MUSIC
UNIT 2: MELODY AND FORM
Objectives:
a. Identify the pitch of tones as high and low.
b. Respond to ranges in pitch through body movements, singing, and playing musical
instruments.
c. Demonstrate high and low pitches through singing or playing musical instruments.
d. Sing songs with accurate pitch.
e. Echo simple melodic patterns through singing and humming.
f. Demonstrate the melodic contour with movement.
g. Demonstrate the melodic contour through body staff, writing the melodic line “in the
air” or line notation.
h. Relate visual imagery to melodic patterns.
i. Identify the beginning and ending of a song.
j. Demonstrate the beginning and ending of a song with movements, vocal sounds, and
instrumental sounds.
k. Demonstrate repeated musical lines with movements.
l. Recognize repetitions within a song.
Lesson 1: Pitch
Learn Music
Pitch is the highness or lowness of a sound. Sounds made by objects, animals, and
people have different pitches. Some are high while some are low. A song that is sung in the
right pitch is pleasing to the ear. Most women have a high-pitched voice while men have a
lower pitch.
The pitch is represented by a note. Notes are written on the staff.
A staff has five lines and four spaces. We always begin counting from the bottom.
Each line and space has a letter name. these are the first seven letters we borrowed
from the alphabet. They are A, B, C, D, E, F, and G. The line and space names are called
letter or pitch names.
Two symbols help us recognize high and low pitch on the staff.
Love Music
Activity1:
Name the parts of the note.
3.
2.
1.
4.
Activity 2:
Box the sound that each of the following makes.
1.
2.
3.
4.
5.
6.
Performance 1:
Sing the “Bahay Kubo” in the correct pitch.
Performance 2:
Write the letter where the note is found. Write it in the blanks below to complete the
word.
B
___
____
C
F
___
___
___
___
____
____
Lesson 2: Simple Melodic Contour
Learn Music
Melodic Contour is the movement that groups of tones or sounds take. It is the
direction of melodies in a pattern that may move upward, downward, or remain in the same
place. Notes also move in patterns within the staff. Notes may move up and down as if
stepping up or down a ladder. We call them stepping tones because they move in every line
and space of the staff. We call them skipping tones. They also move in every line and space
of the staff. Notes may move in a straight line or may also be repeated several times. We call
them repeated tones.
These dots show the movement of melodies in the “The ABC” song.
Love Music
Activity 1:
Write YES if the statement is correct and NO if it is not.
___________1. Lines are used to make a staff.
___________2. Notes written on staff do not form a distinctive sequence or pattern.
___________3. Stepping tones move in every line and space of the staff.
___________4. Notes that move in a straight line which are repeated several times are called
repeated tones.
___________5. Lines are not needed to make a staff.
Activity 2: Study the pictures. Box (□) the picture that moves in an upward direction. Circle
the picture that moves in a downward direction.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Performance 1:
Learn the song “I Let Her Go Go.” Then perform the hand rhythm with a partner.
I Let Her Go
I let her go-go,
Ee ay I let her go go
Ee ay, I let her go.
I let her go, go go!
Lesson 3: Musical Lines
Learn Music
We already know that a staff has five lines and four spaces. The bar line divides the
staff into measures. Measures is the distance between two bar lines. The double bar, on the
other hand, marks the end of the musical piece.
A musical line is a short series of notes that makes up a unit in a musical piece. It is also
called the form of a musical piece. There are different kinds of musical lines. Musical lines
that are the same have identical melody and rhythm. Musical lines that are similar have
almost the same melody and rhythm. Musical lines that are dissimilar have entirely different
melodies and rhythms.
The following lines from the song “Leron, Leron, Sinta” show musical lines that are the
same, similar, and dissimilar. Sing the lines along with your teacher.
Same musical lines
Leron, Leron, sinta, buko ng papaya
Gumising ka, Neneng, tayo’y mananampalok.
