What's Up?
Mind Map
The Mind Map below illustrates the extent of the content of this Learning Guide and its relationship to the other Learning Guides in this Unit.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
Introduction
In this module, students are exposed to different stories or texts about hygiene and how in their simple way can they take care of themselves and not get sick.
Getting the main idea from a text is an activity that requires good listening skills, therefore it is advisable that the reader should follow the suggested tips below to help other students fully understand it, so that the objective of getting the main idea from a listened text can be achieved.
Here are the tips:
• Settle the children first before reading the story.
• Read with expression. A monotone voice is hard to listen to. Children need to hear
changes in your voice to indicate when you are reading a dialogue. Vary your pace, too. Slow down to build up suspense, and speed up during exciting scenes.
• Create voices for different characters if you enjoy it, but it isn't necessary for a good
reading. A story can be read effectively in a straightforward manner as long as you have expression and enthusiasm.
• Read at a moderate pace, not too fast. Listening is a challenge for many children, and
• Feel free to stop and discuss the book if you and your listener want to. Answer
questions as they come up. How much you want to stop and explain new words is up to you. If they can be understood in context, you may want just to keep reading. Stopping too often to explain can undermine the story's impact.
Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
This stage allows students to become familiar with reasons why we get sick. It engages them with activities that will lead them to understand the topic and later to identify what is being discussed in the activity.
Activity 1
Select and present topics for the students to choose and discuss. For cooperative discussion, encourage the students to form a group of three to discuss their points of view about the chosen topic.
After their sharing in their group, the students will write their ideas in an Agree/Disagree-Process Chart (Activity Sheet 1, p.9). Then let them check and clarify with you some issues that made them disagree/agree during their discussion.
Topics for discussion: a. What causes toothache?
b. What are the reasons for having stomach aches? c. What makes us sick?
Encourage the students to present their ideas in the class, ask them the following questions to start the discussion.
• What are the different topics given for discussion? • What is each topic about?
• From all the topics being discussed, what do we want to know?
Strategy
The activity uses the strategy C3B4ME. This allows the children discuss ideas presented by the teacher with three of their classmates before asking the teacher what it is all about. It is a cooperative strategy that enables students to choose and discuss a particular dimension of a topic. This is an activity that will draw out the insight of every students about the topic being presented and can clear up their understanding because they have the chance to check their knowledge from their teacher. Through the activity, students will be able to get the main idea of the topic being presented.
This activity will also use a Agree/Disagree-Process Chart (page 9) where they will write down their statements on the topic chosen and be able to express their ideas and whether they agree or not with the statements being presented by their fellow group members.
Formative Assessment
Roundup
The teacher will guide the students through questions how they came up to the idea by checking the Agree/Disagree-Process Chart.
Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Background or purpose
At this stage, the students are motivated to connect their learning on interpreting the main idea from the text presented/heard.
Activity 2
Before reading the story “Get Some Sleep” or presenting it in a recorded version, ask the students why we need to sleep.
Story: “Get Some Sleep” (page 11) Materials to be used:
1. Ballpens
2. Large sticky notes (approx 3x5 inches)
3. Medium sticky notes (approx 2 ½ x 2 ½ inches) 4. Small sticky notes (approx 1 ¼ x 1 ½ inches) How to do it:
1. Before reading the story, remind the students to take down notes and write down every important facts mentioned in the story as you read it.
2. Remind them to write in their normal best handwriting and that they are not allowed to scrunch up, and that they can't write smaller than the normal size.
3. Read the selection, pausing and repeating when you get to a name, date, or place. This is important.
4. Pass out one large sticky note (approx 3x5 inches) per student and let them do their first summary of the story on that sheet and remind them that they can only write in normal size and on one side only.
5. After they have finished writing, have some volunteers “fact recall” from their notes. Get some consensus as to which set of notes is most complete.
6. Now, pass out the medium sized sticky note. Instruct them to choose only the most important facts from their notes to write on the smaller sticky notes. (Time bounded activity at least 5 minutes)
7. When they have finished writing, have some volunteers “fact recall” from their notes. Get some consensus as to which set of notes is most complete.
