Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH I
First Quarter
Lesson: Directory of Learning Competencies-I Code
MUSIC
1 Identifies the difference between sound and silence accurately. MU1RH-Ia-1
2 Relates images to sound and silence within a rhythmic pattern. MU1RH-Ib-2
3 Performs echo clapping. MU1RH-Ib-3
4 Maintains a steady beat when chanting, walking, tapping, clapping, and playing musical instruments. MU1RH-Ic-4
5 Claps, taps, chants, walks and plays musical instruments with accurate rhythm in response to sound of 2s MU1RH-Ic-5
in groupings.
6 Claps, taps, chants, walks and plays musical instruments with accurate rhythm in response to sound of 3s MU1RH-Ic-5
in groupings.
7 Claps, taps, chants, walks and plays musical instruments with accurate rhythm in response to sound of 4s MU1RH-Ic-5
in groupings.
8 Creates simple ostinato patterns in groupings of 2s through body movements. MU1RH-Id-e-6
9 Creates simple ostinato patterns in groupings of 3s through body movements. MU1RH-Id-e-6
10 Creates simple ostinato patterns in groupings of 4s through body movements. MU1RH-Id-e-6
11 Performs simple ostinato patterns on other sound sources including body parts. MU1RH-If-g-7
12 Plays simple ostinato patterns on classroom instruments sticks, drums, triangles, nails, coconut shells. MU1RH-Ih-8
13 Plays simple ostinato patterns on classroom instruments bamboo, empty boxes, etc. MU1RH-Ih-8
ART
14 Tells that ART is all around and is created by different people. A1EL-Ia
15 Distinguishes and identifies the different kinds of drawings portraits. A1EL-Ia
16 Distinguishes and identifies the different kinds of drawings family portraits. A1EL-Ib-1
17 Distinguishes and identifies the different kinds of drawings school ground. A1EL-Ib-1
18 Distinguishes and identifies the different kinds of drawings on-the-spot. A1EL-Ib-1
19 Distinguishes and identifies the different kinds of drawings of home/school surroundings. A1EL-Ib-1
20 Observes and sees the details in a person’s face/body, in a view, to be able to show its shape and texture. A1EL-Ib-2
21 Identifies different lines, shapes, texture used by artists in drawing. A1EL-Ic
22 Uses different drawing tools or materials - pencil, crayons, piece of charcoal, a stick on different papers, A1EL-Id
sinamay , leaves, tree bark, and other local materials to create his drawing.
23 Creates a drawing to express one’s ideas about oneself, one’s family, home and school. A1PR-Ie-1
24 Shares stories related to their drawing. A1PR-Ie-2
25 Draws different animals (pets) showing different shapes and textures. A1PR-If
26 Creates a view-finder to help him/her select a particular view to draw. A1PR-Ig
27 Draws different kinds of plants showing a variety of shapes, lines and color. A1PR-Ih
PHYSICAL EDUCATION
28 Describes the different parts of the body and their movements through enjoyable physical activities. PE1BM-Ia-b-1
29 Creates shapes by using different body parts. PE1BM-Ic-d-2
30 Shows balance on one, two, three, four and five body parts. PE1BM-Ie-f-3
31 Exhibits transfer of weight PE1BM-Ig-h-4
32 Recognizes the importance of participating in fun and enjoyable physical activities. PE1PF-Ia-h-1
33 Engages in fun and enjoyable physical activities with coordination. PE1PF-Ia-h-2
Suggested learning activities
action songs
singing games
simple games
chasing and fleeing games
mimetics
HEALTH
34 Distinguishes healthful foods. H1N-Ia-b-1
35 Distinguishes less healthful foods. H1N-Ia-b-1
36 Distinguishes healthful from less healthful foods. H1N-Ia-b-1
37 Tells the consequences of eating less healthful foods. H1N-Ic-d-2
38 Practices good decision-making skill in food choices. H1N-Ie-f-3
39 Practices good eating habits that can help one become healthy. H1N-Ig-j-4
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH I
Second Quarter
Lesson: Directory of Learning Competencies Code
MUSIC
1 Identifies the pitch of a tone as high. MU1ME-IIa-1
2 Identifies the pitch of a tone as low. MU1ME-IIa-1
3 Matches the correct pitch of tones with other sound sources. MU1ME-IIb-2
4 Sings simple melodic patterns so –mi. MU1ME-IIb-3
5 Sings simple melodic patterns mi –so. MU1ME-IIb-3
6 Sings simple melodic patterns mi – redo. MU1ME-IIb-3
7 Matches the melody of a song with the correct pitch vocally greeting songs, counting songs, action songs MU1ME-IIc-4
8 Sings in pitch rote singing, greeting songs, counting songs, echo songs MU1ME-IIc-5
9 Identifies with body movements the beginnings of a recorded music example. MU1FO-IId-1
10 Identifies with body movements the endings of a recorded music example. MU1FO-IId-1
11 Identifies with body movements the repeats of a recorded music example. MU1FO-IId-1
12 Identifies similar or dissimilar musical lines with the use of body movements. MU1FO-IIe-2
13 Identifies similar or dissimilar musical lines with the use of geometric shapes or objects. MU1FO-IIe-2
14 Relates basic concepts of musical forms to geometric shapes to indicate understanding of same patterns. MU1FO-IIf-3
15 Relates basic concepts of musical forms to geometric shapes to indicate understanding of different pattern. MU1FO-IIf-3
16 Chooses the exact geometric shapes that correspond to musical form. MU1FO-IIg-h-4
ART
17 Identifies colors, both in natural and man-made objects, seen in the surrounding. A1EL-IIa
18 Expresses that colors have names, can be grouped as primary. A1EL-IIb