Similar musical lines
Leron, Leron, sinta, buko ng papaya
Dala-dala’y buslo, sisidlan ng bunga
Dissimilar musical lines
Pagdating sa dulo’y nabali ang sanga
Kapos kapalaran, humanap ng iba
The symbol used to show a musical line is a curved line (
)that looks like a
rainbow. It is called a phrase mark.
Look at the example.
Leron, Leron, sinta, buko ng papaya
Love Music
Activity 1: Trace the phrase mark with a red crayon. Circle the bar lines with a blue crayon.
Box the double bar with a green crayon.
Performance 1:
Study the song “Going on a Holiday Song!” Your teacher will divide the class into two groups
and assign each with a phrase to sing.
Group 1
Group 2
Vacation, vacation, vacation
Pack my bag.
I’m very happy.
Get a map.
I’m going on a vacation.
All my toys
I’m going to have fun.
Video games
I’m going on a vacation.
Play sports
We are going to travel.
Sunscreen
By car, by bus, and by plane.
Sun or snow
We are going to the beach.
Eat and Drink
To the mountain
With my family
Lesson 4: Beginnings, Endings, and Repeats in Music
Learn Music
The beginning in music refers to the starting line of a musical piece. It is the part where
the music begins. The ending in music refers to the last musical line of a musical piece. It is
where the music stops or ends. You will enjoy music more if you listen to it from the beginning
up to the end. The staff's double bar line () marks the end of a musical piece. On the other
hand, the repeat sign (
) tells us to start at the beginning of the musical
piece and repeat the music from the start.
Before singing a musical piece, you can create a melodic introduction to present the
tune of the starting line. A melodic introduction is a musical tune or line sung or hummed
before the starting line of a song. This is done by singing the musical line using the syllable la
or lu.
For example, sing the musical line from the song “Bahay Kubo” using the syllable la.
And sing the musical line from the song “Are You Sleeping?” using the syllable lu.
La la la la la la la la la (Bahay Kubo kahit munti)
Lu lu lu lu, lu lu l ulu (Are you sleeping, are you sleeping?)
In ending a musical piece, you can create a rhythmic ending. A rhythmic ending is a
short rhythmic pattern played after the song's closing line. This is done by tapping the table,
clapping, or snapping your fingers to the tempo of the last musical line. Rhythm instruments
such as cymbals, rhythm sticks, and tambourines may be used too.
For example, clap the following rhythmic patterns with the correct tempo of the last
musical lines from the songs “Bahay Kubo” and “Are You Sleeping?”
Bahay Kubo
Are You Sleeping?
Love Music
Activity 1
Using your index finger, trace the movement of the repeat sign.
Activity 2
Get a blue crayon and draw the movement of the repeat sign.
Performance
Look for the repeat sign and sing the song “Are You Sleeping?”
Performance 2
Sing each of the following musical lines. Tell if it is sound at the beginning or the end
part of a musical piece. Then shade the box of the correct answer.
Beginning
Ending
1. Bahay Kubo Kahit munti
2. Kung ikaw ay masaya tumawa ka
3. Ang mamatay ng dahil sayo
4. Jack and Jill went up the hill
5. Ding, ding,dong
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Unit 2: Painting
Learning Objectives
Describe the lines, shapes, and textures seen in the skin covering of animals.
Describe the unique shapes, colors, textures, and designs of the different fishes and
sea creatures or wild forest animals from images.
Point out the contrasts in colors, shapes, and texture between two or more sea or
forest animals in their habitats.
With the use of pencil or crayons, draw sea or forest animals in their habitats, showing
their unique shapes and features.
Make an illustration of animals to show a variety of colors and textures in their skin.
Create designs using two or more kinds of lines, colors, and shapes by repeating or
contrasting to show rhythm.
Use control of the painting tools and materials to paint the different lines, shapes, and
colors in one’s work or a group work.
Draw the outline of a tricycle on a big paper.
