Modules in P.

E & HEALTH
ELEMENTARY
Second Quarter

1
MAPEH – Grade 6
Alternative Delivery Mode
Quarter 2
First Edition, 2019

Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education – Las Piñas City

OIC- Schools Division Superintendent: Dr. Joel T. Torrecampo CESO VI

Development Team of the Module

P.E
Writer
ROGER TESORERO
Master Teacher I - Manuyo Elementary School

HEALTH
Writer ALEX G. CORPORAL
Master Teacher I- CAA Elementary School

Validators: MEDARDO E. DILIG

Master Teacher II-Pilar Village Elementary School
GEORGEN AGBAY
Master Teacher I-Almanza Elementary School
NILO D. MAGADA II
Master Teacher I-Camella Elementary School
ALEX G. CORPORAL
Master Teacher I- CAA Elementary School

DR. FATIMA T. YUSINGBO

Education Program Supervisor

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 6

P.E
FIRST QUARTER

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Introductory Message

For the facilitator:

Welcome to the (MAPEH 6) Alternative Delivery Mode (ADM) Module on P.E
and Health !

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator
in helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
For the learner:
Welcome to the MAPEH 6 -Alternative Delivery Mode (ADM) Module on PE and
Health!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it.
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

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 What’s In This is a brief drill or review to help you link
the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

This section provides a brief discussion of

What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank

What I Have Learned
What I Can Do
sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

This is a task which aims to evaluate your

Assessment
Additional Activities
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.

This contains answers to all activities in the

Answer Key module.

At the end of this module, you will also find:

References This is a list of all sources used in

developing this module.

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
learn the health implications of poor environmental sanitation. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now
using.
The module is divided into P.E and Health lessons.
Physical Education (P.E)
Lesson 1 –Different skills involved in the game.
Health:
Lesson 1- Describing Healthy School and Community Environments
Lesson 2- Effects of Living in a Healthful School and Community
Lesson 3- Ways to Build and Keep School and Community Environment
Healthy
Lesson 4- Proper Waste Management

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 Lesson Executes the different skills
1 involved in the game.

What’s In

Direction: Identify the following games in the pictures. Arrange the jumbled letters
to find the answer.

1. _______________ Dmna 2. ___________________Cessh

3. __________________ leasbaktbl 4. ____________________kusnga

5. ___________ ovinasin amge 5. ________________otof allb

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 What’s New

In this quarter, pupils will learn and play some of the Filipino games that will
develop their potential, creativity, and health awareness. The purpose of this is to improve
the quality of their physical fitness condition and encourage them to actively participate in
any form of activities and games that will promote skills development, teamwork, and
sportsmanship. Invasion games is an example of Filipino games we can play.
There are 5 invasion games featured in this module which can be played indoor or
outdoor. You may select any of the following games you wish to perform.

• SUNGKA
• PIKO
• PATINTERO
• AGAWANG BASE
• CHESS
One must engage himself to physical games to enjoy, relax and meet
people to gain more friends.

What is it
One of the reasons why we play games is fitness. Fitness is the well-being of a
person and determines the ability of his/her body to perform well in work and leisure
activities.
Invasion games are the traditional games that Filipinos love to play. Here player show
ability to move into space to goal, to occupy the opponent’s space and to depend on their
space, it also includes stealing object and running, jumping, or crossing over.
Some of the invasion games are Indoor games. They are commonly played during
rainy days and in social gatherings and mostly played in group competitions type like
chess, scrabbles, and dama. These games involve mental alertness and intellectual
decisions.

The following are examples of invasion games:

Throwing into a target
• Basketball
• Tumbang Preso

Hitting with a stick o foot

• Soccer

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 • Futsal
Carrying or stopping across a line
• Chess
• Games of Generals
• Dama (Checkers)
Jumping, Running or Crossing Over
• Patentero
• Lawin at sisiw
Stealing and catching
• Agawan base
• Agawang sulok

The Skills developed in invasion games are:

• Tactical skills
• Eye and body coordination
• Critical thinking skills
• Interception skills
• Catching skills
• Defending skills
• Agility
• Flexibility
• Balance
• Speed

The Benefits from playing invasion games are:

A. Feel relaxed because you are happy while playing
B. Have strong immune system because you strengthen your body’s natural
defense.
C. Have good mood because you play with friends who inspire you.
D. Become more flexible because you stretch those bones and muscles as you
play.
E. Have good skin because you sweat, and it could flush toxins
F. Maintain proper posture and weight.