19 Expresses that colors have names, can be grouped as secondary. A1EL-IIb
20 Expresses that colors have names, can be grouped as tertiary. A1EL-IIb
21 Experiments on painting using different painting tools and paints. A1EL-IIc
22 Paints a design based on the Philippine jeepney or fiesta décor and shapes using primary colors arranged in A1PL-IId-1
balanced pattern.
23 Relates personal observations on jeepney designs and fiesta decorations. A1PL-IId-2
24 Draws a design out of repeated abstract and geometric shapes like in a parol and paints it in primary and A1PL-IIe
secondary colors.
25 Uses his creativity to create paints from nature and found materials, and brushes from twigs, cloth and other A1PL-IIf
materials.
26 Creates a design inspired by Philippine flowers or objects found in school. A1PR-IIg
27 Paints a home/school landscape or design choosing specific colors to create a certain feeling or mood. A1PR-IIh-1
28 Appreciates and talks about the landscape he painted and the landscapes of others. A1PR-IIh-2
PHYSICAL EDUCATION
29 Identifies locomotor skills. PE1BM-IIa-b5
30 Demonstrates moving within a group without bumping or falling using locomotors skills. PE1BM-IIc-e6
31 Executes locomotor skills while moving in different directions at different spatial levels. PE1BM-IIf-h7
32 Engages in fun and enjoyable physical activities with coordination. PE1PF-IIa-h2
33 Illustrates/demonstrate acceptable responses to challenges, successes, and failures during participation in motor PE1PF-IIa-h3
fitness activities.
34 Demonstrates acceptable responses to challenges, successes, and failures during participation in physical PE1PF-IIa-h4
activities. Suggested learning activities
action songs
singing games
simple games
chasing and fleeing games
mimetics
HEALTH
35 Identifies proper behavior during mealtime. H1PH-IIa-b1
36 Demonstrates proper hand washing. H1PH-IIc-d2
37 Realizes the importance of washing hands. H1PH-IIe-3
38 Practices habits of keeping the body clean & healthy. H1PH-IIf-i-4
39 Realizes the importance of practicing good health habits. H1PH-IIj-5
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH I
Third Quarter
Lesson: Directory of Learning Competencies Code
MUSIC
1 Identifies the source of sounds wind, wave, swaying of the trees, animal sounds, sounds produced by machines, MU1TB-IIIa-1
transportation, through body movements.
2 Responds appropriately to differences in sounds heard through body movement. MU1TB-IIIa-2
3 Replicates the sounds heard from different sources. MU1TB-IIIb-3
4 Uses voice and other sources of sound to produce a variety of timbres. MU1TB-IIIb-4
5 Demonstrates dynamic changes with movements. MU1DY-IIIc-1
6 Uses the terms loud and soft to identify volume changes. MU1DY-IIIc-2
7 Relates the concepts of dynamics to the movements of animal’s elephant walk – loud . MU1DY-IIId-3
8 Relates the concepts of dynamics to the movements of animals tiny steps of a mouse – soft. MU1DY-IIId-3
9 Relates the concepts of dynamics to the movements of animal’s elephant walk – loud and tiny steps of a mouse-soft. MU1DY-IIId-3
10 Interprets with body movements the dynamics of a song small movement – soft. MU1DY-IIIe-f-4
11 Interprets with body movements the dynamics of a song big movement –loud. MU1DY-IIIe-f-4
12 Applies the concepts of dynamic levels to enhance poetry, chants, drama, and musical stories small movement–soft. MU1DY-IIIg-h5
13 Applies the concepts of dynamic levels to enhance poetry, chants, drama, and musical stories big movement-loud. MU1DY-IIIg-h5
ART
14 Distinguishes between a print and a drawing or painting. A1EL-IIIa
15 Identifies the shape and texture of prints made from objects found in nature and man-made objects. A1EL-IIIb
16 Identifies artistically designed prints in his artworks and in the artworks of others. A1EL-IIIc
17 Creates a print by applying dyes on his finger or palm or any part of the body and pressing it to the paper cloth, wall, A1EL-IIId
etc. to create impression.
18 Creates a print by rubbing pencil or crayon on paper placed on top of a textured objects from nature and found A1PL-IIIe
objects.
19 Repeats a design by the use of stencil (recycled paper, plastic, cardboard, leaves, and other materials) and prints on A1PR-IIIf
paper, cloth, sinamay, bark, or a wall
20 Shares experiences in experimenting different art materials. A1PR-IIIg
21 School/district exhibit and culminating activity in celebration of the National Arts Month (February) A1PR-IIIh
PHYSICAL EDUCATION
22 Describes the difference between slow and fast, heavy and light, free and bound movements. PE1BM-IIIab-8
23 Demonstrates contrast between slow and fast speeds while using locomotor skills. PE1BM-IIIcd-9
24 Demonstrates the difference between heavy and light while moving. PE1BM-IIIe-f10
25 Demonstrates the difference between free and bound. PE1BM-IIIgh-11
26 Demonstrates the difference between free and bound. PE1PF-IIIa-h2
27 Engages in fun and enjoyable physical activities. PE1PF-IIIa-h6
28 Enumerates the characteristics of a good team player. PE1PF-IIIa-h7
29 Differentiates sharing from cooperating. PE1PF-IIIa-h8
30 Demonstrates the characteristics of sharing and cooperating in physical activities. PE1PF-IIIa-h9
Suggested learning activities :
action songs
singing games
simple games
chasing and fleeing games