Lesson 1: Contrast in Color, Shape, and Texture
Arts Connect
Nature possesses beauty. You can use nature as a theme in painting. There are some
important elements of art that you can see in nature. If used creatively, the elements of art
such as texture and color will help you create interesting paintings. Animals in the community
are excellent subjects for your painting. They have skin covering that varies in texture and
color.
Contrasting colors are influenced by the lights and darks we see in our environment.
Contrasting colors may change an artwork’s effect. Black and white are the strongest
contrasts. Black is the heaviest color while white is the lightest color.
The contrast in color makes an art piece more interesting. It can be seen in the choice
of color and the brightness of an object affected by the other objects with it.
Contrast in Shapes
Shapes can be expressed in different meanings. Contrasting shapes and sizes are
important factors in achieving strong visual dynamics and giving fascinating effects. Shapes
can be flat, curved, straight, round, hollow, solid, or pointed.
Squares and rectangles portray strength and stability.
Circles and ovals represent continuous movement.
Triangles lead the eye in an upward movement. Inverted Triangles create a sense of
imbalance and tension.
Contrast in Textures
Texture is the element of art that shows how an artwork may feel if it is real. Surface
textures look more realistic when they contrast one another. Light and smooth textures weigh
less than rough or jagged textures. Texture can be real, created, or implied. It can also be
smooth, rough, soft, hard, fluffy, firm, crisp, sticky, or hairy.
Art for Life
Activity 1:
Draw a line to match the picture on the left with its contrast on the right.
1.
a.
2.
b.
3.
c.
4.
d.
5.
e.
Performance 1
Using different contrasting colors of colored paper makes the texture by ripping off the
colored paper and pasting it to make the pattern of the different kinds of shapes. Use the
shapes below.
Lesson 2: Rhythm, repetition, and Pattern in Art
Art Connect
Rhythm is the repetition of patterns in an artwork. It gives unity and order. It also forms
a harmonious sequence of colors or elements. It is a combination of repeated elements but
with changes in colors and shapes. Rhythm provides continuity, flow, and direction to an
artwork.
Repetition is the method of using the same object, form, or figure again. It involves
making patterns out of lines, shapes, and colors to express movement. Repetition also
creates interest and harmony in an art piece.
The pattern is a combination of elements or shapes repeated in a recurring and
regular arrangement. It is often used symbolically to represent many things, like people,
beliefs, history, and tradition. Natural patterns include symmetries, trees, spirals, waves, foams,
cracks, and stripes.
Some examples of paintings with patterns are shown below.
Art for Life
Cross out (🗵) the pictures that show pattern.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Activity 2
Use marker pens to create a pattern below.
Lesson 3: Animals and Art
Art Connect
Animals are interesting art subjects because of their different shapes, skin covering,
and color. Animals can also change their skin pattern and color to look like whatever
background they are resting on. This ability is called camouflage.
Animals show contrast in their body coverings. Mammals have fur or hair. Birds have
feathers. Reptiles have thick hard scales. Amphibians have moist, smooth skin. Fishes have
thin, wet, slimy scales.
The body coverings of animals also show contrast patterns of white and black to help
confuse their predators. Some animals have dark spots on their skin, eyes, and fur to
protect them against tissue damage caused by the sun’s ultraviolet light. Some frogs can
lighten their skin color when the weather is hot and darken it when it is cold.
Art for Life
Activity 1: Complete the name of each animal. Use the picture of the animal’s body
covering as a clue.
1.
G ___ r ___ f ___ e
2.
___ ___ b ___ a
3.
___ n ___ k ___
4.
f ___ ___ h
5.
O c ___ o ___ u ___
6.
C h ___ c ___ ___ n
7.
C ___ ___
8.
D ___ ___
9.
B ___ r ___
10.
C ___ o c ___ d ___ ___ e
Performance 1:
Use watercolor to paint the peacock below. Work neatly and carefully.
Performance 2
Redraw the outline of the animals below. Using your crayons, show the unique patterns
you see on the following animals.
`
1. Tiger
2. Zebra
a.
b.
c.
d.
e.