Sungka
Featured game 1

Sungka is a game played by two players by using a solid carved wood with two rows
of seven circular holes and two large holes at both ends called house.

Materials:
Sungka carved wood
Forty-nine small stones or shells

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How to play Sungka

1. The players simultaneously drop one shell on each hole clockwise except the
opponent’s house.

2. If one player runs out of shells, he/she stops and wait for his/her turn. if his/her last
pebble lands on an empty hole in his /her row he is entitled to claim the opposite
rows shells and put them in his/her house.

3. If the last shell is put on the player’s house. He /she can choose a hole where
he/she will get the shells from. If the player’s last shell is put in an empty hole,
he/she is dead and loses his/her turn.

4. The next player can choose the hole he/she will get shell from, and continuous
dropping pebbles.

5. The game ends when no shell is left on both sides of the board. The winner has
the greatest number of shells.

PIKO
Featured game: 2

Piko is the Philippine variation of the game hopscotch. The players stand
behind the edge of a box, and each should throw their cue ball. The first to play is
determined depending on the players' agreement (e.g., nearest to the moon,
wings or chest). Whoever succeeds in throwing the cue ball nearest to the place
that they have agreed upon will play first. The next nearest is second, and so on.
The person is out for the round if they stand with both feet

How to play Piko

1. The players will throw the pamato on the line of the last box. the closest to the line
is the first player
2. From the rest area, player throws pamato and should land on each square without
going out touching the boundaries,
3. The player hops through squares. The squares have symbols whether the player
use one or two feet on landing
4. If successfully steps on all squares and back, he/she throws pamato backwards,
wherever the pamato lands will be his/her space called “house”

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 5. Player who has the most invaded space is the winner.

AGAWANG BASE
Featured game: 3

Agawan Base means "capturing base". It is a game played by two teams with a
minimum of 3 players for each team. The game involves running, chasing, or tagging,
and accidental falling is inevitable. The aim is to touch the opponents base without
getting tagged by a member of the opposing team. Teams outwit each other by
deploying players in the playing area to tag opposing players so that players guarding
the base becomes fewer. Increasing the chasing opponents to touch the base. The
team that accumulates more points wins the game.

Materials: stationary base

Number of players: three or more in each team.
The first goal of this game is to steal the opponents’ base and the second goal is to
capture the opponent’s base. This is to test your speed, agility, and strategy.

How to play Agawan Base:

• There will be 2 bases. Each base has equal members.

• Mark your base with the base markers
• Assign a member to guard your base. Other members may run outside
their base to capture the opponents or to steal the opponent’s base.
• To capture the opponents, you must tag them.
• The captured opponent will be the other team’s prisoner. He or she must
stand in the captor’s base until his or her teammates tagged him or her to
be saved.
• To steal the base of the opponent and win, you must touch their base.

PATINTERO
Featured game: 4

patintero, also known as harangang-taga or tubigan, is a

traditional Filipino children's game. Along with tumbang preso, it is one of the most
popular outdoor games played by children in the Philippines Patintero is played on a
rectangular grid drawn into the ground. The rectangle is usually 5 to 6 m in length, and
4 m wide. It is subdivided into four to six equal parts by drawing a central lengthwise line
and then one or two crosswise lines. The size of the rectangle and the number of
subdivisions can be adjusted based on the number of players. The individual squares in
the grid must be large enough that someone can stay in the middle out of reach of
someone standing on the lines Two teams are needed, each with around two to six
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players. One team acts as the taggers, the other acts as the runners. This is usually
decided by a game of rock–paper–scissors (jak-en-poy) or a coin toss
The object of the game is to cross the rectangle back and forth without getting tagged.
One tagger is usually assigned per crosswise line. Taggers can only move along their
respective lines, except for the tagger on the first line who is regarded as the team leader
(patotot). Unlike the other taggers, the patotot can also move along the central lengthwise
line.[3] Taggers can tag runners at any time, including those already past them, but both of
their feet must always be on the lines. Tagging a runner when none or only one foot is
contacting the line is not counted

The setup
• Draw a big rectangle on the ground, around 6 meters long by 4 meters large (using a chalk,
pebble or even tape).
• Trace 4 extra lines in the rectangle to divide it in 6 parts.