mimetics
HEALTH
31 Describes the characteristics of a healthful home environment. H1FH-IIIa-1
32 Discusses the effect of clean water on one’s health. H1FH-IIIb-2
33 Discusses how to keep water at home clean. H1FH-IIIc-3
34 Practices water conservation. H1FH-IIIde4
35 Explains the effect of indoor air on one’s health. H1FH-IIIfg5
36 Identifies sources of indoor air pollution. H1FH-IIIfg6
37 Practices ways to keep indoor air clean. H1FH-IIIfg7
38 Explains the effect of a home environment to the health of the people living in it. H1FH-IIIhi8
39 Describes ways on how family members can share household chores in keeping a healthful home environment. H1FH-IIIhi9
40 Demonstrates how to keep the home environment healthful. H1FH-IIIj10
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH I
Fourth Quarter
Lesson: Directory of Learning Competencies Code
MUSIC
1 Mimics animal movements horse – fast and carabao–slow. MU1TP-IVa-1
2 Demonstrates the basic concepts of tempo through movements. MU1TP-IVa-2
3 Responds to varied tempo with movements or dance steps slow movement with slow music and fast movement with MU1TP-IVb-3
fast music.
4 Relates tempo changes to movements. MU1TP-IVb-4
5 Uses varied tempo to enhance poetry, chants, drama, and musical stories. MU1TP-IVc-5
6 Identify sounds alone, sounds together. MU1TX-IVd-1
7 Demonstrates awareness of texture by using visual images. MU1TX-IVe-2
8 Distinguishes accurately between single musical line and multiple musical lines which occur simultaneously in a MU1TX-IVf-3
given song.
9 Demonstrates the concept of texture by singing two-part round Are You Sleeping, Brother John, Row, Row, Row MU1TX-IVg-h-4
Your Boat.
ART
10 Distinguishes 2dimensional artwork. A1EL-IVa
11 Distinguishes 3dimensional artwork. A1EL-IVa
12 Distinguishes between 2dimensional and 3dimensional artwork and states the difference. A1EL-IVa
13 Identifies the different materials that can be used in creating a 3-dimensional object: clay or wood (human or animal A1EL-IVb
figure). object:bamboo (furniture, bahay kubo) softwood ( trumpo ) paper, cardboard, (masks)
14 Selects 3D objects that are well proportioned, balanced and show emphasis in design. A1PL-IVc
15 Appreciates the creativity of local and indigenous craftsmen and women who created artistic and useful things out of A1PL-IVd
recycled materials like the parol , maskara , local toys, masks.
16 Creates a useful 3D object: a pencil holder, bowl, container, using recycled materials like plastic bottles. A1PR-IVe
17 Constructs a mask out of cardboard, glue, found materials, bilao, paper plate, string, seeds and other found A1PR-IVf-1
materials for a celebration like the Maskara Festival of Bacolod.
18 Utilizes masks in simple role play or skit. A1PR-IVf-2
19 Creates mobiles out of recyclable materials such as cardboards, papers, baskets, leaves, strings and other found A1PR-IVg
materials.
20 Creates human figures out of clay, flour-salt mixture, or paper-mache using different techniques. A1PR-IVh
PHYSICAL EDUCATION
21 Identifies movement relationships. PE1BM-IVa-b12
22 Demonstrates relationship of movement. PE1BM-IVc-e13
23 Performs jumping over a stationary object several times in succession, using forward- and- back and side-to-side PE1BM-IVf-h14
movement patterns.
24 Engages in fun and enjoyable physical activities. PE1PF-IVa-h2
25 Shows interest in participating in physical activities. PE1PF-IVa-h9
26 Follows simple instructions and rules. PE1PF-IVa-h10
27 Enjoys participating in physical activities. PE1PF-IVa-h11
Suggested learning activities:
action songs
singing games
simple games
chasing and fleeing games
mimetics
HEALTH
28 Identifies situations when it is appropriate to ask for assistance from strangers. H1IS-IVa-1
29 Gives personal information, such as name and address to appropriate persons. H1IS-IVb-2
30 Identifies appropriate persons to ask for assistance. H1IS-IVc-3
31 Demonstrates ways to ask for help. H1IS-IVc-4
32 Follows rules at home and in school. H1IS-IVd-5
33 Follows rules during fire and other disaster drills. H1IS-IVe-6
34 Observes safety rules with stray or strange animals. H1IS-IVf-7
35 Describes what may happen if safety rules are not followed. H1IS-IVg-8
36 Describes ways people can be intentionally helpful or harmful to one another. H1IS-IVh-9
37 Distinguishes between good and bad touch. H1IS-IVi-10
38 Practices ways to protect oneself against violent or unwanted behaviors of others. H1IS-IVj-11
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH II
First Quarter
Lesson: Directory of Learning Competencies Code
MUSIC
1 Distinguishes aurally between sound and silence. MU2RH-Ia-1
2 Distinguishes visually between sound and silence. MU2RH-Ia-1
3 Relates visual images to sound and silence within a rhythmic pattern. MU2RH-Ib-2
4 Replicates a simple series of rhythmic sounds (i.e. echo clapping). MU2RH-Ib-3
5 Maintains a steady beat when chanting, walking, tapping, clapping, and playing musical instruments. MU2RH-Ic-4
6 Divides the stick notations into measures of 2s to show rhythmic patterns. MU2RH-Ic-5
7 Divides the stick notations into measures of 3s to show rhythmic patterns. MU2RH-Ic-5
8 Divides the stick notations into measures of 4s to show rhythmic patterns. MU2RH-Ic-5
9 Claps the written stick notation to show steady beats. MU2RH-Ic-5