Physical Education
Unit 2 Locations, Directions, Pathways, and Levels
Learning Objectives
Describe movements in a location, direction, level, pathway, and plane.
Observe correct posture and body mechanics while performing movement activities.
Move in personal and general space.
Engage in fun and enjoyable physical activities.
Demonstrate movement skills in response to sounds and music.
Lesson 1: Locations, Directions, Levels, Pathways, and Space
Stretch More
Space
You move your body in a space. Always be aware of the place you are moving.
It can be in your personal space or self-space. Personal space or self-space is the space
where you move away from your place. You move in a stationary position or place. Nonlocomotor movements are done in personal space. General space is the space where you
move away from your place. You move in a wider or larger space doing the movements.
Locomotor movements are done in general space.
Direction
These are the elements where you aim to move in different directions. You may
move forward, backward, and sideward.
 Forward- moving in the direction you are facing.
 Backward- moving behind
 Sideward- moving either to the left or to the right.
Levels
Performing physical activities involves different levels. You move your body in
low, medium, and high levels. Levels are identified according to the point of reference. For
example, your arm is attached to your shoulder.
Levels of Movements
 Arm in downward or low level.
 Arm in the forward or middle level.
 Arms in upward or high level.
Pathways
Pathways are the patterns or designs in space that you follow when moving
through space.
You can also combine pathways when moving. They are usually combined in
footwork drills, other sports activities, and training. Pathways can be straight, zigzag, or
curved.
Locations
Locations are also very important in movements and executing physical
activities. These include behind, in front, under, and over.
Stay Fit
A.
Identify each movement described. Choose your answer from the box. Write the letter
of the correct answer before each number.
D- direction
Lo - locations
L – level
PS – personal space
P – pathways
GS – general space
_____________1. The girl is running forward.
_____________2. The boy’s arms are on an upward level.
_____________3. I bend my trunk sideward left and right.
_____________4. The baby is crawling.
_____________5. The bus is passing through a zigzag road.
_____________6. I passed the ball in front and threw it overhand.
_____________7. I stretched my arms sideward then twisted my body to the left and right.
_____________8. I ran around the cones jumped over a box and crawled in a hoop.
B. Identify the location of the objects in the pictures. Write your answer on the line
below each picture.
1.
2.
The ball is ___________
the table.
4.
3.
The cat is ___________
The tree.
The book is on ___________
of the boy’s head.
5.
The dog is ___________
the bicycle.
There are shoes ___________
the bed.
Performance 1
Draw the following showing locations of objects.
1. Schoolbag in front of the chair.
2.
Book on the top of the table.
3.
Ball under the table.
4.
Dog behind the car.
5.
Book over a child’s head.
Lesson 2: Following Directions
Stretch More
Directions, like forward, backward, lateral sideward, and multidirectional, are used in
games and dances. Moving forward is easier than moving backward because we can see
where we are going this way.
Following directions correctly keeps people safe. A direction is a guide on how to
accomplish a task or action. A line with an arrowhead is an example of a sign that gives
directions. Below are examples of this.
Clockwise
Counterclockwise
Stay Fit
Activity 1: List down 10 action words used in the activities in the previous exercises.
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________
6. _______________________________________________
7. _______________________________________________
8. _______________________________________________
9. _______________________________________________
10. _______________________________________________
Performance 1:
In a group of 4, play the game “Cross the river” with the given direction of the teacher.
Lesson 3: Rhythmic Exercises
Stretch More
Rhythmic exercises are activities that help improve physical fitness through dance. The
materials or tools used in rhythmic exercises are called implements. Implements are light
materials or apparatus used for physical education activities like cheering, movement
routines, gymnastics, and field demonstrations. Examples of these are wands, hoops, balls,
pompoms, and ribbons.
The wand is one of the most commonly used light apparatuses. It is a short and thin
stick or rod. Here are the basic wand positions in rhythmic exercises. Follow each position
correctly.
