Grade 1 Set

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COMPUTER-ASSISTED LEARNING
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Yearly Plan
for
GRADE 1
2
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CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION YEARLY PLAN FOR GRADE 1
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION
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SY 2008-2009
Subject: ICT Education
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION Grade/Level : Awakening ICT 1
Unit 1
Enhancing Mouse and Keyboard Skills on the PC
Unit Week Lesson
TOPIC
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1 1 How People Communicate
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2 2 The Computer
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The Hardware and the Software in the
3 3
Computer
1 4 4 The Keyboard
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5 5
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION The Mouse
6 6 Turning the Computer On and Off
7 7 Taking Care of the Computer
st
8 1 PERIODICAL EXAMINATION
Unit 2
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st CAL CORPORATION CAL CORPORATION
Learning English Using Fisher-Price Ready for School 1 Grade
Unit Week Lesson
TOPIC
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Introduction to Fisher-Price Ready for
9 1
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION st
School 1 Grade
10 2 Directions: North, East, West, and South
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CAL CORPORATION
11 3
Nouns
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12 4
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION Adjectives
2
13 5
CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL Verbs
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14 6
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION Sentences
15 7 Create a Poster
ndCAL CORPORATION CAL
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YEARLY PLAN FOR GRADE 1
SY 2008-2009
Unit 3:
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Fun with Math Using Mighty Math Carnival Countdown
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Unit Week Lesson TOPIC
Introduction to Mighty Math Carnival
17 1
Countdown
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18 2 Shapes and Patterns
19 3 Place Value
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20 4 Sets: Comparing Sets
3
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21 5 Addition
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22 6 Subtraction
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23 7 Multiplication
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rd
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CAL CORPORATION
Unit 4:
Fun with Science using DK Mad about Science: LIFE
Unit Week Lesson TOPIC
25 1 Introduction to DK Mad about Science: Life
26 2 Animals and their Young
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27 3 Animals and their Body Parts
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28 4 Animals and their Habitat
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4
29 5 Plants and their Parts
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30 6 What Plants Need to Grow
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31 7 Life Cycle
th
4
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SYLLABUS
Grade 1
1
INTEGRATION
communicating
early inventors
Appreciate the
Manifest skills
origin of things
conributions to
Importance of
symbols with
VALUES
the develop-
knowing the
in following
history and
methods of
ment of the
Recognize
with other
signs and
computer
and their
honesty
different
people
EVALUATION
UNIT 1: ENHANCING MOUSE AND KEYBOARD SKILLS ON THE PC
Activities on
Activity on
Mind Task
Mind Task
pages 6-7

page 11
INTEGRATION MATERIALS/
SOFTWARE
Sign Boards
Illustrations
Illustrations
Computer
Pictures/
Pictures/
Personal
Art: Free-Hand
common signs
ACTIVITY
The Alphabet
such as go,
stop, listen
Drawing
English:
Spelling
CONTENT
communicating
LEARNING
Parts of the
Methods of
2
computer
computer
How the
started
of following signs in
demonstrate a habit
different parts of the
2. Label and recite the

common signs and
their everyday life.
computer part and

relate it to their role
2. Draw and interpret
computer system.
lesson, the pupils
lesson, the pupils

By the end of the
By the end of the

should be able to
should be able to
main functions of
OBJECTIVES
1. Identify different
3. Recognize each
LEARNING
signs and their
1. Determine the
as part of the
3. Develop and
community.
meanings.
each part.
symbols.
WEEK LESSON LESSON TITLE
The Computer
Communicate
How People
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION 1 CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION
2
2
Use the parts of
different parts of
the computers
precision and
interest in the
the computer

accuracy in
doing things
with care
functions
Manifest
and their
Practice
Activities on
pages 14-15
Activities on
pages 20-21
pages 18-19
Activity on
Mind Task
Mind Task
Hands-on
Kids Software:
Type to Learn
Presentation
Illustrations
Illustrations
Computer
Computer
Art: Free-Hand Pictures/
Personal
Pictures/
Personal
Slide
Jr.
The Letters of
the Alphabet
Drawing
English:
Basic computer
Other hardware
Four main parts

of the keyboard
FUnction keys
Using the Kids

software: Type
Numeric keys
Alphanumeric
Cursor keys
to Learn Jr.
3
devices
keys
parts
device and identify
2. Give the functions

hardware devices.
its four main parts.

components of the
components of the

lesson, the pupils
lesson, the pupils

hardware and the
By the end of the
By the end of the

should be able to
should be able to
Type to Learn Jr.

skills by playing
1. Identify the two
3. Develop typing
of the four main
Kids Software:
most important
CAL CORPORATION
keyboard as a
computer input
3. Indicate other
between the
parts of the
2. Distinguish
1. Define the
keyboard.
computer.
computer.
software
The Hardware and
the Software in the
The Keyboard
Computer
3
4
3
4
Manifest skills
in doing things
properly taking
computer, with
especially the
properly and
computer by
Develop the
accurately
appreciation
and love for
Use things,
instructions
following
correctly
care of it
habit of
Show
care.
pages 33 and
Activities on
pages 24-25
Activities on
Activity on
Activity on
Mind Task
Mind Task
Mind Task
Hands-on

page 30.
page 27

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34

Kids Software:
Illustrations
Illustrations
Illustrations
Mr. Potato
Computer
Computer
Computer
Pictures/
Personal
Math: Counting Pictures/
Personal
Pictures/
Personal
Head
1ST PERIODICAL EXAMINATION

Math: Sets of
English: The
The Alphabet
Numbers
Numbers
Numbers
Alphabet
English:
Sets of
Math:
Steps in turning
Using the Kids
Mouse actions
By the end of the lesson, Rules in taking

Shutting down
software: Mr.
the computer
the computer
Potato Head
Parts of the
the pupils should be able care of the

4
computer
mouse
ON
care of the computer.

At the end of the lesson,
the pupils should be able
2. Demonstrate the pro-per

ways of using and taking
parts of the mouse and
1. Determine the steps in
care of the computer.

2. Perform the step-by-
ways of how to take

computer on and off.
opening and shutting
1. Discuss at least five
3. Manifest an attitude
down the computer.
1. Identify the different
properly turning the

mouse techniques.
directions properly.
attitude of following
step procedures in
functions and their
computer system.
3. Recognize mouse
lesson, the pupils
By the end of the
2. Perform the three

should be able to
importance to the
of caring for and

3. Demonstrate an
valuing things
its functions.
to:
to
of the Computer
Computer On
Taking Care
The Mouse
Turning the
and Off
5
7
5
8
EVALUATION INTEGRATION
Demonstrate an
attitude of being
discover things
resourceful and
accomplishing
imaginative in
VALUES
Develop the
wonder and
UNIT 2: LEARNING ENGLISH USING FISHER-PRICE READY FOR SCHOOL 1ST GRADE
sense of
desire to
things
Hands – on
Hands – on
pp. 82 - 83
pp. 80 – 81
Mind Task
activity
activity
activity
MATERIALS/
SOFTWARE
Illustrations
Pictures/
INTEGRATION
Arts: Draw their
identified shape
words that can
Arts: Draw the

be represented
by the different
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION highlighting the
discussed(ex.
ACTIVITY
each learning
activity of the
Mighty Math
own logo or
English: List
words listed
Countdown
symbol for
Triangle –
mountain)
Carnival
shapes
Pattern Activity
CONTENT
Math Carnival
LEARNING
using Mighty
How to Start
Mighty Math
The Learning
Countdown
Countdown CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION
5
Activities
Carnival
Shapes
2. Confidently navigate
manipulating shapes
1. Launch and log in to
geometric shapes in
confidence, and an
3. Show enthusiasm,
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION
their surroundings.
geometric shapes.
2. Produce complex
shapes by putting
lesson, the pupils
lesson, the pupils

By the end of the
By the end of the

should be able to
should be able to
OBJECTIVES
LEARNING
activities in the
intuitive feel for

and patterns in
together basic
to the different
1. Identify basic
Mighty Math
Mighty Math
Countdown.
geometry in
program.
Carnival
Shapes and Patterns


Introduction to

Mighty Math
Countdown
Carnival
2
10
9
Value friendship
and numbers in
working as one
importance and
to accomplish
Mathematics
and unity in
great things
Realize the
their lives
use of
activity p. 93
Hands – on
Hands – on

pp. 90 – 92
Mind Task
Mind Task
p. 98, 105
p. 99, 104
activity
activity
activity
Presentation
Presentation
Arts: Represent PowerPoint
PowerPoint
Computer
Personal
two given set of
words. Identify
using recycled
deleted words
Arts: Play the

from each set
numbers and
Compare the
place values
Difference”
the added
the given
“Spot the
materials
words or
English:
game
Comparing Sets
Giggle Factory
Math Carnival
Carnival Cars
Math Carnival
Snap Clowns
Learning Area
Learning Area
Learning Area
Learning Area
Using Mighty
Bubble Band
using Mighty
Sets Activity
Place Value
Countdown
Countdown
6
and describe what a
ristics such as size,

in logic by grouping
ristics of the objects
1. Define the word set
3. Display proficiency
vation by citing the
numeral represent,
common characte-
common characte-
value of each digit
value of each digit
3. Show an intuitive
lesson, the pupils
2. Identify the actual
actual values that
lesson, the pupils