10 Creates simple ostinato patterns in measures of 2s with body movements. MU2RH-Id-e-6
11 Creates simple ostinato patterns in measures of 3s, with body movements. MU2RH-Id-e-6
12 Creates simple ostinato patterns in measures of 4s with body movements. MU2RH-Id-e-6
13 Writes stick notation on the board to represent the sound heard. MU2RH-If-g-7
14 Plays simple ostinato patterns on classroom instruments sticks, drums, triangles, nails, coconut shells, bamboo, MU2RH-Ih-8
empty boxes, etc.
ART
15 Identifies and appreciates the different styles of Filipino artists when they create portraits and still life (different lines A2EL-Ia
and colors).
16 Points out the contrast between shapes and colors of different fruits or plants and flowers in one’s work and in the A2EL-Ib
work of others.
17 Composes the different fruits or plants to show overlapping of shapes and the contrast of colors and shapes in his A2EL-Ic
colored drawing.
18 Draws from an actual still life arrangement. A2EL-Id
19 Portraits of persons to capture their likeness and character. A2EL-Ie
20 Draws a portrait of two or more persons - his friends, his family, showing the differences in the shape of their facial A2EL-If
features (shape of eyes, nose, lips, head, and texture of the hair.
21 Shows motion or action in the drawing of human bodies. A2EL-Ih-1
22 Creates an imaginary landscape or world from a dream or a story. A2EL-Ih-2
23 Shares stories related to the output. A2EL-Ih-3
PHYSICAL EDUCATION
24 Describes body shapes and actions. PE2BM-Ia-b-1
25 Demonstrates body shapes and actions. PE2BM-Ic-d-15
26 Creates body shapes and actions. PE2BM-Ie-f-2
27 Demonstrates momentary stillness in symmetrical and asymmetrical shapes using body parts other than both feet as PE2BM-Ig-h-16
a base of support.
28 Demonstrates movement skills in response to sound and music. PE2MS-Ia-h-1
29 Exhibits correct body posture. PE2PF-Ia-h-12
30 Assesses body posture. PE2PF-Ia-h-13
31 Engages in fun and enjoyable physical activities. PE2PF-Ia-h-2
Suggested learning activities
movement skills activities (locomotor, nonlocomotor and manipulative skills)
folk dances (Alitaptap/Rabong)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays
and races
HEALTH
32 States that children have the right to nutrition (Right of the child to nutrition Article 24 of the UN Rights of the Child) H2N-Ia-5
33 Discusses the importance of eating a balanced meal. H2N-Ib-6
34 Discusses the important functions of food. H2N-Icd-7
35 Describes what constitutes a balanced diet. H2N-Ie-8
36 Considers Food Pyramid in making food choices. H2N-Ifh-9
37 Considers Food Plate in making food choices. H2N-Ifh-9
38 Displays good decision making skills in choosing the right kinds of food to eat. H2N-Iij-10
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL
DIRECTORY OF LEARNING COMPETENCIES
MAPEH II
Second Quarter
Lesson: Directory of Learning Competencies Code
MUSIC
1 Identifies the pitch of tones as high, low. MU2ME-IIa-1
2 Responds to ranges of pitch through body movements, singing, and playing sources of sounds. MU2ME-IIa-2
3 Demonstrates high and low pitches through singing or playing musical instruments. MU2ME-IIb-3
4 Sings the following songs with accurate pitch: wrote songs. MU2ME-IIb-4
5 Sings the following songs with accurate pitch: echo songs. MU2ME-IIb-4
6 Sings the following songs with accurate pitch: simple children’s melodies. MU2ME-IIb-4
7 Echoes simple melodic patterns through singing or humming. MU2ME-IIc-5
8 Demonstrates the melodic contour with movement. MU2ME-IIc-6
9 Demonstrates the melodic contour through body staff. MU2ME-IIc-7
10 Demonstrates the melodic contour through writing the melodic line “on the air”. MU2ME-IIc-7
11 Demonstrates the melodic contour through line notation. MU2ME-IIc-7
12 Relates visual imagery to melodic patterns. MU2ME-IIc-8
13 Identifies the beginning of a song and ending song MU2FO-IId-1
14 Demonstrates the beginning and ending of a song with movements., vocal sounds and instrumental sound MU2FO-IId-2
15 Identifies musical lines as similar with movements and with the use geometric shapes or objects. MU2FO-IIe-3
16 Identifies musical lines as dissimilar with movements and with the use geometric shapes or objects. MU2FO-IIe-3
17 Demonstrates repeated musical lines with movements. MU2FO-IIe-4
18 Recognizes repetitions within a song. MU2FO-IIf-5
19 Creates melodic introduction of songs. MU2FO-IIg-h-6
20 Creates melodic ending of songs. MU2FO-IIg-h-6
21 Creates rhythmic introduction of songs. MU2FO-IIg-h-7
22 Creates rhythmic ending of songs. MU2FO-IIg
 ART
23 Describes the lines, shapes and textures seen in skin coverings of animals in the community using visual art words A2EL-IIa
and actions.
24 Describes the unique shapes, colors, texture and design of the skin coverings of different fishes and sea creatures A2EL-IIb
or of wild forest animals from images.
25 Points out the contrasts in the colors, shapes, textures between two or more animals. A2EL-IIc
26 Draws, with the use of pencil or crayon, the sea or forest animals in their habitat showing their unique shapes and A2EL-IId
features.
27 Paints the illustration of animals to show variety of colors and textures in their skin. A2EL-IIe
28 Creates designs by using two or more kinds of lines, colors and shapes by repeating or contrasting them, to show A2PL-IIf
rhythm.