8. Now, teach summary. Explain that a summary is the main idea, plus only one or two details, but a summary is the 'essence' or what the whole article is about. Summaries are always brief, short cut versions of the whole article, book, or movies.
summarize onto your sticky the article I read to you, and about which you have taken notes. Before you begin, plan your summary. Think about only the most important meaning of the article and perhaps one-half the details. You have very little space, choose words carefully and wisely.”
Strategy
This activity uses the “Half Life” Strategy. It is a strategy that encourages students to take notes from a simulated class lecture for the purpose of extracting the main idea and key details, and transcribing them into a summary. It is an activity where in the teacher or a student will read the text and other students will listen intently.
After listening they will summarize their understanding of the text on a large sticky note (approx 3x5 inches), then further summarize their understanding on a medium sticky note (approx 2 ½ x 2 ½ inches), and finally on a Small sticky note (approx 1 ¼ x 1 ½ inches). Through this activity the students will be able to distill the main idea of the text. Every after writing they will share their writings with their classmates for clarification.
Formative Assessment
A. Comprehension Check: Use the sheet page 11 1. What was Bob having trouble doing? 2. What didn't Bob like to do?
3. Why did Bob stay up late? 4. What was Bob missing? 5. Do all people need to sleep?
6. Do all people sleep the same number of hours? Why? 7. Does your body grow when you sleep well? How? 8. What is talked about in the story?
B. Check their last sticky notes of their Half Life Activity.
Roundup
A summary is the main idea, or the 'essence' of what the whole article is about, together with one or two details. Summaries are always brief, short-cut versions of the whole article, book, or movie.
Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Activity 3
Possible answer on the Mind Map: Ways of washing your hands
Strategy
The use of Guided Mind Map is suggested in this activity. It is a thinking tool that helps connect ideas and determine relationships. They might use the tool for note taking in a lecture or from a reading assignment; to explore new ideas; or to plan a course of action. Many writers use this technique as a pre-writing task to generate and organize ideas.
Formative Assessment
Let the group answer the comprehension check and the task asked in Task B. Use the sheet on page 14.
Task A. Comprehension Check: page 12
1. What do you think is the weather in the selection? 2. Who came to speak with the class?
3. What makes the children sick?
4. What is the best thing can you do to keep germs away? 5. What should you use to wash your hands?
6. How should you wash your hands properly? 7. How long should you wash your hands?
Task B. Look at the Mind Map. Read the ideas written in the branches. Think of an idea as to what is being talked about in the branches of the Mind Map.
Roundup
Getting the main idea is knowing what the story presented is all about, whether it is the title of the story or not.
Check for Understanding of the topic or skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Activity 4
Ask the students what they know about bad breath and its causes. The teacher will read first the text for modeling before assigning a student to read the short text “Bad Breath” (TSM 2, p.14). Ask them to list down the causes of bad breath for them to be able to answer the Mind Map. (Activity Sheet 4, p.15)
Strategy
The use of Mind Map is suggested in this activity. It is a thinking tool that helps connect ideas and see relationships. They might use the tool for note taking in a lecture or from a reading assignment, to explore new ideas, or to plan a course of action. Many writers use this technique as a pre-writing task to generate and organize ideas.
Formative Assessment
2. How did Dad get rid of his bad breath? 3. What does not cause bad breath?
4. How many times a year do you need to see the dentist? 5. How many times of the day should you brush your teeth? 6. Is all bad breath caused by germs? Why?
7. What is in the main idea in the selection?
Roundup
Allow students to share their insights gained from the activity conducted. The teacher will compare the data from the activity. This will lead them to answer follow-up questions based from the data.
Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Activity 5
Group the students into three groups, then the teacher will read the text first for modeling. Before assigning someone within each group to read the story “Go Away Germs”(p.16).
Groupings will depend on the number of students you have in your class.
After hearing the text, let them present what the text is about in a drawing, and let each group publish their work for Gallery Display. Select someone in the group to tell something about their drawing.