By the end of the
place values, the
By the end of the
color, and shape,

should be able to
1. Identify the place
should be able to
understanding of
sense of obser-
2. Display a keen
in a given set.
and numbers.
the digits in a
in numerals.
in numerals.
objects with
into sets.
set is.
Sets: Comparing
Place Value
Sets
3
4
12
11
Appreciate their
positive attitude
talents and use
perseverance
towards work
towards work
determination
them to the

at all times
Develop a
individual
Show
fullest
and
p. 108 - 109
p. 112 - 113
p. 115 - 116
Mind Task
Mind Task
Mind Task
activity
activity
activity
English: Create Candies of the
different colors
different words same colors
Remove a letter small shells
English: Add or Candies of
Marbles or
2ND PERIODICAL EXAMINATION

many words as
words given to
word. Write as
words to form
or letters from
from a single
combine the
form a new
two sets of
one word
English:
possible
word
Multiplication
Elements of
Elements of
Elements of
Subtraction
Subtraction
7
Learning
Learning
Addition
Addition
subtract one number
2. Confidently add two
understanding of the
2. Confidently multiply
concept of addition.
lesson, the pupils
lesson, the pupils
lesson, the pupils

By the end of the
By the end of the
By the end of the

should be able to
should be able to
should be able to
two numbers.
multiplication.
from another.
2. Confidently
subtraction.
concept of
concept of
numbers.
1. Show an
1. Show an
1. Show an
Multiplication
Subtraction CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL
Addition
5
7
13
14
15
16
Appreciate their
positive attitude
talents and use
perseverance
towards work
towards work
determination
them to the

at all times
Develop a
individual
Show
fullest
and
p. 108 - 109
p. 112 - 113
p. 115 - 116
Mind Task
Mind Task
Mind Task
activity
activity
activity
different colors
Marbles or
2ND PERIODICAL EXAMINATION

many words as
words given to
word. Write as
words to form
or letters from
from a single
combine the
form a new
two sets of
one word
English:
possible
word
Multiplication
Elements of
Elements of
Elements of
Subtraction
Subtraction
7
Learning
Learning
Addition
Addition
subtract one number
lesson, the pupils
lesson, the pupils
lesson, the pupils

By the end of the
By the end of the
By the end of the

should be able to
should be able to
should be able to
two numbers.
multiplication.
from another.
2. Confidently
subtraction.
concept of
concept of
numbers.
1. Show an
1. Show an
1. Show an
Multiplication
Addition
5
7
13
14
15
16
Demonstrate an
attitude of being
discover things
resourceful and
accomplishing
imaginative in
VALUES
Develop the
wonder and
sense of
desire to
things
UNIT 3: FUN WITH MATH USING MIGHTY MATH CARNIVAL COUNTDOWN
Hands – on
Hands – on

pp. 82 - 83
pp. 80 – 81
Mind Task
activity
activity
activity
MATERIALS/
SOFTWARE
Illustrations
Pictures/
INTEGRATION
Arts: Draw their
identified shape
words that can
Arts: Draw the

be represented
by the different
highlighting the
discussed(ex.
ACTIVITY
each learning
activity of the
Mighty Math
own logo or
English: List
words listed
Countdown
symbol for
Triangle –
mountain)
Carnival
shapes
Pattern Activity
CONTENT
Math Carnival
LEARNING
using Mighty
How to Start
Mighty Math
The Learning
Countdown
Countdown CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION
8
Activities
Carnival
Shapes
2. Confidently navigate
manipulating shapes
1. Launch and log in to
geometric shapes in
confidence, and an
3. Show enthusiasm,
their surroundings.
geometric shapes.
2. Produce complex
shapes by putting
lesson, the pupils
lesson, the pupils

By the end of the
By the end of the

should be able to
should be able to
OBJECTIVES
LEARNING
activities in the
intuitive feel for

and patterns in
together basic
to the different
1. Identify basic
Mighty Math
Mighty Math
Countdown.
geometry in
program.
Carnival
Shapes and Patterns

Introduction to
Mighty Math
Countdown
Carnival
2
17
18
Value friendship
and numbers in
working as one
importance and
to accomplish
Mathematics

and unity in
great things
Realize the
their lives
use of
activity p. 93
Hands – on
Hands – on
pp. 90 – 92
Mind Task
Mind Task
p. 98, 105
p. 99, 104
activity
activity
activity
Presentation
Presentation
Arts: Represent PowerPoint
PowerPoint
Computer
Personal
two given set of
words. Identify
using recycled
deleted words
Arts: Play the

from each set
numbers and
Compare the
place values
Difference”
the added
the given
“Spot the
materials
words or
English:
game
Comparing Sets
Giggle Factory
Math Carnival
Carnival Cars
Math Carnival
Snap Clowns
Learning Area
Learning Area
Learning Area
Learning Area
Using Mighty
Bubble Band
using Mighty
Sets Activity
Place Value
Countdown
Countdown
9
and describe what a

ristics such as size,

in logic by grouping
ristics of the objects
1. Define the word set
3. Display proficiency
vation by citing the
numeral represent,
common characte-
common characte-
value of each digit
value of each digit

3. Show an intuitive
lesson, the pupils
2. Identify the actual
actual values that
lesson, the pupils

By the end of the
place values, the
By the end of the
color, and shape,

should be able to
1. Identify the place
should be able to
understanding of
sense of obser-
2. Display a keen
in a given set.
and numbers.
the digits in a
in numerals.
in numerals.
objects with
into sets.
set is.
Sets: Comparing
Place Value
Sets
3
4
19
20
Appreciate their
positive attitude
talents and use
perseverance
towards work
towards work
determination
them to the
at all times
Develop a
individual
Show
fullest
and
p. 108 - 109
p. 112 - 113
p. 115 - 116
Mind Task
Mind Task
Mind Task
activity
activity
activity
different colors
Marbles or
3RD PERIODICAL EXAMINATION

many words as
words given to
word. Write as
words to form
or letters from
from a single
combine the
form a new
two sets of
one word
English:
possible
word
Multiplication
Elements of
Elements of
Elements of
Subtraction
Subtraction
10
Learning
Learning
Addition
Addition
subtract one number
CORPORATION CAL
lesson, the pupils
lesson, the pupils
lesson, the pupils

By the end of the
By the end of the
By the end of the

should be able to
should be able to
should be able to
two numbers.
multiplication.
from another.
2. Confidently CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL
subtraction.
concept of
concept of
numbers.
1. Show an
1. Show an
1. Show an
Multiplication
Addition

5
7
21
22
23
24
learn new skills
familiarity and
their love and
Develop love
importance of
eagerness to
CAL CORPORATION
their parents,

VALUES
other people
and care for
each one of
Realize the
concern for
Show
them
UNIT 4: FUN WITH SCIENCE USING DK MAD ABOUT SCIENCE: LIFE
activity on pp.
activity on pp.
Mind Task
Mind Task
128 – 129
124 - 125
MATERIALS/
SOFTWARE
Visual aids
Visual aids
(pictures of
(different
Science
objects)
objects)
different
INTEGRATION
Arts: Draw their

objects that can
English: List 10
center of DK’s
favorite parent
ACTIVITY
animal and its

Arts: Draw at
each activity
animals and
their young
Mad About
be found in
names of
least five
software
Science
young
How to Start he
Different Places
and their Young

Parent Animals
LEARNING
CONTENT
11
The Main
Software
Screen
to Visit
1. Discuss the different
for their parents’ love

learning new things
kinds of animal and

software and show
buttons under each
3. Show appreciation
and care for them.

lesson, the pupils
lesson, the pupils
animals with their

By the end of the
By the end of the

should be able to
should be able to
areas of the Mad
OBJECTIVES
2. Match the parent

learning activity
young using the

familiarity of the
1. Identify different
commands and
LEARNING
about Science.
2. Manipulate the
about Science
3. Demonstratae
activity area.
eagerness in
their young.
software.
software.
Introduction to DK
Animals and their