Position of the wand
in marching
Wand in the starting position
or wand downward
Wand forward
Wand upward
Wand on chest
Wand on shoulders
Here are the steps for doing rhythmic exercises using a wand.
1. Wand forward
Wand downward
Repeat the steps
2. Wand forward
Wand upward
Wand forward
Wand downward
Repeat the steps
3. Wand on chest
Wand forward
Wand on chest
Wand downward
Repeat the steps
4. Wand upward
Wand on shoulders
Wand upward
Wand downward
Repeat the steps
5. Position: Face your partner.
Wand forward and point your
right foot forward.
Wand upward and raise your right knee.
Wand forward and point your right
foot forward.
Wand downward and put your right
foot close to your left foot.
Repeat all the steps
with your left foot
Repeat the steps
6. Jump into a straddle position
position with the wand
held upward.
Twist your body to the right.
Twist your body back to the front.
Jump and land with your feet
together. Wand downward.
Do all the steps but twist your body
to the left.
Repeat all the steps
7. Position: Face your partner.
With your wand held upward,
step your right foot sideward.
Bend your body to the right.
Straighten your body.
Wand downward and step your
right foot close to your left foot.
Do all the steps, this time
moving to the left.
--- count 1
--- count 2
--- count 3-8,8-1
--- count 1
--- count 2
--- count 3
--- count 4
--- count 5-8, 8-1
--- count 1
--- count 2
--- count 3
--- count 4
--- count 5-8, 8-1
--- count 1
--- count 2
--- count 3
--- count 4
--- count 5-8, 8-1
---count 1
---count 2
---count 3
---count 4
---count 5-8
---count 8-1
---count 1
---count 2
---count 3
---count 4
---counts 5-8
---counts 8-1
---count 1
---count 2
---count 3
---count 4
---counts 5-8
Repeat the steps.
8. Wand on chest.
Wand upward.
Wand on chest.
Wand downward.
Repeat the steps.
---counts 8-1
---count 1
---count 2
---count 3
---count 4
---counts 5-8, 8-1
Stay Fit
Activity 1: identify the wand position shown in each number. Choose the letter of your answer
from the box. Write it on the line.
a. Wand upward
d. Wand downward
b. Wand on chest
e. Wand on shoulders
c. Wand forward
f. Wand in marching position
______________1.
______________2.
______________3.
______________4.
______________5.
______________6.
Performance 1: Perform the rhythmic exercise below two times. Count as you do the
rhythmic exercises.
1. Wand forward
Wand downward
Repeat the steps
2. Wand forward
Wand upward
Wand forward
Wand downward
Repeat the steps
3. Wand on chest
Wand forward
Wand on chest
Wand downward
Repeat the steps
4. Wand upward
Wand on shoulders
Wand upward
Wand downward
Repeat the steps
5. Position: Face your partner.
Wand forward and point your
right foot forward.
Wand upward and raise your right knee.
Wand forward and point your right
foot forward.
Wand downward and put your right
foot close to your left foot.
Repeat all the steps
with your left foot
Repeat the steps
6. Jump into a straddle position
position with the wand
held upward.
Twist your body to the right.
Twist your body back to the front.
Jump and land with your feet
together. Wand downward.
Do all the steps but twist your body
to the left.
Repeat all the steps
7. Position: Face your partner.
With your wand held upward,
step your right foot sideward.
Bend your body to the right.
Straighten your body.
Wand downward and step your
right foot close to your left foot.
Do all the steps, this time
moving to the left.
--- count 1
--- count 2
--- count 3-8,8-1
--- count 1
--- count 2
--- count 3
--- count 4
--- count 5-8, 8-1
--- count 1
--- count 2
--- count 3
--- count 4
--- count 5-8, 8-1
--- count 1
--- count 2
--- count 3
--- count 4
--- count 5-8, 8-1
---count 1
---count 2
---count 3
---count 4
---count 5-8
---count 8-1
---count 1
---count 2
---count 3
---count 4
---counts 5-8
---counts 8-1
---count 1
---count 2
---count 3
---count 4
---counts 5-8
Repeat the steps.