• Divide the players in 2 teams (each team has 2 to 6 players).

• One team will start has the ‘Passers’ and the other team has the ‘Guards’. You can decide that
by tossing a coin, doing rock-paper-scissor, or using any other method.
• Each Guard goes stand on a line of the rectangle. He is only allowed to move on his line and
must always keep his two feet on it.

The Guard on the first line is the team leader usually called ‘Patoto’ and has the right to also move on the
central line crossing the rectangle.

How to play
1. The game starts with a toss of a coin to decide the team that becomes the
passer or runner.

2. To start the game, all Passers must go and try crossing the rectangle back and forth without
being touched by any of the Guards.

• If anyone succeed, they score 1 point for their team.

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 • If a Passer fails as he got tagged, he is out of the game and must wait
until the next turn.

• If a Guard tagged a Passer without having his two feet on his line, then it
does not count.

3. There is a time limit of two minutes for each team to score. Once the two minutes
elapse, the two teams change sides, and the guards become the passers and
vice-versa.
4. Once all Passers have finished (either won or lost), the teams switch roles (Passers become
Guards, and Guards become Passers) for a new turn to start and complete the round.

What is It

Activity 1. Read and answer the following items.

1. Which games is philippine variation of hopscotch ?
A. Tumbang preso
B. Sungka
C. Piko
D. Siklot
2. which game uses carved wood and forty-nine small stones or shells?

A. Siklot
B. Sungka
C. Piko
D. agawang base
3. Which of the following describe invasion game?
A. Players invade or occupy the opponent’s space.
B. Players send an object toward a target while avoiding obstacles
C. Players bounce, or rebound, the ball off the front wall
D. Players in the Team helps build teamwork

4. Agawang base is what kind of invasion games?

A. Throwing into a target

B. Stealing and Catching
C. Jumping, Running or Crossing Over
D. Hitting with a foot

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5. Which skill you may developed in playing sungka

A. eye coordination
B. Flexibility
C. Balance
D. Speed
6. Which invasion game is an example of Running or Crossing Over

A. Patintero
B. Bunong-braso
C. Agawang base
D. Agawang Sulok
7.The following are object of each player in invasion games EXCEPT One. Which is it?

A. To goal and to crossing over

B. To occupy the opponent’s space
C. To depend on their space from stealing object
D. To hit the can to save other players.

8. What Skills will you developed in playing Patintero?

A. Eye and body coordination
B. Critical thinking skills
C. Interception and defending skills
D. Flexibility and balance

9. which of the following is the objective of each player in patintero?

A. cross the rectangle back and forth without getting tagged.

B. drop one shell on each hole on the wooden board.
C. successfully steps on all squares and back.
D. throw the pamato on the line of the last box
10. In which invasion game listed below will you develop balance?
A. Sungka
B. Patintero
C. Piko
D. Chess

Activity 2. Write TRUE if the statement is correct and FALSE if the state is wrong.
_______1. Chess, Games of General, and Dama (Checkers) are example of invasion
games which involve Carrying or stopping across a line

______ 2. The Guard on the first line in Patintero is the ‘Patotot’ and has the right to
also move on the central line crossing the rectangle.

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______ 3. To capture an opponent in agawang base one must tug them.

______ 4. In Piko game the player who do not have invaded space is the winner.

______ 5. When Passer fails to go crossing the rectangle back and forth because he
got tagged he can only score 1.
______ 6. The game ends in sungka when both sides of the board have the same
number of shells.

______7. To steal the base of the opponent and win, one must touch opponent’s base.

______8. Being relaxed and happy while playing is one of the Benefits from playing
invasion Games
______9. In sungka the first to drop shell on each hole is determine by tossing coin or
rock – paper– scissors (jak-en-poy}
_____10. The players in piko walks through squares which have symbols whether the
player use left or right foot

What’s More

CHESS
Featured game: 4
Read and follow the step-by-step procedure in the Chess game. Then answer the table
that follows. Use the link below for more instructional procedures.
Setup:
The board is setup as shown. There should always be a white square at the closest
right-hand side for both players. Remember that the queen must be on a square that
matches her color.

Turns:
White always moves first, and players alternate turns. Players can only move one piece
at a time, except when castling (explained later).