Science: Life
Mad About
Young
2
25
26
different animal
habit of taking
Properly take
function of its
Practice the
care of the
care of the
recognize
body and
habitats
parts
activity on pp.
pp. 134 - 135
Mind Task
Mind Task
activity on
140 - 141
animals names
The Donkey’s
(materials for
in a sheet of
Visual aids
Visual aids
Tail game,
drawings)
(animal
paper)
English: Create
habitats on land
Values : Recite
the same body
different animal
English: Make
ways of taking
Arts: Make at
animals living
Research on
animals with
animals with
their specific
land, and in
environment
Geography:
least 3 flash
cards of the
a booklet of
at home, in
body parts
care of the
and water
the proper
a table of
water CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL
parts
Animals w/ Horns
Animals with Fins
Animals with Tails
Animals w/ Wings

Bodies of Water
Animals Activity
Animal Habitat
Animal Habitat
Polar Regions
12
Animals with
Our Homes
Animals w/
CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL Rainforest CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL
Activity
Scales
Desert
Legs
parts of the animals
2. Enumerate animals
2. Draw the important
land, and in water.

different habitats of
animals and know
3. Show proper care
for our own body.
lesson, the pupils
1. Identify the body
lesson, the pupils

By the end of the
By the end of the
living at home, in
should be able to
animals and their
should be able to
and their specific
their importance.
animals to their
1. Determine the
importance of
body parts of
3. Realize the
functions.
habitat.
uses.
Animals and Their
Animals and Their

Body Parts
Habitat
3
4
27
28
different animal
habit of taking
Properly take
function of its
Practice the
care of the
care of the
recognize
body and
habitats
parts
activity on pp.
pp. 134 - 135
Mind Task
Mind Task
activity on
140 - 141
animals names
The Donkey’s
(materials for
in a sheet of
Visual aids
Visual aids
Tail game,
drawings)
(animal
paper)
English: Create
habitats on land
Values : Recite
the same body
different animal
English: Make
ways of taking
Arts: Make at
animals living
Research on
animals with
animals with
their specific
land, and in
environment
Geography:
least 3 flash
cards of the
a booklet of
at home, in
body parts
care of the
and water
the proper
a table of
water CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL
parts
Animals w/ Horns
Animals with Fins
Animals with Tails
Animals w/ Wings

Bodies of Water
Animals Activity
Animal Habitat
Animal Habitat
Polar Regions
12
Animals with
Our Homes
Animals w/
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Activity
Scales
Desert
Legs
parts of the animals
2. Enumerate animals
2. Draw the important
land, and in water.

different habitats of
animals and know
3. Show proper care
for our own body.
lesson, the pupils
1. Identify the body
lesson, the pupils

By the end of the
By the end of the
living at home, in
should be able to
animals and their
should be able to
and their specific
their importance.
animals to their
1. Determine the
importance of
body parts of
3. Realize the
functions.
habitat.
uses.
Animals and Their
Animals and Their

Body Parts
Habitat
3
4
27
28
properly taking
and appreciate
the importance
Show love for
of the plants to
responsibility
care of them
Develop a
the world.
plants by
sense of
activity on pp.
activity on pp
Mind Task
Mind Task
diorama, plants) 146 - 147
152 - 153
(plants, sample
presentation on
Visual aids
Visual aids
how plants
(students’
grow)
a flower through
experimentation
proper ways of
Science: Bring
give examples
Arts: Preserve
English: Make
Make a poster
inside a book)
different types
different types
plants through
taking care or
care of plants
of plants and
of plants and
plantingArts:
or slogan on
Perform the
how to take
name each
a list of the
(keeping it
Science:
for each
Need to Grow?
Parts of a Plant
Different Types
What Plants
Parts of the
Activity for
What Plant
Activity for
13
of Plants
Needs
Plants
plant needs to grow.

3. Describe the beauty
1. Identify the different
2. Draw the parts of a
identify the things a

of plants and show
and be responsible
in caring for plants.
types and its parts
lesson, the pupils
functions of each.
lesson, the pupils

By the end of the
3. Develop patience
should be able to
should be able to
plant and list the
2. Demonstrate the
By the end of the
proper way of
care for them.
1. Discuss and
taking care of
of a plant.
plants.
What Plants Need

Plants and Their
to Grow
Parts
5
6
29
30
God and value
Be thankful to
His creations
an illustration of (slogans made activity on p.
Mind Task
by the students) 160
Science: Make Visual aids
4TH PERIODICAL EXAMINATION
English: Write a
an animal using
Arts: Show the
the life cycle of

man, plants, or
a man, a plant,
the different life
short story of
cycles using
the stages of
clay models
or an animal
life cycle of
pictures
Life Cycle of an
Life Cycle of a
Life Cycle of
14
Life Cycle
Activity
Animal
Plant
Man
cycle stages among
animal, and a plant.
cycle of a man, an
differentiate the life
lesson, the pupils
3. Demonstrate love
By the end of the
and value for life.

should be able to
man, animal and
2. Illustrate the life
1. Discuss and
plant.
Life Cycles
7
31
32
Educator’s Manual
for
GRADE I
UNIT 1
TEACHER’S MANUAL FOR GRADE 1
• LESSON 1 •
I. Learning Content
How People Communicate
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II. Lesson Objectives
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At the end of the lesson, the pupils should be able to:
1. Identify different signs and their meaning.
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2. Draw and interpret common signs and symbols.
3. Develop and demonstrate a habit of following sign in their
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everyday life.
III. Key Concepts
1. There are many ways and methods people can communicate with other people.
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2. The means and ways of communication help people transmit ideas and concepts.
IV. References
Awakening ICT – Primary 1, pp. 4-7
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V. Materials
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Pictures/IllustrationsSign Boards
VI. Learning Procedure
A. Review
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Ask the pupils to sing some known songs or poems they learned in the
previous school year.
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B. Motivation
Ask the pupils to include some signs and signals that they can see in the
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school and other places and their corresponding meanings.
3
GRADE 1 - LESSON 1
C. Class Discussion
Instruct the pupils to make a role playing activity where they can use the
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different signs and signals to communicate with other people.
D. Values Integration
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1. Tell the pupils to state how important it is to know the different methods
of communicating with other people.
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2. Instruct the pupils to cite the meaning of the different sings and signals
they have learned.
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VII. Evaluation
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1. Instruct the pupils to answer the Mind Task Activities on pages 6-7.
2. Show some sign boards to the pupils and ask them to state the meaning
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of each.
VIII. Homework
1. Ask the pupils to draw on their notebooks pictures of the earliest counting
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devices.
IX. Answer Keys
Mind Task on page 6 Mind Task on page 7
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1. recycle 1. sign language
2. disabled 2. letter
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3. throw in trash can 3. computer
4. family 4. radio
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5. campfire 5. phone
4
UNIT 1
• LESSON 2 •
I. Learning Content
The Computer
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1. Determine the different parts of the computer system.
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2. Label and recite the main functions of each part.
3. Recognize each computer part and relate it to their role as part of the
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community.
III. Key Concepts
1. The computer started from the earliest counting instrument called the Abacus.
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2. There are different parts of the computer and each has its own function/s.
IV. References
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V. Materials
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1. Pictures/Illustrations
2. Personal Computer
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A. Review
1. Ask the pupils to indicate some methods of how people communicate.
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2. Instruct the pupils to show sign boards of signs and signals that people
can use to communicate.
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3. Tell the pupils to indicate some examples of the different tools that we
can use to communicate if people are far from us.
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5
GRADE 1 - LESSON 2
B. Motivation
1. Instruct the pupils to do a role playing activity by forming groups of five
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members where they can present the different parts of the computer as
they point them on the personal computer.
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C. Class Discussion
1. Let the students show pictures of the earliest counting devices.
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2. Ask the pupils to point out on the personal computer the different parts.
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1. Tell the pupils to state how important it is to know the origin of the
computer.
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2. Ask the pupils to cite the function of each computer part and how
important each function is.
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VII. Evaluation
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Instruct the pupils to answer Mind Task Activity on page 11.
VIII. Homework
Tell the pupils to indicate or enumerate some basic parts of the personal computer
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as the hardware component.
IX. Answer Keys
Mind Task on p. 11
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1. monitor
2. keyboard
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3. system unit or CPU
4. mouse
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6
UNIT 1
• LESSON 3 •
I. Learning Content
The Hardware and the Software in the Computer
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1. Identify the two most important components of the computer.
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2. Distinguish between the hardware and software component of the
computer.
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3. Indicate other hardware devices.
III. Key Concepts
1. There are two main components of the computer: the hardware and the software.
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2. The basic computer parts form the hardware and software components.
3. There are other hardware devices and examples of computer software.
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IV. References
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V. Materials
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3. Slide Presentation
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A. Review
1. Call students from different groups to cite how the computer started.
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2. Direct the pupils to point on the personal computer its different parts.
3. Ask the pupils to indicate the function of each computer part.
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7
GRADE 1 - LESSON 3
B. Motivation
1. Instruct the pupils to point on the computer the physical parts as the hardware
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component and to cite examples of computer software.
C. Class Discussion
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1. Show pictures of the examples of hardware and software components and
ask the pupils to classify whether it is hardware or software component of
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the computer.
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1. Tell the pupils to state how important it is to know the difference between the
hardware and software component of the computer.
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2. Instruct the pupils to cite the use of other hardware devices.
3. Ask the pupils to indicate the uses of computer software.
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VII. Evaluation
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Instruct the pupils to answer the Mind Task Activities on pages 14-15.
VIII. Homework
Tell the pupils to bring pictures of the computer keyboard.
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IX. Answer Keys
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Mind Task on page 15
1. H
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2. S
3. H
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4. H
5. H
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6. S
8
UNIT 1
• LESSON 4 •
I. Learning Content
The Keyboard
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1. Define the keyboard as a computer input device and identify its four main
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parts.
2. Give the functions of the four main parts of the keyboard.
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3. Use typing skills by playing Kids Software: Type to Learn Jr.
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III. Key Concepts
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1. The Keyboard is an input device of the computer.
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2. There are Four Main Parts of the Keyboard and each has distinguished
function/s.
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IV. References
Awakening ICT – Primary 1, pp. 16-20; Kids Software: Type to Learn Jr.
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V. Materials
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A. Review
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1. Ask the pupils to define hardware and software.
2. Instruct the pupils to indicate some examples of hardware component of the
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computer and other hardware devices.
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3. Tell the pupils to indicate some examples of computer software.
B. Motivation
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1. Point out to the pupils the importance of the keyboard as an input device of
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the computer.
9
GRADE 1 - LESSON 4
2. Instruct the pupils to use typing skills by playing Type to Learn Jr. and give
additional points to the pupils who can type fast.
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C. Class Discussion
1. Ask the pupils to point out on the keyboard its four main parts.
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2. Let the pupils identify the function/s of each main part as they point it on the
keyboard.
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1. Tell the pupils to state how important it is to know the different parts of the
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keyboard and their corresponding functions.
VII. Evaluation
1. Instruct the pupils to answer the Mind Task Activities on pages 20-21.
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2. Each group will have a dramatization of using the keyboard while they
indicate its main parts.
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VIII. Homework
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Ask the pupils to practice typing skills at home using the keyboard.
IX. Answer Keys
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1. alphanumeric keys 2.
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3. numeric keys 4.
cursor keys
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1. Esc 8. *, 8 15. E
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2. F4 9. Backspace 16. I
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3. F7 10. Home 17. O
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION 24. K
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4. F12 11. Num Lock 18. }, ]
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5. Scroll Lock 12. * 19. Delete
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6. @, 2 13. Tab 20. 5
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34. . , Del
7. ^, 6 14. W 21. +
CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION 28. M
10
UNIT 1
• LESSON 5 •
I. Learning Content
The Mouse
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1. Identify the different parts of the mouse and its functions.
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2. Perform the three mouse techniques.
3. Recognize mouse functions and its importance in the computer system.
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III. Key Concepts
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1. The mouse is an input device used to enter data and instructions to the
computer.
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2. There are different mouse actions and techniques.
IV. References
Awakening ICT – Primary 1, pp. 22-27; Kids Software: Mr. Potato Head
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V. Materials
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A. Review
1. Direct the pupils to define the Keyboard..
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2. Instruct the pupils to point out on the personal computer its Four Main
Parts.
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3. Ask the pupils to state the function/s of each main part of the keyboard.
11
GRADE 1 - LESSON 5
B. Motivation
1. Instruct the pupils to illustrate on the computer how to do the different mouse
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actions and techniques.
C. Class Discussion
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1. Show to the pupils the different mouse actions and techniques and let them
state the corresponding action or technique you have shown.
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2. Ask the pupils to point out on the mouse its different parts.
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1. Tell the pupils to state how important it is to know the parts of the mouse
and the different mouse actions.
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VII. Evaluation
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1. Instruct the pupils to answer the Mind Task Activities on page 27.
2. Direct the pupils to form 5 groups and each group will have a presentation of
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illustrating the differences between the various mouse actions and
techniques.
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3. Practice Mousing Skills while playing Kids Software: Mr. Potato Head.
VIII. Homework
1. Tell the pupils to draw the mouse pointing on its parts in their notebooks to
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be checked next meeting of the class.
IX. Answer Keys
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1. O U E
2. I P U
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3. L I K
4. W R E
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5. L F
6. I G H
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12
UNIT 1
• LESSON 6 •
I. Learning Content
Turning the Computer On and Off
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1. Determine the steps in properly turning the computer on and off.
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2. Perform the step by step procedures in opening and shutting down the
computer.
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3. Demonstrate an attitude of following directions properly.
III. Key Concepts
1. There are Proper Steps to Turn On and Off the computer.
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2. It is important to know the proper steps to Turn On and Off the computer.
IV. References
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V. Materials
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A. Review
1. Direct the pupils to point on the different parts of the mouse.
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2. Call students from different groups to illustrate different mouse actions and
techniques.
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13
GRADE 1 - LESSON 6
B. Motivation
1. Emphasize to the pupils the importance of knowing the proper steps in
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turning on and off the computer.
C. Class Discussion
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1. Ask the pupils to show step by step the proper way of turning the computer
on using the personal computer.
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2. Let the pupils show the proper steps to shut down the computer using the
personal computer.
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1. Tell the pupils that it is important to know how to properly turn on and shut
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down the computer.
VII. Evaluation
1. Instruct the pupils to answer the Mind Task Activity on page 30.
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2. Each group will have a presentation of showing how to properly turn on and
shut down the computer.
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VIII. Homework
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Ask the pupils to practice turning on and off the computer at home.
IX. Answer Keys
Mind Task on p. 30
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1. 1
2. 2
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14
UNIT 1
• LESSON 7 •
I. Learning Content
Taking Care of the Computer
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1. Discuss at least five ways of how to take care of the computer.
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2. Demonstrate the proper ways of using and taking care of the computer.
3. Manifest an attitude of caring and valuing of things.
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III. Key Concepts
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1. There are Proper Ways to take care of the computer.
2. There are good effects on the computer when we know how to take care of
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it.
IV. References
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V. Materials
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A. Review
1. Instruct the pupils to state the proper steps to turn on the computer.
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2. Ask the pupils to indicate the proper steps to shut down the computer.
B. Motivation
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1. Emphasize to the pupils the importance of knowing how to take care of the
computer.
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15
GRADE 1 - LESSON 7
C. Class Discussion
1. Ask the pupils to enumerate some of the proper ways of taking care of the
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computer.
2. Tell the pupils to give good effects on the computer when we know how to
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take care of it.
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1. Tell the pupils that it is important to know how to take care of the computer
and the effects that they will have on the machine.
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VII. Evaluation
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1. Instruct the pupils to answer the Mind Task Activities on pages 33 and 34.
2. Each group will have a presentation of showing how to properly care for the
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computer by doing it in the machine.
VIII. Homework
Instruct the pupils to write down on their notebooks and remember the proper
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ways of taking care of the computer.
IX. Answer Keys
Mind Task on p. 34
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1. Shut down the computer properly.
2. Avoid eating while using the computer.
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3. Always clean your computer and table.
4. Use the mouse and keyboard gently.
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16
UNIT 2
• LESSON 1 •
I. Learning Content
st
Introduction to Fisher-Price Ready for School 1 Grade
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At the end of the lesson, the learners should be able to:
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1. Identify the different places in Fisher-Price Ready.
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2. Manipulate the buttons on how to launch Fisher-Price Ready.
3. Show confidence in gaining familiarity with strange places.
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III. Key Concepts
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Fisher-Price Ready for School 1 Grade is a piece of educational software that
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provides activities geared towards language development (English) in 1 graders.
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IV. References
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Awakening ICT 1 pp. 38-43
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V. Materials
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Visual aids, charts, pictures
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VI. Leaning Activities
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A. Review
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Put a check (ü) in the box if the statement shows good care of the
computer and a cross (û) if it does not.
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1. I use the keyboard and mouse gently.
2. I shut down the computer as often as I can.
3. I keep my hands off the electrical wiring to avoid accidents.
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4. I eat biscuits inside the computer room.
5. I keep the surroundings of the computer clean.
17
GRADE 1 - LESSON 1
B. Motivation
Let the pupils observe a picture of a community. Ask the following
questions:
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1. What are the different places to go in the community?
2. How can you describe the different places in the community?
3. What activities can you enjoy in the different places?
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C. Class Discussion
Discuss the steps to launch Fisher-Price Ready for School 1st Grade. Guide
the pupils in familiarizing with the different places to visit in Fisher-Price
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Ready as they navigate the main screen. Let them describe the different
places and identify the activities included.
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Ask the following questions:
1. How do you feel when you enter a strange place?
2. What is the first thing you do?
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3. How can you become familiar with the strange place?
VII. Evaluation
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Ask the students to do the Mind Task on pages 42-43.
VIII Homework
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Ask the students to bring a compass or map.
IX. Answer Keys
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Mind Task (Insert the picture and match)
18
UNIT 2
• LESSON 2 •
I. Learning Content
Directions – North, East, West, and South
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1. Identify the four basic directions.
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2. Manipulate the buttons in hunting for treasures.
3. Show enthusiasm in following the directions to get the treasure.
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III. Key Concepts
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Directions point to the exact way on where to go. There are four basic directions:
the north, the east, the west, and the south.
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IV. References
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V. Materials
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A. Review
Write the missing letters in the following places in Fisher-Price.
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1. ____ R ____ A S U R E H U N _____
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2. C U C ____ O ____ CLOCK
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3. A ____ P ____ E H ____ U S E
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4. S I L ____ Y S ____ N _____ S
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5. P R I C ____ AND ____ L ____ Y
19
GRADE 1 - LESSON 2
B. Motivation
Let the pupils play a maze puzzle. Give them the directions to follow to
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reach the exit.
C. Class Discussion
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Discuss the four basic directions. Let them point to an object and ask them
where it is located. Let them play the Treasure Haunt Activity.
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Encourage them to follow the directions properly and be enthusiast about
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what they are doing.
VII. Evaluation
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VIII Homework
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IX. Answer Keys
Mind Task (Insert the picture and answer)
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20
UNIT 2
• LESSON 3 •
I. Learning Content
Nouns
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1. Define nouns.
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2. Use nouns in simple sentences.
3. Show enthusiasm in following the directions to get the treasure.
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III. Key Concepts
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A noun is a name of a person, a place, an animal or a thing.
IV. References
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V. Materials
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A. Review
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Let the student finish the Treasure Haunt Activity.
B. Motivation
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Let the pupils identify all the objects around them. Ask them to name those
objects.
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C. Class Discussion
Explain the meaning of nouns. Let the pupils give other examples of nouns.
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Let them classify the name if it is name of a person, a place, an animal, and
a thing.
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GRADE 1 - LESSON 3
VII. Evaluation
Ask the pupils to do the Mind Task on pages 52-53.
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VIII Homework
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Ask the pupils to clip pictures of 2 objects, 3 persons, 3 animals, and 2
places. Let them paste the pictures on a short bond paper.
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IX. Answer Keys
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Mind Task
I.
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1. Boy
2. boat
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3. cat
4. baby
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5. car
6. dinosaur
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7. moon
8. hammer
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II.
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1. A
2. O
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3. PL
4. O
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5. P
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UNIT 2
• LESSON 4 •
I. Learning Content
Adjectives
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1. Describe an adjective and identify its use.
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2. Complete sentences by using appropriate adjectives.
3. Practice proper use of words in describing a person, place, or thing.
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III. Key Concepts
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Adjectives are words that describe a noun. They may tell the size, shape, color,
number, or texture of nouns.
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IV. References
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V. Materials
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A. Review
Draw a smiley (J) if it is a name of a person, a mouse (8 ) if it is object,
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spider (!) if it is an animal, and a parking sign (è) if it is a place.
_________ 1. monkey
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_________ 2. Col. Alejandro Gomez
_________ 3. Villa Escudero Resort
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_________ 4. flip-flops
_________ 5. nephew
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GRADE 1 - LESSON 4
B. Motivation
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Let the pupils watch a powerpoint slide presentation of different objects. Let
them describe the those pictures in the slide presentation.
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C. Class Discussion
Discuss adjectives and give examples. Let the pupils describe objects that
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can be found in the school. Let them observe pictures and ask them to
describe each.
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Let the pupils describe persons, things, and objects through proper use of
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adjectives. Let them realize the difference between the good and bad ways
of describing a person.