8. Wand on chest.
Wand upward.
Wand on chest.
Wand downward.
Repeat the steps.
---counts 8-1
---count 1
---count 2
---count 3
---count 4
---counts 5-8, 8-1
Lesson 4: Self-Testing Activities
Stretch More
Self-testing activities or stunts are activities that require the use of physical skills,
balance, coordination, strength, and flexibility. These can be by one or more persons.
Individual stunts are performed only by one person. Dual stunts are performed by two
persons. Group stunts are performed by three or more persons.
Dual stunts and group stunts require special skills performed by three or a group of
people working together. Some stunts are performed in personal space. They demonstrate
momentary stillness called body stillness.
Individual- Testing Activities
Test yourself by doing the following individual-testing activities. Do them carefully and
properly.
Measuring worm
Rabbit Hop
Dual-Testing Activities
Test yourself by doing the following dual-testing activities. Do them carefully and
properly.
Wring the dishcloth
Seesaw
Chinese Get Up
Stay Fit
Activity 1: Draw a smiley (☺) face in the circle if you performed the activity well. Draw a sad () face
if you did not do the activity well.
1. Rabbit hop
2. Seesaw
3. Measuring worm
4. Chinese get up
5. Wring cloth
Performance 1:
Listen to your teacher. She will tell the class the stunts to execute. At a given signal, perform the stunt.
Freeze and do not move until the next stunt to be done is announced.
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HEALTH
Unit 2: Proper Care for Your Sense Organs, Mouth, and Hair
Learning Objectives:
Describe the ways of caring for the eyes, ears, nose, hair, and skin.
Describe ways of caring for the mouth and teeth.
Practice good health habits and personal hygiene.
Display self-management skills in caring for the sense organs.
Lesson 1: Caring for Your Eyes, Ears, and Nose
Health Watch
What helps you see, smell, and taste food? These are your sense organs.
The Sense Organs
Sense organs are parts of your body. They pick up information around you and send it to your
brain. They allow you to see, hear, smell, taste, and feel things. Your sense organs are your eyes, ears,
nose, tongue, and skin.
Your sense organs can help you feel and describe the qualities of things, including food. For
example, with your eyes, you can tell the color of fried fish. With your nose, you can smell the aroma
of newly cooked beef vegetable soup. With your ears, you can hear the crunchy sound as you
munch on fried chicken. With your tongue, you can taste the sweetness of chocolate. And with your
skin, you can feel the smoothness of an apple when you touch it.
Proper Care of the Eyes
Your eyes are very important. They give you a sense of sight. The health of your eyes is very
important for you to see well. There is so much beauty in the world for you to see and enjoy.
Here are some ways to help you keep your eyes healthy.
1. Eat foods that are good for the eyes. These are yellow and green fruits and vegetables.
Examples are carrots, squash, sweet potatoes, tomatoes, and green leafy vegetables.
These are rich in vitamin A. Vitamin A helps prevent you from getting night blindness. A person
with this condition cannot see well in dim light.
2. Protect your eyes to avoid eye infection. An infection is a
condition when germs enter and spread in your body and
cause you to get sick. To prevent eye infections, do not touch
your eyes with dirty hands. Also, wash your hands before
touching your eyes.
3. Rest your eyes. When you read or when you use the
computer, take a break from time to time. You can look up or
look away now and then. Try to do the same when you watch
the television. This will help you avoid having eye strain. Eye
strain occurs when your eyes get very tired.
4. Protect your eyes from very bright light. Never look straight at the sun or any bright light. The
light can also cause eyestrain. Wear a pair of Sunglasses when you have to be out in the sun
for a long time.
5. Visit an eye doctor at least once a year. The doctor will check the condition of your eyes. Do
this even if you do not feel anything wrong with your eyes.