Taking Pieces:
Players take pieces when they encounter an opponent in their movement path. Only
pawns take differently than they move (explained later). Players cannot take or move
through their own pieces.

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 Materials: You will need the following:
• Chess board
• Chess piece
1. Pawn only moves forward. On the first move a pawn can move one or two spaces,
every subsequent move can only be one space. Pawns move diagonally to take
opponents.
2. Rook. move in a continuous line forward, backwards and side-to-side.
3. Knights are the only pieces that "jump" off the board. Unlike other pieces they are not
blocked if there are pieces between them and their destination square.
4. Bishops move in continuous diagonal lines in any direction.
5. Queen moves in continuous diagonal and straight lines. Forward, backward and side-
to-side.
6. The king can move in any direction, one square at a time.
A king cannot move to a square that is under attack by the opponent.
Special Move: Castling is the only move that allows two pieces to move during the same turn.

A king is in check when an opponent's piece is in a position that can attack the king. A player must move
their king out of check, block the check or capture the attacking piece.

A player cannot move their king into check.

Putting an opponent's king in "checkmate" is the only way to win the game.

A king is in checkmate if it is in check, the opponent's piece that has the king in check cannot be
captured, the check cannot be blocked, and the king cannot move to a square that is not under attack.
"Stalemate" is a tie. It is achieved if there are no legal moves for a player to make.

https://www.instructables.com/id/Playing-Chess/

What I Have Learned

• Playing brings joy and healthy benefits to everyone.

• Invasion games are the traditional games that Filipinos love to play.
• There are different types of invasion games
➢ Throwing into target
➢ Hitting with a stick o foot
➢ Carrying or stopping across a line
➢ Jumping, Running or Crossing Over
➢ Stealing and catching

• Skills and good values are developed during playing with friends and peers

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 What I Can Do

Direction: Look for playmates set-up chess and play the game

Then answer the rubric below

4 3 2 1
Indicators Very Good Good Fair needs
improvement
Tactical skills
Critical thinking skills
Interception skills
Catching skills
Defending skills

Assessment

Direction: Choose the correct answer. Write the letter only.

1. Which statement describe invasion games?
A. These games include invading territory.
B. These games use goal or target to score.
C. These games include stealing objects from the opponent.
D. All of the above.
2. Which invasion game involve throwing into a target
A. Agawang Sulok
B. Basketball
C. Chess
D. Patentero
3. Which game involve hitting with a foot?
A. Basketball
B. Futsal
C. Patentero
D. Tumbang preso

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 4. Which game involve stealing and catching?
A. Agawang base
B. Lawin at sisiw
C. Patintero
D. chess
5. What values will you get while playing invasion games?
A. Teamwork
B. Positive attitude
C. Discipline
D. All the above

ADDITIONAL ADDITIONAL ACTIVITIES

Direction: Look for a partner. Select one of the games you’ve learned and play the
game
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
References:
PE and Health for Fun 6 Textbook
By. Grecia et.al
https://www.youtube.com/watch?v=SqpOoUISzS4
https://youtu.be/4q9VJUwNTAE
https://www.instructables.com/id/Playing-Chess/

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 6

HEALTH
SECOND QUARTER

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 Describing Healthy School and
Lesson Community Environments
1 Competency: Describe healthy school and community
environments.

What’s In
A healthy community is described as a place that is safe and clean and
has improved overall health and quality of life for group of individuals living in
the same area. There is a sense of belongingness and people live harmoniously
and peacefully together.

What’s New
Directions: Take a look at the pictures below. Answer the following
questions.
1. What words will you use to describe picture A?
2. What about picture B? Does your school environment look like picture
A?
3. How about your community environment? Does it look like picture B?
You will learn how to describe environment like this in our lesson specifically on
the next part. “What is It.”

A B

https://www.shutterstock.com/search/girl+go+school+clip+art http://www.clker.com/clipart-532123.html

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 What is It
A healthy school environment is a conducive place for learning for all
school children and personnel. It has a safe and clean physical environment
and a friendly psychosocial environment.

Some of the elements of a healthy school and community

environment, according to the World Health Organization, are:
⚫ a physical environment that is clean and safe,
⚫ satisfies everyone's fundamental requirements,
⚫ encourages social peace and active participation by everyone,
⚫ provides access to health services and facilities,
⚫ contributes to the identification of local issues and solutions,
⚫ ensure that all members of the community are able to make
sustainable use of available resources, and
⚫ aware of local health and environmental concerns.

CLASSIFICATIONS OF THE CHARACTERISTICS OF A HEALTHY

SCHOOL AND COMMUNITY ENVIRONMENT

1. Physical environment
The physical environment of a school has a strong influence on
children’s health for many reasons.
The physical environment includes safe, clean, and of acceptable air
and water quality, as well as visually appealing and adaptable.
In other words, the physical environment must provide a secure and
expansive setting in which children are protected from danger. The
children are free of sicknesses and diseases since the air and water supply
is pure and of excellent quality.
A healthy school environment has the following components:
I. Provision of basic necessities
a. safe and clean water supply
b. clean air to breathe
c. proper lighting and ventilation
d. safe and healthy foods
e. clean and safe facilities
f. emergency medical care
g. comfortable classrooms and safe buildings and structures

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 II. Protection from biological threats
a. safe and sufficient supply of water
b. well-kept chemicals, such as those for rodents and insects
c. safe food; no molds
d. free from any harmful animals like dogs
III. Protection from chemical threats like
a. air pollution
b. water pollution
c. cleaning agents/ detergents
d. paint
e. hazardous waste and materials
IV. Protection from physical threats like
a. traffic and transport
b. crime or any violation
c. injuries
d. extreme heat and cold

2. PSYCHOSOCIAL ENVIRONMENT
It refers to the climate and culture of the school. It includes
respect for work-life balance, recognition, and reward for good
performance for both children and adults, zero tolerance for
harassment, bullying, and discrimination, and ensuring psychosocial
safety and health.
It is a place where students are encouraged to form peaceful
relationships with one another. There is also a beneficial relationship
between students and teachers.

What’s More
Directions: Write √ on the blank if the statement describes a healthy school
and community environment and × if not.
______1. The contamination of water that cause diseases
______2. Enough food to eat
______3. Early child labor
______4. Bully by their classmates and playmates
______5. Harm and injuries are avoided
______6. The Barangay has a playground
______7. Safe from illness
______8. Adults are good examples to young ones
______9. Children are supported by their parent
_____10. Crowded place

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References:
EXPLORING MAPEH 6 by Pempena et.al
ADM Modules for Health 6 by Panizales
https://www.shutterstock.com/search/girl+go+school+clip+art
http://www.clker.com/clipart-532123.html

Effects of Living in a
Lesson Healthful School and
2 Community
Competency: Explains the effect of living in a
healthful school and community.

What’s In
Let’s review!
In the previous lesson, we were able to describe healthy school and
community environments . Can you describe the following?
1. Physical Environment
2. Psychosocial Environment

What’s New

Directions: Look at the picture below. Answer the following questions.

Write your answer in a separate of paper

https://www.pinterest.ph/pin/715227984547217207/

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 1. What do you see in the picture?
2. Describe how the children help to maintain a healthy environment.

What is It
Why do you need to maintain the cleanliness in
your school or community?

Here’s how a healthful school and community brings positive

effects to pupils and the people as a whole.

Safe
A healthful school and community should be safe. Classrooms
should be clean, convenient and not crowded .This implies safety from
harm and illnesses caused by dirty environment.
Free from abuse and discrimination
It should be a place where children would not experience bullying
and discrimination. Pupils should be accepted for who they are and
should be supported and guided in this young stage of their life.
Teachers and adults give good examples of kindness and respect. If this
happens they will be able to develop their full potentials.
Flexible Spaces
It should have a spacious play area where pupils could play
safely. Through this, pupils will avoid injury.
Clean with good air and water quality The pupils should be provided
with an environment where they are free from harm and illnesses.
Having clean air and water free from pollution makes them always
healthy.

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 Healthful interpersonal relations
It should be a place where pupils could move freely and can interact
with classmates and teachers freely. If these are present, pupils could feel at
ease and happy. Learning will take place easily.

What’s More
Direction: Take your time to read each circumstance carefully. What features of
a healthy school and community are displayed? In 2-3 sentences, explain your
response.
a. Inside the classroom, Gerry finds it simple to inform his teacher about his
difficulty.
______________________________________________________________________________
______________________________________________________________________________

b. Donna is able to concentrate on her studies since their classroom is well-

ventilated and peaceful.
______________________________________________________________________________
______________________________________________________________________________

References:

EXPLORING MAPEH 6 by Pempena et.al.