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VII. Evaluation
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VIII. Homework
Clip pictures and give the appropriate adjectives.
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IX. Answer Keys
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Mind Task I.
1. good nun
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2. hot sun
3. sweet cake
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4. pretty queen
5. big car
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6. small bug
7. red apple
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8. pointed pen
9. huge elephant
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10. happy doctor
11. fast jet
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UNIT 2
• LESSON 5 •
I. Learning Content
Verbs
1. Discuss verbs and their uses by using the software.
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2. Apply correct verbs in answering the activities in the hands-on.
3. Demonstrate responsibility to do things.
III. Key Concepts
Verbs are words that show action.
IV. References
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V. Materials
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Encircle the adjectives in the box.
round saleslady give
thick
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cup ugly kite
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tiger spoon orange
book
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blonde king vase
doll
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sweet dust fast
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water curly wet
doctor
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B. Motivation
Let the pupils watch a play of a boy and girl doing their activities at
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home.Guide Questions:
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GRADE 1 - LESSON 5
1. Who are the characters in the play?
2. Can you describe the characters?
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3. What are they doing?
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4. Did they enjoy doing their activities?
5. Did they finish the activities?
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C. Class Discussion
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Let the pupils define verbs. Let them give examples of verbs or action words
in their daily activities. Facilitate them while they finish the activity in MY
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JOURNAL in Fisher-Price.
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Guide Questions:
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1. What household chores are assigned to you by your mom at home?
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2. What are the activities are assigned to you in school?
3. How do you work on the assigned tasks?
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4. Do you finish your work on time?
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5. Do you enjoy doing your work?
Encourage the students to be responsible in doing any activity or work.
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VII. Evaluation
Ask the pupils to do the Mind Task on page 60-61.
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VIII. Homework
Ask the pupils to clip pictures of 5 different sports activities or household chores.
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IX. Answer Keys
Mind Task I. (Insert the picture and color)
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II. 1. write
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2. swims
3. combs
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4. sweeps
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5. drawing
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UNIT 2
• LESSON 6 •
I. Learning Content
Sentences
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At the end of the lesson, the learners will
1. Describe a sentence and determine the elements of a complete sentence.
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2. Construct sentences through writing and using the software.
3. Appraise the works of their classmates using well constructed sentence.
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III. Key Concepts
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A sentence is a group of words that express a complete thought.
IV. References
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V. Materials
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VI. Learning Activities
A. Review
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Let the pupils underline the correct verb to complete the sentences.
1. My father (danced, dish) with my mother.
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2. Rico and I (play, place) with old toys.
3. The doctors (injection, inject) the patients with medicine.
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4. The goldfish (swims, swamp) in the aquarium.
5. My grandmother (prays, piece) in the church.
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B. Motivation
Show pictures to the pupils and let them describe it. Let them interpret the
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pictures by creating simple sentences.
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GRADE 1 - LESSON 6
C. Class Discussion
Discuss sentences. Let the pupils complete the sentences in My Journal
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Fisher-Price. Let them create simple sentences about their daily chores in
school and in their houses.
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Let the pupils give good criticism about the work of their classmates.
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VII. Evaluation
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VIII. Homework
Ask the pupils to create 5 sentences using nouns and verbs.
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IX. Answer Keys
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Mind Task I.
1. The girl kissed the cat.
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2. A boy kicked the ball.
3. The mother hugged the baby.
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4. The dinosaur ate the corn.
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UNIT 2
• LESSON 7 •
I. Learning Content
Create a Poster
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1. Identify the steps in creating a poster using the software.
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2. Create and interpret self-made posters.
3. Appreciate the work of others.
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III. Key Concepts
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Posters are ways to express a thought or an idea, just like sentences.
IV. References
Awakening ICT 1 pp. 66-68.
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V. Materials
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A. Review
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Encircle the correct word to complete each sentences.
1. My pet is a (cut, cat).
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2. The boxers (kick, knock) out their opponent.
3. Tito Al (set, sat) on the floor,.
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4. Balloons (fly, play) up in the sky.
5. The (rat, rot) runs along the streets.
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GRADE 1 - LESSON 7
B. Motivation
Let the pupils draw an animal. Let them describe their work together with
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their classmates.
C. Class Discussion
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Discuss the steps in creating a poster in Fisher-Price. Guide the pupils in
reading the highlighted sentences in the activity area. Let them complete
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the activity by dragging objects in the posters.
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Ask the pupils to describe the work of their seatmates. Let them realize
the value of another person’s work.
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VII. Evaluation
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Ask the pupils to do the Mind Task on page 66-68.
VIII Homework
Ask the pupils to cite 5 examples of posters and describe them in simple
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sentences.
IX. Answer Keys
Mind Task (Insert pictures)
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UNIT 3
• LESSON 1 •
I. Learning Content
Introduction to Mighty Math Carnival Countdown
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By the end of the lesson, the learners should be able to:
1. Launch and log in to Mighty Math Carnival Countdown.
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2. Confidently navigate to the different activities in the program.
III. Key Concepts
1. Mighty Math Carnival Countdown is software designed to develop the visual-
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spatial and mathematical intelligences of young learners through creative play.
2. Introducing math as a fun activity to young learners will help them to gain an
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intuitive understanding of and curiosity about its concepts.
IV. References
Awakening ICT 1, pp. 72-73
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V. Materials
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A. Review
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Drill the class on identifying from a list of words the nouns, the adjectives,
and the verbs, and then to form sentences using one of each kind of word.
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B. Motivation
Launch Mighty Math Carnival Countdown and let the students explore the
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Carnival and discover mathematical concepts through interactive play.
GRADE 1 - LESSON 1
C. Class Discussion
1. Ask the class whether they have been to the carnival, and if they have,
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what exciting things they saw there.
2. Ask the class what activities they can do at the carnival.
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3. Introduce the activities and the icons in the Mighty Math Carnival
Countdown program. Make sure that they become confident in using the
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icons to navigate around the carnival and to do the activities in each area.
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1. Inspire the students to always have a sense of wonder and the desire to
discover things that are new to them, and to value even the simplest
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things that they learn each day, for these simple things will help them
achieve great things in the future.
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Note:
Lesson 1 of Unit 3 is just an introduction to Mighty Math Carnival Countdown, and
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right after this introduction, the students can move on to Lesson 2, which covers
Pattern Block, an activity in Mighty Math Carnival Countdown.
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UNIT 3
• LESSON 2 •
I. Learning Content
Shapes and Patterns
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1. Identify basic geometric shapes in their surroundings.
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2. Produce complex shapes by putting together basic geometric shapes.
3. Show enthusiasm, confidence, and an intuitive feel for geometry in
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manipulating shapes and patterns in Mighty Math Carnival Countdown.
III. Key Concepts
1. Basic shapes such as the triangle, the rectangle, and the circle are the
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foundation or building blocks used in making more complex shapes and
patterns.
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2. Manipulating building blocks and shapes helps to develop the visual-spatial
and mathematical intelligences of young learners.
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IV. References
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V. Materials
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A. Review
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1. Ask the class to identify the activities that correspond to the icons on
the Mighty Math Carnival Countdown activity menu.
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GRADE 1 - LESSON 2
B. Motivation
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1. Introduce to the class the basic geometric shapes, then instruct the
class to identify basic shapes inside and outside the classroom.
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2. Point to a complex figure, such as the slide on the playground, and ask
the class to identify the basic shapes that comprise it.
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3. Launch Mighty Math Carnival Countdown, enter the Pattern Block
Roundup, and let the class produce complex figures by putting together
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basic geometric shapes.
C. Class Discussion
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1. Ask for volunteers to draw the basic geometric shapes on the board,
and for other volunteers to describe and differentiate the figures.
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2. Ask the class how to make complex figures using basic shapes.
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Inspire the students to be resourceful and imaginative, and to believe that
they could accomplish great things through the creative use or combination
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of simple things around them.
VII. Evaluation
Instruct the students to do the Hands-On Activities on pages 80 and 81.
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VIII. Homework
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Instruct the students to do the Hands-On Activities on pages 82 and 83.
IX. Answer Keys
Hands-On on p. 82 Hands-On on p. 83
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1. blue 1. crocodile
2. black 2. honey-comb
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3. dark green 3. vest
4. orange 4. puppy
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5. dark blue 5. sun
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UNIT 3
• LESSON 3 •
I. Learning Content
Place Value
1. Identify the place value of each digit in numerals.
2. Identify the actual value of each digit in numerals.
3. Show an intuitive understanding of place values, the actual values that the
digits in a numeral represent, and numbers.
III. Key Concepts
1. Each place or position in a numeral has its own place value.
2. The right-most place or position in a numeral is the ones place, and the
place value gets higher moving to the left.
IV. References
V. Materials
2. PowerPoint Presentation
A. Review
1. Ask the class what the basic geometric shapes are.
2. List some complex shapes, such as air planes and sail boats, and ask for
other volunteers to draw the complex shapes using basic geometric shapes.
B. Motivation
1. Show the class one-digit, two-digit, and three-digit numerals, and ask them
to read the numerals aloud.
2. Show them slides of small groups of objects, such as a cluster of flowers, a
set of toys, and a group of dogs. Ask the class to count the objects.
3. Classify and combine sets of objects, in tens, and ask for volunteers to write
the numerals representing the number of objects in each set.
GRADE 1 - LESSON 3
C. Class Discussion
1. Write a three-digit number on the board and introduce the concept of place
value, showing the class the ones, the tens, and the hundreds places.
2. Ask the students which has the highest place value among the hundreds,
tens, and ones places, and which has the lowest place value.
3. Write a four-digit number on the board, and ask the class what the place
value is of the left-most digit, and which among the four digits has the highest
place value, and which has the lowest place value.
1. Encourage the students to view math as The Language of Numbers, and to
view mathematical symbols as the Alphabet of Mathematics.
VII. Evaluation
Instruct the students to do the activities on pages 84 to 89 of Awakening ICT 1,
and the Hands-On activity on page 93.
VIII. Homework
Instruct the students to draw in their notebooks a picture, similar to the diagrams
in the Mind Task activity on pages 90 and 91, representing the numeral 143.
IX. Answer Key
Mind Task on pages 90 and 91
1. 172
2. 234
3. 358
4. 483
Mind Task on pages 92
1. hundreds
2. tens
3. ones
4. tens
5. ones
6. hundreds
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UNIT 3
• LESSON 4 •
I. Learning Content
Sets: Comparing Sets
1. Define the word set and describe what a set is.
2. Display a keen sense of observation by citing the common characteristics of
the objects in a given set.
3. Display proficiency in logic by grouping objects with common characteristics,
such as kind, size, color, and shape, into sets.
III. Key Concepts
1. A set is a collection of distinct objects regarded as a whole. Sets are one of
the most fundamental concepts in mathematics. (Source: Wikipedia)
IV. References
V. Materials
2. PowerPoint Presentation
A. Review
1. Write three-digit and four-digit numerals on the board, and ask the class to
identify the place values of the digits in the numerals you have on the board.
2. Ask for volunteers to show their drawing homework, picture representations
of the number 143, to the class.
B. Motivation
1. Show the class a PowerPoint presentation on sets, and ask the class to
identify common characteristics of the objects in each set.
2. Play a variation of the game Bring-Me, asking the students to race to bring
the first three objects that are: red; round; rectangular; sweet; smooth.
3. Launch Mighty Math Carnival Countdown, and let the students do the activities
on pages 94 to 103 on their own.
GRADE 1 - LESSON 4
C. Class Discussion
1. Define in class the word set: A set is a collection of distinct objects regarded
as a whole. Return to the objects that the students brought during the game,
and ask the class which ones can be grouped into sets, and why.
2. Ask what can unify distinct objects as a set. Discuss traits such as size,
shape, color, texture, taste, scent, age, etc.
1. Inspire the students to value friendship and unity. Emphasize that different
people can accomplish great things if they unite and work together.
VII. Evaluation
Instruct the students to do the Mind Task Activity on page 104 and the Hands-On
activity on page 105.
VIII. Homework
Instruct the students to paste in their notebooks pictures of objects that are
grouped in sets, and to write what traits unify the objects as a set.
IX. Answer Keys
1. blue frog
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2. grey frog
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3. red frog
4. purple frog
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1. right
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2. right
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3. right
4. left
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5. left
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UNIT 3
• LESSON 5 •
I. Learning Content
Addition
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1. Show an understanding of the concept of addition.
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2. Confidently add two numbers.
III. Key Concepts
1. Addition is the process of putting together two or more numbers.
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2. The numbers that are to be put together or added are called “addends”.
3. The result of addition is called “sum”.
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IV. References
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V. Materials
1. Candies of different colors
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A. Review
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1. Ask the class what a set is, and to give a few examples.
2. Ask for volunteers to form two sets of students. Ask the class to count the
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members each set has. Then ask the class how many members will result
if the two groups join together.
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GRADE 1 - LESSON 5
B. Motivation
1. Show the class several sets of candies, each set having a single color. Ask
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the class to count the candies in each set, then ask the class how many
candies will result if they join several sets of candies together. GIve candies
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to each of the students.
2. Launch Mighty Carnival Countdown, and lead the class to the Carnival. Let
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the class spend several minutes doing the addition activity.
C. Class Discussion
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1. Demonstrate to the class the process of adding two one-digit numbers.
Make sure that the students completely grasp the concept and the procedure.
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2. Move to a demonstration of adding a one-digit number and a two-digit number,
and then to a demonstration of adding a two-digit number and another two-
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digit number.
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1. Inspire the students to develop their gifts to the fullest. Share with them that
“Who they are is God’s gifts to them; Who they become is their gifts to God.
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VII. Evaluation
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1. Instruct the students to do the Hands-On Activity on page 108.
2. Instruct the students to do the Mind Task Activity on page 109.
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VIII. Homework
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1. Give the students additional work on addition.
IX. Answer Keys
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1. 18 6. 101
2. 20 7. 71
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3. 40 8. 92
4. 70 9. 100
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5. 100 10. 100
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• LESSON 6 •
I. Learning Content
Subtraction
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1. Show an understanding of the concept of subtraction.
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2. Confidently subtract one number from another.
III. Key Concepts
1. Subtraction is the process of removing some objects from a group, or the
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process of removing a number from another number.
2. The number from which another number is removed is called the “minuend”.
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3. The number to be removed is called the “subtrahend”.
4. The result of subtraction is called the “difference”.
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IV. References
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V. Materials
1. Marbles or small shells
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A. Review
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1. Ask for volunteers to show their work on the addition assignment on the
board. The volunteers should explain how they added the numbers.
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GRADE 1 - LESSON 6
B. Motivation
1. Show the class a set of marbles. Ask the students to count the marbles in
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the set, then ask the class how many marbles will be left if they remove
some marbles from the set. Do several examples of this exercise.
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2. Launch Mighty Carnival Countdown, and lead the class to the Carnival. Let
the class spend several minutes doing the subtraction activity.
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C. Class Discussion
1. Demonstrate to the class the process of subtracting a one-digit number
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from another one-digit number. Make sure that the students completely grasp
the concept and the procedure.
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2. Move to a demonstration of subtracting a one-digit number from a two-digit
number, and then to a demonstration of subtracting a two-digit number from
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another two-digit number.
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1. Encourage the class to persevere in their work, and to strive to do their best
at all times.
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VII. Evaluation
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1. Instruct the students to do the Hands-On Activity on page 112.
2. Instruct the students to do the Mind Task Activity on page 113.
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VIII. Homework
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1. Give the students additional work on subtraction.
IX. Answer Keys
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1. 33 6. 23
2. 25 7. 20
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3. 16 8. 57
4. 23 9. 8
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5. 12 10. 70
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• LESSON 7 •
I. Learning Content
Multiplication
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1. Show an understanding of the concept of multiplication.
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2. Confidently multiply two numbers.
III. Key Concepts
1. Multiplication is the process of putting together several groups of the same
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size. Multiplication can be viewed as repeated addition.
2. The numbers that are to be multiplied are called “factors”.
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3. The result of multiplication is called the “product”.
IV. References
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V. Materials
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1. Candies of the same colors
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A. Review
1. Ask for volunteers to show their work on the subtraction assignment on the
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board. The volunteers should explain how they got each difference.
GRADE 1 - LESSON 7
B. Motivation
1. Show the class several sets of candies, all the sets having the same number
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of candies. Ask the class to count the candies in one set, then ask the
class how many candies will result if they join two sets of candies together,
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then three sets of candies, then four sets of candies, and so on.
C. Class Discussion
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1. Demonstrate to the class the concept of multiplication as the process of
repeated addition. For example, to demonstrate 3x10, draw three sets, each
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set having 10 stars. First add two sets, so now you have 20 stars, and then
add the last set of 10 stars to the 20 stars, making 30 stars.
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2. Demonstrate to the class the process of multiplying two one-digit numbers.
Make sure that the students completely grasp the concept and the procedure.
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1. Encourage the students to develop a positive attitude towards their tasks.
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VII. Evaluation
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1. Instruct the students to do the Mind Task Activities on pages 115 and 116.
VIII. Homework
1. Give the students additional work on multiplication.
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IX. Answer Keys
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1. 5 6. 10
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2. 6 7. 16
3. 9 8. 20
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4. 8 9. 25
5. 12
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UNIT 4
• LESSON 1 •
I. Learning Content
Introduction to DK Mad About Science: Life
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By the end of the lesson, the learners should be able to
1. Discuss the different learning activity areas of the Mad about Science
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software.
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2. Manipulate the commands and buttons under each activity area.
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3. Demonstrate familiarity of the software and show eagerness in learning new
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things about Science.
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III. Key Concepts
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• Science is a great thing to discover and a lot to explore.

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• Everything on earth is part of the Science world.

IV. References
Awakening ICT 1 pp. 124 – 125
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V. Materials
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A. Review
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Ask the pupils what things they usually relate with Science. List them down
on the board and try to classify them according to the branch of Science to
which it belongs.
B. Motivation
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Point to different objects that are found inside the room. Let the students
group the objects according to use.
GRADE 1 - LESSON 1
C. Class Discussion
Discuss DK Mad About Science software by facilitating the students in the
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hands-on proper. Let them identify the three learning areas in the software
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namely: Rosie’s Tree House, Al’s Kitchen, and Mo’s Workshop. Give the
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pupils instructions in manipulating the program. Use the questions below in
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the discussion.
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• What are the three activity areas found in DK’s Mad about Science
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software?
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• What are the things discussed at Rosie’s Tree House?
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• What are the objects commonly found in Al’s kitchen?
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• What do you think are the functions of the tools inside Mo’s Workshop?
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Let the students realize the importance of familiarizing themselves with the
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things around them. Let them give ways on how to become knowledgeable
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and familiar with things.
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VII. Evaluation
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Tell the students to answer the Minds Task activities on pages 124 to 125.
VIII. Homework
Instruct the students to draw at least five objects that can be found in the following
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learning activity areas: Rosie’s Tree House, Al’s kitchen, and Mo’s Workshop
IX. Answer Keys
Mind Task activity p. 124 – 125
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st
1 picture matches with Al’s Kitchen
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nd
2 picture matches with Rosie’s Tree House
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rd
3 picture matches with Mo’s Workshop
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Objects found at Rosie’s Tree House
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• Sun horse
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• Cow sheep
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• Dog duck
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• Goose hen
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• Rooster turkey
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• pig
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UNIT 4
• LESSON 2 •
I. Learning Content
Animals and their Young
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1. Identify different kinds of animals and their young.
2. Match the parent animals with their young using the software
3. Show appreciation for their parents love and care for them.
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III. Key Concepts
• Animals live and grow just like humans. They have their own parents, and
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siblings.
• Some young animals are called differently from their parents.
IV. References
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Awakening ICT 1 pp. 128 – 129
V. Materials
Visual aids (different Science objects); notebooks
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A. Review
Show the students pictures of different Science objects. Ask them to group
them according to the three activity centers previously discussed.
B. Motivation
Divide the class into 5 groups. Instruct each group to list as many names of
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animals as they can on the board. Give each group 30 seconds on the board
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to do the activity. The group with the most number of animal names wins.
C. Class Discussion
Check the names listed by the students, and then ask them to give the
names of the young animals for each. Let the students fill in the names and
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guide them in determining the unfamiliar names of other animals. Discuss
the animal names by presenting flashcards of some parent animals and
their young animals. Use the following questions in the discussion.
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• Which animals give live birth to their young?
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• Which animals lay eggs?
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• How do you call a baby pig?