29 Uses control of the painting tools and materials to paint the different lines, shapes and colors in his work or in a A2PR-IIg-1
group work.
30 Draws the outline of a tricycle or jeepney on a big paper, and paints the design with lines and shapes that show A2PR-IIg-2
repetition, contrast and rhythm.
PHYSICAL EDUCATION
31 Describes movements in a location, direction, level, pathway and plane. PE2BM-IIa-b-17
32 Moves in: personal and general space, forward, backward, and sideward directions, high, middle, and low levels, PE2BM-IIc-h-18
straight, curve, and zigzag pathways diagonal and horizontal planes.
33 Demonstrates movement skills in response to sounds and music. PE2MS-IIa-h-1
34 Observes correct posture and body mechanics while performing movement activity. PE2PF-IIa-h-14
35 Engages in fun and enjoyable physical activities. PE2PF-IIa-h-2
Suggested learning activities
movement skills activities (locomotor, nonlocomotor and manipulative skills)
folk dances (Alitaptap/Rabong)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays
and races
HEALTH
36 Describes ways of caring for the eyes, ears and nose in order to avoid common childhood health conditions. H2PH-IIa-e6
37 Describes ways of caring for the hair and skin in order to avoid common childhood health conditions. H2PH-IIa-e6
38 Describes ways of caring for the mouth/teeth. H2PH-IIfh-7
39 Displays self-management skills in caring for the sense organs. H2PH-IIij-8
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH II
Third Quarter
Lesson: Directory of Learning Competencies Code
MUSIC
1 Identifies the source of sounds e.g. winds, waves swaying of the trees, animal’s sounds, sounds produced by MU2TB-IIIa-1
machines, transportation, etc.
2 Replicates different sources of sounds with body movements. MU2TB-IIIa-2
3 Identifies the common musical instruments by their sounds and image. MU2TB-IIIb-3
4 Recognizes the difference between speaking and singing. MU2TB-IIIc-4
5 Sings songs with accurate pitch and pleasing vocal quality. MU2TB-IIIc-5
6 Produces sounds using voice, body, and objects to enhance a given story. MU2TB-IIId-6
7 Interprets through body movements the dynamics of a song. MU2DY-IIIc-1
8 Distinguishes between “loud”, “louder “in music. MU2DY-IIIc-2
9 Distinguishes between “soft” and “softer” in music. MU2DY-IIIc-2
10 Relates movements of animals to dynamics E.g. elephant walking – loud dog walking – medium tiny steps of a MU2DY-IIIc-3
mouse – soft.
11 Uses the words loud, louder, soft, softer – to identify variations in volume. MU2DY-IIIc-4
12 Replicates “loud,” “medium,” and “soft” with voice or with instruments. MU2DYIIId,e,h-5
13 Sings a given song with appropriate dynamics. MU2DY-IIIf-h-6
ART
14 Identify natural objects with repeated or alternated shapes and colors and materials that can be used in print making. A2EL-IIIa
15 Identify manmade objects with repeated or alternated shapes and colors and materials that can be used in print A2EL-IIIa
making.
16 Creates a consistent pattern by making two or three prints that are repeated or alternated in shape or color. A2PL-IIIb
17 Create a print on paper or cloth showing repeated motif using man-made objects with flat surface. A2PL-IIIc
18 Experiments with natural objects (leaves, twig, bark of trees, etc.) by dabbing dyes or paints on the surface and A2PR-IIId
presses this on paper or cloth, sinamay and any other material to create a prints.
19 Experiments with natural objects (banana stalks, gabi stalks, etc.) by dabbing dyes or paints on the surface and A2PR-IIIe
presses this on paper or cloth, sinamay and any other material to create prints.
20 Carves a shape or letter on an eraser or kamote which can be painted and printed several times. A2PR-IIIf
21 Create a print on paper or cloth using cut-out designs. A2PR-IIIg
22 Creates prints for a card and makes several copies or editions of the print so that cards can be exchanged with other A2PR-IIIh-1
persons.
23 Share your card with your love ones. A2PR-IIIh-2
24 School/district exhibit and culminating activity in celebration of the National Arts Month (February). A2PR-IIIh-3
PHYSICAL EDUCATION
25 Describes movements in a location, direction, level, pathway and plane. PE2BM-IIIa-b17
26 Moves: at slow, slower, slowest/fast, faster, fastest pace. PE2BM-IIIc-h19
27 Moves: using light, lighter, lightest/strong, stronger, strongest force with smoothness. PE2BM-IIIc-h19
28 Demonstrates movement skills in response to sound and music. PE2MS-IIIa-h-1
29 Engages in fun and enjoyable physical activities. PE2PF-IIIa-h-2
30 Observes correct posture and body mechanics while performing movement activities. PE2PF-IIIa-h-14
Suggested learning activities
movement skills activities (locomotor, nonlocomotor and manipulative skills)
folk dances (Alitaptap/Rabong)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays
and races
HEALTH
31 Describes healthy habits of the family. H2FH-IIIab11
32 Demonstrates good family health habits and practices. H2FH-IIIcd12
33 Explains the benefits of healthy expressions of feelings. H2FH-IIIef13
34 Expresses positive feelings in appropriate ways. H2FH-IIIgh14
35 Demonstrates positive ways of expressing negative feelings, such as anger, fear, or disappointment. H2FH-IIIij15
36 Displays respect for the feelings of others. H2FH-IIIj16
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH II

Fourth Quarter

Lesson: Directory of Learning Competencies Code

MUSIC
1 Mimics animal movements horse – fast, carabao – moderate, turtle – slow. MU2TP-IVa-1
2 Responds to the accurate tempo of a song as guided by the hand signal of the teacher E.g.The teacher’s slow hand MU2TP-IVa-2
movement means “slow”, while fast hand movement means “fast”.
3 Demonstrates changes in tempo with movements. MU2TP-IVa-3
4 Responds to variations in tempo with dance steps slow movement with slow music. MU2TP-IVb-4
5 Distinguishes “slow,” “slower,” in recorded music with voice or with instruments. MU2TP-IVb-5
6 Distinguishes “fast,” and “faster” in recorded music with voice or with instruments. MU2TP-IVb-5
7 Uses the terms “fast,” “faster,” “slow,” and “slower” to identify variations in tempo. MU2TP-IVb-6
8 Replicates “slow,” “slower,” fast,” and “faster” with voice or with instruments. MU2TP-IVc-7
9 Identifies musical texture with recorded music E.g. melody with single instrument or voice . MU2TX-IVd-f-1
10 Identifies musical texture with recorded music E.g. single melody with accompaniment. MU2TX-IVd-f-1
11 Identifies musical texture with recorded music E.g. two or more melodies sung or played together at the same time. MU2TX-IVd-f-1
12 Shows awareness of texture by relating visual images to recorded or performed music. MU2TX-IVd-f-2
13 Distinguishes between single musical line and multiple musical lines which occur simultaneously. MU2TX-IVd-f-3
14 Distinguishes between thinness and thickness of musical sound in recorded or performed music. MU2TX-IVg-h-4
ART
15 Identifies the artistry of different local craftsmen in creating: taka of different animals and figures in Paete, Laguna. A2EL-IVa-1
16 Identifies the artistry of different local craftsmen in creating: sarangola , or kites. A2EL-IVa-1
17 Identifies the artistry of different local craftsmen in creating: banca , native boats from Cavite, and coastal towns. A2EL-IVa-1
18 Gives value and importance to the craftsmanship of the local artists. A2EL-IVa-2
19 Sites examples of 3dimensional crafts found in the locality giving emphasis on their shapes, textures, proportion and A2EL-IVb
balance.
20 Constructs a native kite from bamboo sticks, papel de japon glue, string, and fly the kite to tests its design A2EL-IVc
(proportion and balance).
21 Learns the steps in making a paper mache with focus on proportion and balance. A2PR-IVd
22 Shows the beginning skill in the method of creating 3dimensional free standing figures out of different materials clay, A2PR-IVe
wood, found materials, recycled objects, wire, metal, bamboo.
23 Creates an imaginary robot or creature using different sizes of boxes, coils, wires, bottle caps and other found A2PR-IVf
material.
24 Molds an animal shape on wire or bamboo armature or framework, showing the animal in action. A2PR-IVg
25 Creates a clay human figure that is balanced and can stand on its own. A2PR-IVh
PHYSICAL EDUCATION
26 Familiarizes in various movement activities involving person, objects, music and environment. PE2BM-IV-a-b20
27 Moves: individually, with partner, and with group. PE2BM-IV-c-h21
28 Moves: with ribbon hoop, balls, and any available indigenous/improvised materials. PE2BM-IV-c-h21
29 Moves: with sound. PE2BM-IV-c-h21
30 Moves: in indoor and outdoor settings. PE2BM-IV-c-h21
31 Demonstrates movement skills in response to sound. PE2MS-IV-a-h-1
32 Engages in fun and enjoyable physical activities. PE2PF-IV-a-h-2
33 Observes correct posture and body mechanics while performing movement activities. PE2PF-IV-a-h14
Suggested learning activities
movement skills activities (locomotor, nonlocomotor and manipulative skills)
folk dances (Alitaptap/Rabong)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays
and races
HEALTH
34 Discusses one’s right and responsibilities for safety. H2IS-IVa-12
35 Identifies hazardous areas at home. H2IS-IVa-13
36 Identifies hazardous household products that are harmful if ingested, or inhaled and if touched especially electrical H2IS-IVde14
appliances
37 Recognizes warning labels that identify harmful things and substances. H2IS-IVf-15
38 Explains rules for the safe use of household chemicals. H2IS-IVg-16
39 Follows rules for home safety. H2IS-IVh-17
40 Identifies safe practices and conditions in the school. H2IS-IVi-18
41 Identifies unsafe practices and conditions in the school. H2IS-IVi-18
42 Practices safety rules during school activities H2IS-IVj-19
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH III

First Quarter

Lesson: Directory of Learning Competencies Code

MUSIC
1 Relates images with sound and silence within a rhythmic pattern. MU3RH-Ia-1
2 Maintains a steady beat when chanting, walking, tapping, clapping, and playing musical instruments. MU3RH-Ib-h-2
3 Claps, taps, chants, walks, and plays musical instruments in response to sound with the correct rhythm in measures MU3RH-Ia-c-3
of 2s, 3s, and 4s.
4 Claps, taps, chants, walks, and plays musical instruments in response to sound with the correct rhythm echo MU3RH-Ia-c-3
clapping
5 Claps, taps, chants, walks, and plays musical instruments in response to sound with the correct rhythm marching. MU3RH-Ia-c-3
6 Claps, taps, chants, walks, and plays musical instruments in response to sound with the correct rhythm dancing the MU3RH-Ia-c-3
waltz.
7 Claps the written stick notation on the board representing the sound heard. MU3RH-Id-4
8 Plays simple ostinato patterns with classroom instruments and other sound sources. MU3RH-Id-h-5
9 Creates simple ostinato patterns in measures of 2s, through body movements MU3RH-Ie-6
10 Creates simple ostinato patterns in measures of 3s through body movements MU3RH-Ie-6
11 Creates simple ostinato patterns in measures of 4s through body movements MU3RH-Ie-6
12 Creates ostinato patterns in different meters using combination of different sound sources. MU3RH-If-7
ART
13 Distinguishes the size of persons in the drawing, to indicate its distance from the viewer. A3EL-Ia
14 Shows the illusion of space in drawing the objects and persons in different sizes. A3EL-Ib
15 Appreciates that artist create visual textures by using a variety of lines and colors. A3PL-Ic
16 Tells that in a landscape, the nearest object drawn is the foreground; the objects behind the foreground are the A3PL –Id
middle ground, while the objects farthest away are the background, and by doing this there is balance.
17 Describes the way of life of people in the cultural community. A3PL-Ie
18 Create a geometric design by contrasting two kind of lines in terms of type or size. A3PR-If
19 Sketches on-the-spot outside or near the school to draw a plant, flowers or a tree showing the different textures and A3PR-Ig
shape of each part, using only a pencil or black crayon or ballpen.
20 creates a pencil or pen drawing of scene in daily life, where people in the province/region show their occupation by A3PR-Ih
the action they are doing.
21 sketches and colors and view of the province/region with houses and buildings indicating the foreground middle A3PR-Ii
ground and background by the size of the objects.
PHYSICAL EDUCATION
22 Describes body shapes and actions. PE3BM-Ia-b-1
23 Performs body shapes and actions. PE3BM-Ic-d-15
24 Creates body shapes and actions. PE3BM-Ie-f-2
25 Demonstrates momentary stillness in symmetrical and asymmetrical shapes using body parts other than both feet as PE3BM-Ig-h-16
a base of support.
26 Demonstrates movement skills in response to sounds and music. PE3MS-Ia-h-1
27 Identifies conditioning and flexibility exercises that will improve posture. PE3PF-Ia-h-15
28 Performs conditioning and flexibility exercises that will improve body posture. PE3PF-Ia-h-16
29 Engages in fun and enjoyable physical activities. PE3PF-Ia-h-2
Suggested learning activities:
Movement skills activities locomotor, non-locomotor and manipulative skills)
Folk dances (Tiklos/Kundaykunday)
Rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)
Lead up, organized and indigenous games corrective exercises
HEALTH
30 Describes a healthy person. H3N-Iab-11
31 Explains the concept of malnutrition. H3N-Iab-12
32 Identifies nutritional problems. H3N-Icd-13
33 Describes the characteristics, signs and symptoms, effect of the various forms of malnutrition. H3N-Ief-14
34 Discusses ways of preventing the various forms of malnutrition. H3N-Ief-15
35 Identifies the nutritional guidelines for Filipino. H3N-Igh-16
36 Discusses the different nutritional guidelines. H3N-Ii-17
37 Realizes the importance of following nutritional guidelines. H3N-Ij-18
38 Describes ways of maintaining healthy lifestyle. H3N-Ij-19
39 Evaluates one’s lifestyle. H3N-Ij-20
40 Adopts habits for a healthier lifestyle. H3N-Ij-21
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH III

Second Quarter

Lesson: Directory of Learning Competencies Code

MUSIC
1 Identifies the pitch of a tone as: high – higher, moderately high – higher. MU3ME-IIa-1
2 Identifies the pitch of a tone as: moderately low – lower, low – lower. MU3ME-IIa-1
3 Matches the correct pitch of tones with the voice. MU3ME-IIa-2
4 Matches the correct pitch of tones with an instrument. MU3ME-IIa-2
5 Relates movements with levels of pitch. MU3ME-IIb-3
6 Matches the voice with the pitches of a melody. MU3ME-IIb-c-4
7 Recreates simple patterns and contour of a melody. MU3ME-IIb-5
8 Sings entire simple songs with accurate pitch Favorite Children’s Songs: “Do – Re – Mi” and “What Can We Do MU3ME-IIc-6
Today” .
9 Sings entire simple songs with accurate pitch Folksongs: “Manang Biday”, “Paruparong Bukid” and “Atin Cu Pung MU3ME-IIc-6
Singsing”.
10 Identifies the beginning, middle, and ending of a song. MU3FO-IId-1
11 Identifies musical lines as similar, same. MU3FO-IId-2
12 Identifies musical lines as different through movements and geometric shapes or objects. MU3FO-IId-2
13 Identifies musical lines as similar, same and different through movements and geometric shapes or objects. MU3FO-IId-2
14 Recognizes repetitions within a song. MU3FO-IId-3
15 Sings repetitions of musical lines independently. MU3FO-IIe-4
16 Plays repetitions of musical lines. MU3FO-IIf-5
17 Renders a song confidently, giving appropriate emphasis on the beginning and on the ending. MU3FO-IIg-h-6
 ART
18 Sees that there is harmony in nature as seen in the color of landscapes at different times of the day Ex: 1.1 A3EL-IIa
landscapes of Felix Hidalgo, Fernando Amorsolo, Jonahmar Salvosa.
19 Sees that there is harmony in nature as seen in the color of landscapes at different times of the day Ex: Still’s life of A3EL-IIa
Araceli Dans, Jorge Pineda, Agustin Goy.
20 Appreciates that nature is so rich for no two animals have the same shape, skin covering and color. A3EL-IIb
21 Perceives how harmony is created in an artwork because of complementary colors and shapes. A3PL-IIc
22 Paints a still life by observing the different shapes, color and texture of fruits, drawing them overlapping and A3PR-IId
choosing the right colors for each fruit.
23 creates new tints and shades of colors by mixing two or more colors. A3PR-IIe
24 Paints a landscape at a particular time of the day and selects colors that complement each other to create a mood. A3PR-IIf
25 Observes the characteristics of a wild animal by making several pencil sketches and painting it later, adding texture A3PR-IIg
of its skin covering.
26 Appreciates the Filipino artists painted landscapes in their own particular style and can identify what makes each A3PR-IIh
artist unique in his use of colors to create harmony.
PHYSICAL EDUCATION
27 Describes movements in a location, direction, level, pathway and plane. PE3BM-IIa-b-17
28 Moves in: PE3BM-IIc-h-18
personal and general space
forward, backward, and sideward directions
high, middle, and low levels
straight, curve, and zigzag pathways
diagonal and horizontal planes
29 Demonstrates movement skills in response to sound. PE3MS-IIa-h-1
30 Identifies conditioning and flexibility exercises that will improve body. PE3PF-IIa-h-15
31 Performs conditioning and flexibility exercises that will improve body mechanics. PE3PF-IIa-h-16
32 Engages in fun and enjoyable physical activities. Suggested learning activities PE3PF-IIa-h-2
movement skills activities (locomotor, non-locomotor and manipulative skills)
folk dances (Tiklos/ Kundaykunday)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)
lead up, organized and indigenous games corrective exercises
 HEALTH
33 Describes a healthy and an unhealthy person. H3PH-IIa-9
34 Identifies common childhood diseases. H3DD-IIbcd-1
35 Identifies risk factors for diseases. H3DD-IIbcd-2
36 Discusses the different risk factors for diseases. H3DD-IIbcd-3
37 Gives an example of health condition under each risk factor. H3DD-IIbcd-4
38 Explains the effects of common diseases. H3DD-IIbcd-5
39 Explains measures to prevent common diseases. H3DD-IIefg-6
40 Explains the importance of proper hygiene and building up one's body resistance in the prevention of diseases. H3DD-IIh-7
41 Demonstrates good self-management and good decision making-skills to prevent common diseases. H3DD-IIij-8
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH III