ADM for Health 6 by Panizales
https://www.pinterest.ph/pin/715227984547217207/

25
 Ways to Build and Keep
Lesson School and Community
Environment Healthy
3 Competency: Demonstrate practices for building
and maintaining healthy schools and community
environment.

What’s In
Let’s review!
How a healthful school and community brings positive effects to pupils
and the people as a whole?

What’s New

Direction: Look at the picture of the school community environment.

Answer the following questions below on a separate sheet of paper.

https://www.vectorstock.com/royalty-free-vector/two-girls-cleaning https://www.dreamstime.com/illustration/planting-tree.html
classroom-together-vector-18013181

1.What are some activities that show how to create and maintain a
healthy school and community environment?
2.How frequently should we do these things?
3.Aside from the activities shown in the image, what are some additional
things you know from personal experience that may help develop and maintain
the health of our school and community?
4.What contributes to the unhealthiness of our school and community?
5.How essential is it to create and maintain a healthy school and
community environment?

26
 What is It
Why is it important to demonstrate
ways to build and keep school, and
community environment healthy?

The school is considered as the second home of students. The children

of today can be the leaders of tomorrow. Children like you, deserve to stay in
healthy, safe, and clean school and community environments.
It is the school’s task to build and maintain a healthy environment.
Schools must ensure the health and wellness of all children, school personnel
Children’s and adults’ health are influenced by the placer where they
live, learn, play, and work. Schools, homes, public areas, and workplaces
can be improved and transformed to support their well-being. Healthy
school and community environments include clean water and clean air,
affordable and nutritious foods, a friendly neighborhood, secure housing,
and others.

In order to maintain and build a healthy environment the

following things will help everyone around live better and longer.
1. Grow nutritious food.
2. Maintain a safe and clean community.
3. Increase the number of trees you plant.
4. Gardening should be done in a natural and organic manner.
5. Dispose and manage waste properly.
6. Encourage the creation of parks and open spaces.
7. Volunteer to help your community become more
environmentally friendly and healthy.
8. Be friendly to others around you.
9. Have your water tap checked to ensure it is safe.
10. Organize a school health committee that will help in keeping
and maintaining a healthy school environment.

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 What’s More

Directions: Put a check(/) that demonstrate ways to build and keep our
school and community environments healthy X if it is not. Write your answer on
a separate sheet of paper.
______ 1. Keep the school facilities clean, spacious and bully free environment.
______ 2. Treat others the way you wish to be treated.
______ 3. Join in the cleaning day activity.
______ 4.Live in a happy and peaceful life with access to safe and clean
environmental resources.
______ 5. Maintain clean surroundings by disposing waste improperly.

Reference:
Exploring MAPEH 6 By: Adolfo M. Pempenia et.al
ADM for Health 6 by: Raceli Imas
https://www.vectorstock.com/royalty-free-vector/two-girls-cleaning-
classroom-together-vector-18013181
https://www.dreamstime.com/illustration/planting-tree.html

Proper Waste Management

Lesson
Competencies:
4 1. Practices proper waste management at home, in
school, and in the community.
2.Advocates environmental protection through proper
waste management.

What’s In

Let’s review.
Do you still remember the major kinds of waste and their differences? Can
you tell the different ways of managing wastes?
How does the school keep and maintain a healthy school and community
environment?

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Last What’s New
Direction: Observe the following pictures and answer the questions
below.

https://wowchildrensmuseum.org/reduce-reuse-recycle/
https://www.shutterstock.com/search/waste+segregat
ion
1. Can you name each picture?
2. What can you say about the pictures?
3. Will you be one of those who will help keep the school and community
environment healthy?
4. Do you know that there are color-coded bins to sort our wastes easily?
5. Do you have these in your school?

What is It

There are different waste materials produced everyday. These are

detrimental to the health of the family at home and in the community.
Waste materials are classified and they should be disposed properly.
CLASSIFICATION OF WASTE
1. Biodegradable Waste
These are waste materials that could rot, or items that could be
decomposed by microorganism; transforming them to substances that
could be used in propagating plants and developing fertilizers. Examples
are scrap paper, fruit and vegetable peelings, dried leaves and the like.
2. Non-biodegradable waste
These wastes do not decay but can be recycled and reused.
Examples are bottles, plastics, and metals.
3. Hazardous chemicals
These wastes have toxic chemicals that are frequently used in
communities and within homes. Examples are pesticides, inorganic
fertilizers, cleaning detergents, and toxic chemicals used in the repair
vehicles.
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 Proper Waste Management
Proper waste management and disposal is important. To be effective,
it needs the joint cooperation of both homes and the community. If only a
few families and community members dispose waste properly, the home
and community environments may remain dirty and contaminated.
Everyone should act and decide that waste management is important and
find out the best ways to achieve waste management goals.

THE 5 R’S TO SUSTAINABILITY IN MANAGING WASTE

1. Reduce- it suggests decreasing the quantity and kinds of the
products you buy if you consume less, it would result to fewer waste
products.
2. Recycle- recycling reduces pollution and saves a lot of resources
and energy. It is a well-known method of waste management, and it
can be easily done. Also, one can save money if he/she does recycling.
You can recycle plastics, paper, aluminum, glass, and cans.
3. Reuse- There are wastes that can be reused by trying to repurpose
them . Instead of throwing, use them again as a new one.
4. Rot- This is a natural process that is completely free of a hazardous
by products. Composting involves breaking down the materials into
organic compounds that can be used as a fertilizer. One can use the
compost to improve the garden soil. You can do composting by buying
leaves, fruit and vegetable peels, and twigs in your backyard.
5. Refuse- it refers to household trash. Use separate trashcans or
containers for plastics, papers, and glass. Sorting or segregation of
wastes will be easier.

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 What’s More
A. Direction: The pupils are sharing ideas about proper waste
management at home, in school, and in the community. Read carefully and fill
out the checklist after reading this.

Proper Waste Management at

Home
1. Have bins for the different 3. Sell plastic bottles, tin cans and
kinds of wastes at home. metal scraps in the junk shop to
lessen wastes at home.
2.Throw biodegradable wastes
like fruit and vegetable peelings, 4. Convert wastes at home into
dried leaves and grasses into the school projects or outputs.
backyard compost pit to convert
into fertilizer. Don’t burn
garbage at home.

Proper Waste Management in

School 3. Turn into compost all
biodegradable scraps in school.
1. Separate, reduce, reuse and
recycle school wastes. 4. Follow instructions on how to
manage wastes in the Material
2. Have an Income Generating
Recovery Facility or MRF
Project in school like selling
recycled stuffs.

Proper Waste Management in 3. Support clean-up activities of

the Community waterways, canals, creeks and
public places in the community.
1. Collect, segregate and store the
different types of wastes properly. 4.Observe the schedule of garbage
retrieval by garbage collectors or
2. Secure the garbage bag tightly
garbage trucks.
to prevent animals from scattering
them.

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 B. Direction: Fill-out the checklist honestly as to your participation in
managing waste in home, school and community.

WASTE MANAGEMENT AT HOME Yes No

1. Throws trash in proper bins
2. Maintains a backyard compost pit
3. Collects recyclable wastes and sells in junkshops
4. Converts wastes into useful things
WASTE MANAGEMENT AT HOME
1. Segregates wastes in the school
2. Brings biodegradable waste in the school’s compost pit
3. Saves plastic packaging during recess for recycling
4. Joins the routine of cleaning school areas
WASTE MANAGEMENT IN THE COMMUNITY
1. Participates in community programs like Clean Up Drives
2. Secures waste in a container or sack before disposing them
in the community’s waste recovery facility
3. Segregates wastes found in the community
4. Maintains the cleanliness of your own area in the
community

Exploring MAPEH 6 By: Adolfo M. Pempenia et.al

ADM for Health 6 by: Francilet R. Padios
https://wowchildrensmuseum.org/reduce-reuse-recycle/
https://www.shutterstock.com/search/waste+segregation

KEY TO CORRECTION

5. / 10. X 5. /
4. X 9. / 4. /
3. X 8. / 3. /
2. / 7. / vary. 2. / vary.
1. X 6. / Answers may 1. / Answers may
What’s More What’s More What’s More What’s More
Lesson 1 Lesson 2 Lesson 3 Lesson 4

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