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• How do you call a young goat?

• How do you think do animals take care of their babies?
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Ask the questions below:
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• If you were an animal, what would you be and why?
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• How would you show your love for your parents as a young animal?
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VII. Evaluation
Instruct the students to match the parent animal to their young and vice versa.
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Refer to the Mind Task activities on pages 128 – 129.
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VIII. Homework
Instruct the students to cut out 5 parent animals and their young from magazines
and newspapers and paste in their notebooks..
IX. Answer Keys
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Mind Task activity on p. 128
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• Hen is to a chick
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• Cow is to a calf
• Horse is to a foe
• Bird is to a bird
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Mind Task on p. 129
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• A puppy is to a dog
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• A piglet is to a pig
• A kitten is to a cat
• A duckling is to a duck
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UNIT 4
• LESSON 3 •
I. Learning Content
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Animals and Their Body Parts
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1. Identify the body parts of the animals and their specific functions.
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2. Draw the important body parts of animals and their uses.
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3. Show proper care for our own body.
III. Key Concepts
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• Animals have different body parts which are used to move, to eat, and to
protect themselves.
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• Each animal part has an important use to help in their everyday living.
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IV. References
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Awakening ICT 1 pp. 134 - 135
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V. Materials
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Visual aids (animal drawings)
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A. Review
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Play the “Name Game”. Show the pupils pictures of different parent and
baby animals and let them identify its name.
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B. Motivation
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Show them some drawings of animals with missing body parts. Ask for
volunteers to draw and complete the body parts of the animal.
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C. Class Discussion
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Let the students identify the animal and name its missing body part. Discuss
the different body parts of an animal and the function of each. Let the students
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GRADE 1 - LESSON 3
differentiate the name, function, and importance of each body part for it to
eat and survive. Guide the pupils in using the activities in the software and
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instruct them to familiarize themselves with each animal part. Give the
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questions below in the discussion.
• What are the different body parts of an animal?
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• What are the functions of each part?
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• How do scales protect animals?