Strategy
Draw Me, this is a strategy where children illustrate their understanding of the text read to them. Students will tell something about their drawing based on what is talked about in the text read/heard. (Activity Sheet 5, page 17)
Gallery Walk Display is publishing all the students' work on the wall so students can move around and look at the pictures and tell something about the picture.
Formative Assessment
A. Comprehension Check: Use the sheet page 16 1. What did Jack's Dad ask him first?
2. Why did Jack's Dad want him to wash his hands? 3. What can make you sick?
4. What should you wash your hands with? 5. Where can you get germs?
6. What is the name for the good guys who fight germs in your body? 7. How will good eating food help you stay well?
8. What is the story all about?
Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Activity 6
Let the children listen to a recorded text “A Snack” (p.18) and let them answer the comprehension check. After answering the comprehension check, let them make a journal (Activity Sheet 6) of the learnings and information about how to take care of their body. In their journal also, let the students complete the given statements stating how will they take care of their body. They will use the Hinge Book as their journal. Below is the procedure on how to make a hinge book.
The students will use the following starter statements to complete their journal.
Complete the statements of how you will take care of your body. I learned ...
I feel ... I wish ... I plan ... I will ... I believe ... I hope ... I realized ... I predict ... I discovered ...
HINGE BOOK Materials:
• 2 pieces Morocco • scissors
• ruler/pencil • heavy tape • hole punch • paper fasteners • crayon
Procedure:
2. To make the cover lie flat when folded back, tape the strip to the piece you cut it from. Tape on the inside only, leaving a 1/8” space.
3. Make holes in the front and back covers and the story pages. Assemble the book with paper fasteners.
4. Write the book title and the author's name on the cover. Illustrate appropriately. 5. Variation: Change the shape of the Hinge Book to fit the story topic.
Strategy
This activity uses Journal Writing for it provides a good source of assessment for teachers. Journals are also authentic forms of demonstrating learning.
Formative Assessment
Students will have their journals to provide a good opportunity for them to reflect on their learning.
Roundup
There are many ways to identify the main idea of paragraphs or text, but by far the simplest way is to read carefully any titles and the topic sentence. Reading the conclusion to get the overall picture or summary of the main idea also will help a lot.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of teaching this unit are:
Directions: Follow the given directions.
1. Choose among the topic presented.
2. In a group of three, each member will give their idea about the topic presented and write it in the Statement column.
3. If member B agrees to the statement given by member A, then member B will write his/her reason under the Agree Column. If (s)he disagrees, she will write her reason under the column Disagree. Member A and member C will also do the same as member B did.
4. After completing the chart, whatever statement written in the Disagree column has to be consulted to teacher for the purpose of checking their understanding.
TOPIC: _________________________________________ GROUP NUMBER: __________________________
STATEMENT AGREE DISAGREE
A.
B.
READING TEXT 1
TSM 1 - Story: Get Some Sleep!
Bob is six years old. He is in Grade I. Bob liked to talk, watched TV and he liked to run outside. But there is something that Bob didn't like to do, he didn't like to go to sleep early.
Bob liked to stay up late. Bob liked to run out of his room and to jump on his bed. He liked to read under his covers late at night.
It is hard for Bob to get up in the morning. That is why he goes to school late. Then when he comes home from school, he is
usually grumpy. Why? Bob liked school, but he is just too tired. Because of this, Bob's Mom and Dad are upset.
One night Bob's mom stayed up late with him. “Bob,” his Mom said.
“Yes mom,” Bob said.
“Why do you stay up late always?” his mom asked. “I don't want to miss anything,” Bob answered. “You are missing something, though,” his Mom said. “What, my TV show? Grandma? My games? asked Bob.
“No, you are missing your rest. You know, if you sleep well, you will be able to do your best.” Bob looked at his mom. He had never thought about his body needing rest.
“Each person needs to rest.” mom added. “Some need a little more. Some need a little less. That is why some need light sleep, while others need deep sleep”
“Why do we need to sleep?” Bob asked.
