tako. Tay siya nan nanapo ipogaw et osto. Ipogaw sinapona ay keg met laeng ken siya. Maibagay dedan ken Dios Arna.

3. Mo mentawen et si enem san dey engnga ipangon nan inana'y men-oskila. Ya inagew ay masiken nan awakna makisiken abes nan nemnemna.

4. Ed oskilaan ad-ado nan solwena. Solwena'y mangaywan isnan awakna. Baken anggey nan awakna's nemnemena no di ket kib-ana badangana.

6. No babbalo wenno babasang et pay si ya dan maeteng mensolpt nan kalina. Ngem adi koma kayet siya mangasawa ta awni ona ta maeteng siya.

7. Awni pay ya naeteng et nan awakna. Nakasagana'y mangasawa et siya. Naeteng abes nan panagnemnemnemna. Somya'y mentalaknana's an-akna.

5. Isnan dey timpo ay omey men-oskila solwena ay mamati ken Dios Ama. Solwena abes ay makiteya ken siya ya mangik-ikkan isnan bilina.

Lesson 10

Home, School and Community Health Objectives:

(i) To learn that many factors contribute to a well-run, healthy, and happy home and village.

(ii) To learn the importance of cooperation in a household, so that the neglect of one ineffective member of a family does not cause the ruination of the health and happiness of the rest of the family.

(iii) To learn how to advise and help families who are suffering through the negfect of one or more members of that family.

Activities:

(i) Written expression in Igorot.

(ii) Class discussion.

(iii) Sing the song "Nan Nalagsak ay SinpangafonglNan Nalagsak ay Simpangabong" from Grade 3 lesson 7 (see Appendix I1 of lesson 7 in this Teachers' Manuel).

(iv) Sing the song "Nan Ilimi" from Grade 4 lesson 4 (see Appendix 111 of lesson 4 in this Teachers' Manual).

(v) Sing the song "Nan Nalaing ay Ina" from Grade 4 lesson 5 (see Appendix III of lesson 5 of this Teachers' Manual).

(vi) Class presentation to parents.

Methodology:

1. Preparation:

(i) Motivation: Tell the class that in some villages, out of every ten children who are born, as many as five die before they are ten years old, but in other villages only one or two die before they reach the age of ten years. Ask what things may make the difference between these two lunds of villages.

(ii) State aim of lesson: To closely examine two families, one in which only one child has died before it reached ten years of age, and the other in which three out of their six children have died.

Lesson I0

2. Presentation A:

Tell the class to open their health books to the Igorot (pages 145, 148) of lesson 10 - Home School and Community Health. Direct their attention to the first illustration. Read the three Questions to be Answered. Instruct the students to take out their writing pads, and to write answers to the questions in Igorot. (While the students are writing their answers, the teacher may want to use the time to begin to copy the sketch of this first household on a large sheet of cartolina in preparation for the presentation to parents. Alternately, the Teacher may assign this to some students who are skillful in drawing.)

(ii) Have several students read out what they wrote in answer to these three questions. Make comments on what they have written and add information if necessary.

(iii) Direct the students' attention to the household in the second village. Ask the class to read together the Questions to be Answered on the second village situation Have the class write their answers to each of these questions. (While the class is doing this the teacher may use the time to finish copying the first sketch onto a large sheet of cartolina, and to begin copying the second sketch onto a second sheet. Alternately, the Teacher may have some students do these sketches.)

(iv) Have several students read out their answers to each question, and use the answers as a basis for class discussion.

3. Application:

Prepare a program which can be presented to the parents of the sixth grade students, based on these two village situations. Assign students to discuss/explain the two illustrations, basing their presentations on their answers to the questions in Presentation A above. The songs "Nan Nalaing ay Ina'' from Grade 4 lesson 5 (see Appendix 111 of lesson 5 in this Teachers' Manual, and the back of the students' books pages 160, 169), "Nan Nalagsak ay SinpangafongINan Nalagsak ay Simpangabong" from Grade 3 lesson 7 (see Appendix LI of lesson 7 in this Teachers' Manual, and the back of the students' books pages 162, 171), and "Nan llimi" from Grade 4 lesson 4 (see Appendix III of lesson 4 in this Teachers' Manual, and the back of the students' books pages 159, 168) would all be suitable for inclusion in the presentation to parents.

4. Alternative Application:

(i) Have the class turn to the Filipino (page 151) of this lesson. Read the first question and invite the class to answer the question orally in Filipino.

(ii) When several students have answered the first question, read the second question. Invite several to give oral answers.

(iii) Sing the song "Nan Nalaing ay Lna" from Grade 4 lesson 5 (see Appendix III of lesson 5 in this Teachers' Manual). (This song is in the back of the students' books pages 160, 169.)

(iv) Read out the third Question to be Answered Have several students answer it orally in Filipino.

(v) Sing the song "Nan Nalagsak ay Sinpangafonflan Nalagsak ay Simpangabong" from Grade 3 lesson 7 (see Appendix I1 of lesson 7 in this Teachers' Manual). (This song is in the back of the students' books pages 162, 171.)

(vi) Turn to the next illustration in the English (page 155) section of this lesson, and read the questions (page 156) one by one, inviting several students to answer each question orally in English. Take time to discuss the answers given and add more information when necessary.

(viii) Sing the song "Nan Ilimi" from Grade 4 lesson 4 (see Appendix 111 of lesson 4 in this Teachers' Manual). (This song is in the book of the students' books pages 159, 168.)

Evaluation:

Much of the information in this lesson has been supplied by the students as they have responded to the illustrations. The teacher should be able to gauge fairly accurately how well the class understands the factors involved in poor health and good health from the answers given in class. The teacher will also know where the students' knowledge is lacking by what information has had to be supplied.