• What is the important body part of a deer? What is its function?
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• How do you think is each body part important to every animal?
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Just like animals, the human body consists of different body parts. Ask the
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pupils what they think is the most important part of their body and why. Let
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them enumerate the proper ways in taking care of their body.
VII. Evaluation
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Instruct the students to draw the missing parts of the body of each animal on page
134. Tell them to name the encircled body part of each animal on page 135.
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VIII. Homework
Instruct the students to create a booklet of animals with the same body parts.Tell
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them to also make at least 3 flash cards of the animals with their specific body
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parts.
IX. Answer Key
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Mind Task on p. 135
• Beak
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• Tail
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• Fins
• Legs
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• Wings
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• Scales
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UNIT 4
• LESSON 4 •
I. Learning Content
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Animals and Their Habitat
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1. Determine the different habitats of animals and know their importance.
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2. Enumerate animals living at home, in land, and in water.
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3. Realize the importance of animals to their habitat.
III. Key Concepts
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• Animals have different habitats which provide them with food, water, and
shelter.
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• Animals live in such places as the forest, the seas, the icy regions, and
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even inside our homes.
IV. References
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V. Materials
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Visual aids (materials for The Donkey’s Tail game, animals names in a sheet of
paper)
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A. Review
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Play the “Donkey’s Tail” game. Have volunteer pupils play and let the class
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guide them. Ask the students to identify the body parts of the animal.
B. Motivation
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Ask the students to pick a name of an animal from the bowl and tell them to
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place the names in the column where that animal lives. Check the work of
the students afterwards.
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GRADE 1 - LESSON 4
C. Class Discussion
Discuss the different animal habitats based on the software. Let the students
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identify the animals living in each particular place and let them describe
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each habitat. Ask the students to determine the kinds of animals and their
characteristics based on the places they live in. Facilitate the students’
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hands –on activity on animal habitat while using the DK Mad About Science
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software. Use the questions below in the discussion.
• What are the different animal habitats?
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• Which animals live among people in their homes?
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• Which animals live on water?

• Which animals live in the rainforest?
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• How would you describe the animals living in the desert?
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• Which animals are found in the icy regions?

• How do you think these habitats help the animals to survive?
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Divide the class into five groups. Ask the pupils to do a role playing activity
on the proper ways of taking care of the environment.
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VII. Evaluation
Tell the students to answer the Mind Task activity on pages 140 – 141 of the book.
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VIII. Homework
Ask the students to bring different kinds of plants.
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IX. Answer Keys
Mind Task on p. 140A completed maze of the turtle going into the pond.
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UNIT 4
• LESSON 5 •
I. Learning Content
Plants and Their Parts
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1. Identify the different types of a plant and its parts.
2. Draw the parts of a plant and list the functions of each.
3. Describe the beauty of plants and show care for them.
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III. Key Concepts
•
Plants are of different kinds, color, sizes, and shapes.
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•
Plants also have different parts and are very useful to people and animals.
IV. References
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V. Materials
Visual aids (sample plants)
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A. Review
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Ask the pupils to name some parent animals and their young.
B. Motivation
Ask the pupils to bring out their plants and group them according to their
characteristics.
C. Class Discussion
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Based on the activity, discuss plants, their characteristics and parts. Using
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different plants, then ask the pupils to describe each part of the plant and to
identify the function of each. Facilitate the hands-on activity of the pupils in
using DK’s Mad about Science software. Use the guide questions below:
• What are the different kinds of plants?
• What parts of a plant are common with other plants?
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GRADE 1 - LESSON 5
• What is the importance of the plant roots?

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• What is the function of the stem in a plant?

• How do you think can leaves help in the growing plants?
• Describe a flower. What is its importance?
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• What is the importance of plants to the environment?
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Ask the pupils the following questions.
• What would you feel when someone gave you a flower?

• How does it affect you?
• How do you appreciate plants? In what way do you show this?
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VII. Evaluation
Instruct the pupils to answer the Mind Task activities on pages 146 to 147. Tell
them to make a list of the different types of plants and give examples of each
VIII. Homework
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Give the students directions in preserving a flower through experimentation (keeping
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it inside a book).
IX. Answer Keys
1. leaf
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2. stem
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3. roots
4. flower
1. FL
2. FR
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3. V
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4. FR
5. V
6. FL
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• LESSON 6 •
I. Learning Content
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What Plants Need to Grow
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1. Discuss and identify the things a plant needs to grow.
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2. Demonstrate the proper way of taking care of plants.
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3. Develop patience and be responsible in caring for plants.
III. Key Concepts
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• Plants need different things to be able to grow healthy and beautiful. Just
like humans, they also need to be loved and taken cared of.
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• Certain elements are required for plants to grow healthy.
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IV. References
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Awakening ICT 1 pp 152 - 153
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V. Materials
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Visual aids (plants, sample presentation on how plants grow)
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A. Review
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Show to the class the plants brought by the pupils. Let them identify and
describe each plant.
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B. Motivation
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Show the pupils a simple presentation or movie on how plants grow. Ask
them to observe and identify the things needed by plants.
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GRADE 1 - LESSON 6
C. Class Discussion
Based on the presentation, let the students identify the things needed to
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grow plants. Encourage them to share their experiences in taking care of
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plants. Use the activities available in the software and guide them while
having the hands- on proper. Use the guide questions below.
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• How do you grow plants?
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• What are the things needed to grow plants?

• What is the importance of sunlight for plants?
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• How much water is needed for plants to grow?
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• What do you think will happen if unhealthy soil is used for plants?
• How do you take care of plants?
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Ask the pupils to show the proper ways of taking care of plants through a
role playing activity.
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VII. Evaluation
Instruct the students to answer the Mind Task activity on pages 152 to 153 of the
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book.
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VIII. Homework
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Tell them to make a poster or slogan on how to take care of plants
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IX. Answer Keys
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Mind Task on p. 152 – 153
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1. box no. 1
2. box no. 1
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3. box no. 2
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4. box no. 2
5. box no. 2
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56
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• LESSON 7 •
I. Learning Content
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Life Cycles
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1. Discuss and differentiate the life cycle stages among man, animal, and
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plants.
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2. Illustrate the life cycle of a man, an animal, and a plant.
3. Demonstrate love and value for life.
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III. Key Concepts
• Man, animals, and plants go through different stages in life cycle.
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• All things grow and produce life in what we call the life cycle.
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IV. References
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Awakening ICT 1 p. 160
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V. Materials
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Visual aids (slogans made by the students)
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A. Review
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Ask the pupils to post their slogans inside the classroom. Let the students
observe them and vote for the five best slogans in class.
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B. Motivation
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Show the pupils a movie or a presentation on the life cycle of man, of plants
and animals. Have them observe and note down the stages of development
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of each.
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C. Class Discussion
GRADE 1 - LESSON 7
Based on the activity, ask the pupils to enumerate the stages of the life
cycle of man, an animal and a plant. Discuss each stage using DK’s Mad
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about Science software. Ask them to determine the characteristics and
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changes happening in each stage of the life cycle. Encourage them to
compare and differentiate the cycle of a man, an animal and a plant. Use the
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questions below.
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• What is a cycle?
• How do you describe a life cycle?
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• What are the stages in the life cycle of man? of an animal? of a plant?
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• What are the changes happening in each stage?

• What animal has a similar cycle to a man?
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• How is the life cycle of man different from that of an animal and a plant?
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Ask the following questions.
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• Who are the persons you love?
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• How do you show your love for them?

VII. Evaluation
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Tell the students to answer the Mind Task activity on page 160.
VIII. Homework
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Tell them to draw the life cycle of man, plants and animal.
IX. Answer Keys
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Mind Task on p.160
Picture 1 stage 4
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Picture 2 stage 3
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Picture 3 stage 1
Picture 4 stage 2
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Picture 5 stage 5
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58
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CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL

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different parts of the

2. Label and recite the

their everyday life.

computer part and

lesson, the pupils

By the end of the

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Four main parts

Using the Kids

device and identify

2. Give the functions

its four main parts.

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lesson, the pupils

By the end of the

Type to Learn Jr.

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CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION

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Math: Counting Pictures/

1ST PERIODICAL EXAMINATION

By the end of the lesson, Rules in taking

the pupils should be able care of the

care of the computer.

2. Demonstrate the pro-per

1. Determine the steps in

care of the computer.

ways of how to take

opening and shutting

1. Discuss at least five

properly turning the

2. Perform the three

of caring for and

Arts: Draw their

Arts: Draw the

lesson, the pupils

By the end of the

intuitive feel for

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Shapes and Patterns

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CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION

CAL CORPORATION CAL CORPORATION CAL CORPORATION CAL CORPORATION

Arts: Play the

and describe what a

ristics such as size,

value of each digit

2. Identify the actual

actual values that

lesson, the pupils

place values, the

By the end of the

color, and shape,

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2ND PERIODICAL EXAMINATION

lesson, the pupils

lesson, the pupils

By the end of the