“Your body gets better when you are hurt or sick. Your body grows when you sleep, too. “Now do you want to grow well and so you can play better?” his Mom asked.
“Yes mom, I like to grow so I can play well.” said Bob. “Then you need to sleep.” his mom said.
Comprehension Check:
1. What did Bob like to do? What is Bob having trouble doing? 2. Why does Bob stay up late?
3. What happens to him the next day?
4. What did Bob's mom tell him? What is he missing? 5. Do all people need to sleep? Why?
6. Do all people need the same number of hours? Why? 7. What happens when you sleep well?
READING TEXT 2
TSM 2- Text: “Wash your Hands”
It was a rainy day. It was fun outside playing games. It was not fun being sick. A lot of kids had been sick at school. Some had colds, some had flu, some had stomach ache.
The nurse came to visit each class. She talked about germs. She wanted to stop the germs. She gave tips to keep the germs away.
The nurse came to Elmer's class.
“Good morning children, how are you today?”she said. “Fine.” the children said.
“Have any of you been sick this season?” the nurse asked. Most of them raised their hands.
“Do any of you want to be sick again?” the nurse asked. The kids shook their heads. It is no fun to be sick. “What makes you sick?” the nurse asked.
“Germs!” the kids yelled. “That's right” the nurse said.
“What is the best thing can you do to keep germs away?” the nurse asked. The kids did not know what to say.
The nurse smiled. “This is an easy one, just wash your hands and here's the simple way how to do it.”
Here's how:
1. Wet your hands, under running water if possible.
2. Apply a generous amount of soap, either liquid or bar soap. In using bar soap it should be kept on a rack that allows it to drain and dry. You do not need to use antibacterial soaps in most situations to clean your hands properly.
3. Rub your hands vigorously to work up a good lather and scrub all surfaces (and under nails) well.
4. Wash your hands for at least 10 to 15 seconds to make sure you reach every surface. The friction of the soap bubbles along with the rubbing is what removes the dirt and germs. 5. Finish by rinsing thoroughly and drying hands completely with a towel or hand dryer. “You see its just very easy. Germs are all over. You spread germs from someone who is sick. Maybe you sneezed or coughed. Maybe you touched a dirty thing. Maybe some food you touched had germs. If you don't wash the germs away and you touch your eyes or nose or mouth, you may get sick. You wash your hands before you eat, after you go to the bath room and after you take care of your pet.”
ACTIVITY 3 — Mind map
Objectives:
Based from the text read, the children will be able to:
a. answer the following questions in the comprehension check; b. give the main idea of the text heard through a Mind Map.
Directions:
Answer the comprehension check and complete the given Mind Map by following the directions given.
Tasks:
A. Comprehension Check:
1. What happens if it is rainy day?
2. What did the nurse talk about when she visited Elmer's class? 3. What makes children sick?
4. What is the best thing can you do to keep germs away? 5. What should you use to wash your hands?
6. How should you wash your hands properly?
7. How long should you wash your hands? Is it necessary to wash your hands that long? Why?
B. Let the children demonstrate the proper washing of hands.
READING TEXT 3
TSM 3 - Story: Bad Breath
“Yuck” Ann said. “your breath is annoying!” “Thanks a lot! You are so sweet” Ann's dad said “Sorry, daddy. I am telling you the truth,” Ann said.
“I know. I am sure it does. I had onions for lunch” Dad said. “What can you do to get rid of that smell?” Anne asked.
“I could eat a mint. I could chew some gum. I could brush my teeth. I could use mouthwash,” Dad said.
Dad went to brush his teeth. He came out and smiled at Ann. “What's the look for?” dad asked Ann.
“I was just thinking. What makes breath bad?” Ann asked.
“ There are few things,” Dad said. “Foods and drinks can. Sometimes garlic, onions, or soda can. Smoking can, too. For some people, bad breath means they don't brush or floss enough.” “Why does brushing help?” Ann asked.