Proper Care of the Ears
Keeping your ears in good health is very important so you can hear well. Remember, you
cannot talk well if you cannot hear well.
Here are some ways to help you keep your ears healthy.
1. While bathing, clean the outer parts of your ears with a wet
piece of cloth. After bathing, dry them thoroughly.
2. Wear earplugs when you go swimming.
These will keep the water from getting into your
ears. Some ear infections are caused by water
that has gotten into the inner parts of the ears.
3. Never insert any object, even a cotton bud, into your ears to clean them. Regular bathing is
usually enough to keep your ears clean. If you feel you need to clean them, ask your parents or
a trusted adult to do so.
Earwax is a sticky substance that your ear produces. It helps protect your ears from
dirt. When you have a lot of ear wax, an ear doctor will remove it for you.
4. Protect your ears from loud sounds. Loud sounds can cause loss of hearing. Cover your ears
when you are near sources of very loud sounds. Avoid listening to loud music while wearing
earphones.
5. Have your ears checked by an ear doctor at least once a year. Do this even if you do not feel
anything wrong with your ears or hearing.
Proper Care of the Nose
Your nose is another sense organ that you need to take good
care of.
Here are some ways to keep your nose healthy.
1. Use a clean handkerchief or clean soft paper (such as toilet
paper or tissue paper) to clean the insides of your nose. Do
this gently.
2. Never clean your nose with a finger. This is not a good habit. It
can cause your nose to bleed. It can also cause infection from
dirty fingers.
3. When you have a cold, gently wipe your nose with a clean handkerchief or tissue paper.
Never use your fingers to Wipe your runny nose. Also, do not
blow your nose too hard. This may also cause your nose to
bleed. your nose.
4. Never insert anything into your nose.
5. Avoid smoke from cigarettes and vehicles. Cover your nose
when you pass by smokers. Cover it also when vehicles pass
by.
6. See a doctor when you have colds or other health conditions
affecting your nose.
Health Check
Activity 1: Tell the sense organ that you will use to describe qualities of food. On the line draw
for eyes
for ears
for nose
for tongue
for
skin
___________1. Taste of green mango.
___________2. Smell of adobo.
___________3. Hardness of raw carrot.
___________4. Color of a tomato.
___________5. Sound of biscuit being chewed.
Activity 2: Match each sense organ on the left with the healthy habit on the right. Connect the pair
with a line.
taking a break from reading.
Avoiding smoke from cigarettes
Avoiding to look straight at bright lights
Seeing an ear doctor for earwax
Avoiding loud music
Seeing a doctor when you have colds.
Performance 1:
In the box, draw what you can do every day to keep your eyes, ears, and nose healthy.
Lesson 2: Caring for Your Hair, Mouth, and Skin
Health Watch
Your mouth contains the tongue. It is the sense organ for taste. Your mouth also contains your
teeth. You use your teeth for chewing so you can swallow your food easily.
Proper Care of the Mouth and Teeth
Proper care of your mouth and teeth is important to good health. When you take good care of your
mouth and teeth, you will avoid tooth decay. You will also not have bad breath.
Here are some ways to take good care of your mouth.
1. Do not eat foods that are too hot or too cold. These can hurt your tongue and teeth.
2. Avoid eating too much sweet food. Sweet foods contain sugar that can damage your teeth.
Instead, drink milk every day. Milk contains calcium. This helps make your teeth stronger.
3. Brush your teeth after every meal, or at least two times a day. lf you cannot brush after eating,
rinse your mouth with water.
In brushing your teeth, follow these steps:
a. Brush the outer parts of your teeth.
b. Brush the inner parts.
C. Brush parts you use for biting and chewing.
c. Brush your tongue gently.
4. Always floss your teeth before sleeping. Dental floss is a special kind of thread. It is used to
remove food and plaque from parts of your teeth that your toothbrush cannot reach. Plaque
is a colorless film on teeth formed by and contains germs. When it stays on your teeth for a
long time, it can cause tooth decay.
Here is the correct way to floss your teeth: