Grade Level
School
Learning Area
6
A. MARAÑON ELEMENTARY SCHOOL
MAPEH 6
Quarter
Division
Teaching Dates
3rd Quarter
Negros Occidental
Content Standards
Demonstrate understanding of the health implications of poor environmental sanitation.
Performance Standard
Consistently practices ways to maintain a healthy environment.
Learning Competencies/
Objectives
I-OBJECTIVES
Discusses ways to keep water and air clean and safe.
H6EH-IIIc-3
1. Analyze ways to keep water and air clean and safe..
2. Appreciate the importance of clean and safe water and air.
3. Perform through dramatization and poem/song interpretation portraying ways to keep
water and air clean and safe.
Topic: WAYS OF KEEPING WATER AND AIR CLEAN AND SAFE
Materials:
References:
Integration: Science, Literacy and Numeracy
II-SUBJECT MATTER
IV-PROCEDURES
A. Reviewing/Motivation
REVIEW:
Check under your armchairs. You will find paper strips with questions based on our
previous lesson. Read the question and select your answer from the choices posted on the
board.
Note: Not all papers strips have questions.





These are illnesses related to food and water sanitation.
What do you call the loss of body fluids and electrolytes?
It is a water-borne disease caused by a bacterium present in human feces.
What can cause many different diseases that can affect people of all ages?
____________ is a common gastrointestinal disease among people who have poor
personal hygiene practices and living in unsanitary conditions.
Diarrhea
Cholera
dehydration.
Gastrointestinal diseases
Poor environmental sanitation
MOTIVATION:
Play the song “ Masdan mo ang Kapaligiran”
-What is the message of the song?
-What did you learn from this song?
B. Activity
I will divide you into two groups. Each group will select a leader, a secretary and a
reporter. Each group will be given an envelope with pictures inside. Post the pictures on
the board and write a simple sentence that describes each picture.
Group 1
Group 2
C. Analysis
Do you find the activity difficult?
What do you think those group of pictures portray?
The pictures from group 1 are the things that makes water and air unclean and unsafe.
Let’s read the sentences that you wrote for each picture.
The pictures from group 2 are what we can do to keep water and air clean and safe.
Let’s read the sentences that you wrote for each picture.
Which group of pictures would you prefer to do? The pictures on group 1 or group 2?
D. Abstraction
E. Application
Why is it important to help keep our water and air clean?
-What are the ways to keep our water and air clean and safe?
-Why do we need to take care of our water and air?
Activity 1
Arrange the following events in chronological order. Write the numbers 1-5 before each
sentence.
______The waters began to turn dirty and the air smell like rotten garbage.
______A long time ago, Barangay Ilang-ilang was the cleanest barangay in the entire
town.
______The residents especially children started to get sick.
______The residents are not being responsible in segregating and dumping their wastes in
the correct place.
______Few years passed the population grew that makes the barangay crowded.
Activity 2
Divide yourselves into two groups.
Group 1
Act out how you would respond to the situation given.
Situation: The SK Federation of your barangay organized a coastal clean-up drive on
Saturday. Your friend said he/she is not going to participate because he/she
doesn’t want to get dirty. How would you convince him/her to join the
program?
RUBRIC FOR DRAMATIZATION
1. Creativity: Did the students use their own ideas and imagination
to create an original and engaging performance?
5 4 3 2 1
2. Acting skills: Did the students effectively portray their characters
through their facial expressions, body language, and voice?
3. Collaboration: Did the students work well together as a group,
listening to each other and responding appropriately to their
fellow actors?
4. Memorization: Did the students memorize their lines and deliver
them clearly and confidently?
5. Audience engagement: Did the performance capture the attention
and interest of the audience, and did the students effectively use
props, costumes, and other elements to enhance the performance?
Group 2
Select a song or a poem with a message about the environment and sing/recite
it in the class.
RUBRIC FOR SONG/POEM INTERPRETATION
5 4 3 2 1
1.Understanding: Did the students demonstrate a clear
understanding of the lyrics or poem they are interpreting?
2. Vocal Performance: Did the students effectively use their voice
to convey the emotions and meaning of the lyrics or poem?
3. Creativity: Did the students bring their own unique
interpretation and style to the performance?
4. Stage Presence: Did the students engage with the audience and
use body language to enhance their performance?
F. Assessment
A. Write YES if the picture shows a way to keep the water and air clean and NO if it
doesn’t. Write your answer on the space provide.
_______ 1
_________2
_________3
_________ 4
_________ 5
B. Write TRUE if the statement is correct and false if it isn’t.
_____1. Throwing garbage into the river helps the fish produce more eggs.
_____2. Ann’s parents use organic fertilizer because it doesn’t have a bad effect on the
water.
_____3. Smoke from vehicles makes the air dirty.
_____4. A clean and safe drinking water supply for the community helps prevent the
spread of water-borne communicable disease.
_____5. Burning garbage at home doesn’t make the air unclean.
V. ASSIGNMENT
Directions: In your hands you can create a change. Draw your palm in a piece of paper.
Write the word “Environment” in the middle and write different ways to help protect our
environment on each finger.
PREPARED BY:
SODONAH G. ARGUILLON
Teacher 1
OBSERVED BY:
WALFREDO C. SUPERIO
Principal 1
Group 1
Leader:
Writer:
Reporter:
Direction: Write a simple sentence for each picture
Group 1
Leader:
Writer:
Reporter:
Direction: Write a simple sentence for each picture