“ If you don't brush or floss, food stays in your mouth. It rots and smells. Germs build up. They can smell, too. And they can destroy your teeth and destroyed teeth can give you bad breath, too” Dad said.
Comprehension Check:
1. Why did Ann complain about her Dad?
2. How long did her Dad get rid of his bad breath? 3. How can bad breath be prevented?
4. Is bad breath caused by germs? Why? 5. What is talked about in the selection? Follow up questions:
Activity 4- Mind Map 2
Objectives:
Based from the text read, the children will be able to:
a. answer the following questions in the comprehension check; b. give the main idea of the text heard through a Mind Map. Directions:
Answer the comprehension check and complete the given Mind Map by following the directions given.
Tasks:
A. Comprehension Check:
1. Why did Dad have bad breath?
2. How did Dad get rid of his bad breath? 3. Which does not cause bad breath?
4. How many times a year do you need to see the dentist? 5. How many times of the day should you brush your teeth? 6. Is all bad breath caused by germs? Why?
7. What is talked about in the selection?
B. Look at the Mind Map. Follow the guiding questions in answering the Mind Map and write your answer on the pen symbol.
1. In the branches of the Mind Map, write the different factors that cause bad breath.
READING TEXT 4
TSM 4- Story: Go Away Germs
Jack came out of the bathroom.
“Did you wash your hands?” his dad asked.
“Yes, Dad. Why do you always ask me that?” Jack asked. “I want you to stay well,” his dad said.
“Will I get sick if I don't wash my hands?” Jack asked. “You might,” his dad said.
“How?” Jack asked. “Germs,” his dad said.
“What are germs?” Jack asked.
“Germs are things that can make people sick. You can't see them but they are all over. When you wash your hands with warm water and mild soap, you get rid of most of them. Then they can't go in your body.” his dad said.
“You said germs are all over. Are they on the table?” Jack asked. “Yes,” his dad said.
“Are they on my pencil?” Jack asked. “Yes they are everywhere.” dad said.
Comprehension Check:
1. What did Jack's dad ask him first?
2. Why did Jack's dad want him to wash his hands? 3. What can make you sick?
4. What should you wash your hands with? 5. Where can you get germs? How?
ACTIVITY 5- Draw Me
Objectives:
Based from the text heard, the children will be
able to:
a. give the main idea of the listened text
through an illustration;
b. present illustration in the class.
Directions:
Draw what is talked about in the text heard.
Place your illustration in the Gallery.
Allow students to have Gallery Walk in
your room so they can see how each group
illustrate their understanding of the
listened text.
After the Gallery Walk, let the students go
back to their seats and listen to each
group when they discuss their drawing.
Assign someone in your group to present it
READING TEXT 5
TSM 5 - Story: The Right Snack
Danilo is hungry.
“Mom!” Danilo called. “I am hungry.”
“Yes, Danilo,” Mom said. “What would you like?” “May I have a piece of cake,” Danilo said.
“Not right now,” Mom said. “That is all right once in a while. It is not all right all the time.”
“I want a piece of candy, then,” Danilo said. “That is not good, too” said mom.
“How about an ice pop?” Danilo asked.
“Sorry, those things have too much sugar in them. They are OK for dessert but not as a snack each day.” said mom.
“Why not? I like them.”
“They do taste good. But you have to choose the right snack. Some foods may cause your teeth to rot. They start cavities in your mouth,” his Mom said.
“Are all food that taste good bad for you? Danilo asked. “Do you like mango?” His mom asked.
“Yes, I like watermelon and banana too,” Danilo said.
“Isn't is you like cheese sandwich and orange juice? You see, not all foods that taste good are bad for you. You just have to choose the right snack and right amount, too” Mom explained.
Comprehension Check:
1. Who was Danilo talking to? 2. Where do you think Danilo was?
3. Why wasn't cake a good choice for Danilo?
4. Why is it that too much eating of candy cause your teeth to rot? 5. Which is a healthy choice for a snack?
6. Is it OK to eat candy? Why?
7. If you were Danilo, what will you do if your friend eats food that is not good for our health?