Third Quarter

Lesson: Directory of Learning Competencies Code

MUSIC
1 Recognizes differences in sound quality coming from a variety of sound sources. MU3TB-IIIa-1
2 Responds to differences in sound quality with appropriate movement. MU3TB-IIIa-2
3 Recognizes musical instruments through sound. MU3TB-IIIb-3
4 Identifies and compares the voices of: classmates as they sing or speak. MU3TB-IIIb-4
5 Identifies and compares the voices of: selected popular singers in recordings Tugtog MU3TB-IIIb-4
6 Compares the use of the voice in speaking and in singing. MU3TB-IIIb-5
7 Uses the voice and other sources of sound to produce a variety of timbres. MU3TB-IIIc-6
8 Interprets the dynamics of a song through body movements: small movement – soft. MU3DY-IIId-1
Interprets the dynamics of a song through body movements: big movement – loud MU3DY-IIId-1
9 Distinguishes “loud,” “medium,” and “soft” in music . MU3DY-IIId-2
10 Relates dynamics to the movements of animals e.g. 9.1 elephant walking – loud 9.2 mice scurrying – soft. MU3DY-IIId-3
11 Uses terms “loud,” “medium,” and “soft” (louder, softer) to identify changes and variations in volume. MU3DY-IIIe-4
12 Responds to conducting gestures of the teacher for “loud” and “soft” E.g. Teacher’s palm down means “soft” and MU3DY-IIIe-h5
palm up means “loud.” Hands moving farther from each other mean sound becomes louder.
13 Uses varied dynamics to enhance poetry, chants, drama, songs and musical stories. MU3DY-IIIf-h6
ART
14 Tells that a print made from objects found in nature can be realistic or abstract. A3EL-IIIa
15 Appreciates the importance and variety of materials used for printing. A3PL-IIIb
16 Observes that a print design may use repetition of shapes or lines and emphasis on contrast of shapes and lines. A3PL-IIIc
17 Realizes that a print design can be duplicated many times by hand or by machine and can be shared with others. A3PL-IIId
18 Explain the meaning of the design created. A3PR-IIIe
19 Designs an attractive logo with slogan about the environment to be used for printing. A3PR-IIIf
20 Creates and cuts a stencil from paper or plastic sheets to be used for multiple prints on cloth or hard paper. A3PR-IIIg
21 Creates a print for a shirt, bag or a poster using stencils with abstract designs that conveys a message and can be A3PR-IIIg
replicated.
22 Writes a slogan about the environment that correlates messages to be printed on T-shirts, posters, banners or bags. A3PR-IIIg
23 School/district exhibit and culminating activity in celebration of the National Arts Month (February). A3PR-IIIh
PHYSICAL EDUCATION
24 Describes movements in a location, direction, level, pathway and plane. PE3BM-IIIa-b1
25 Moves: PE3BM-IIIc-h19
at slow, slower, slowest/fast, faster, fastest pace
using light, lighter, lightest/strong, stronger, strongest force with smoothness
26 Demonstrates movement skills in response to sound. PE3MS-IIIa-h-1
27 Engages in fun and enjoyable physical activities. PE3PF-IIIa-h-2
28 Identifies conditioning and flexibility exercises that will improve body mechanics. PE3PF-IIIa-h-15
29 Performs conditioning and flexibility exercises that will improve body mechanics. PE3PF-IIIa-h-16
Suggested learning activities
movement skills activities (locomotor, non-locomotor and manipulative skills)
folk dances (Tiklos/ Kundaykunday)
rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)
lead up, organized and indigenous games corrective exercises
HEALTH
30 Defines a consumer. H3CH-IIIab-1
31 Explain the components of consumer health. H3CH-IIIab-2
32 Identify different factors that influence the choice of goods and services. H3CH-IIIbc-3
33 Discusses the different factors that influence choice of goods and services H3CH-IIIbc-4
34 Describes the skills of a wise consumer. H3CH-IIIde-5
35 Demonstrates consumer skills for given simple situations. H3CH-IIIde-6
36 Identifies basic consumer rights. H3CH-IIIfg-7
37 Practices basic consumer rights when buying. H3CH-IIIfg-8
38 Identify consumer responsibilities. H3CH-IIIh-9
39 Discusses consumer responsibilities. H3CH-IIIi-10
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
DISTRICT OF SAN MIGUEL

DIRECTORY OF LEARNING COMPETENCIES

MAPEH III

Fourth Quarter

Lesson: Directory of Learning Competencies Code

MUSIC
1 Mimics animal movements according to speed MU3TP-IVa-1
1.1 horse – fast
1.2 carabao – slow
1.3 turtle – slow
1.4 rabbit - fast
1.5 dog – fast
2 Sings songs with proper tempo following basic conducting gestures. MU3TP-IVa-2
3 Relates movement to changes and variations in tempo. MU3TP-IVb-3
4 Responds with movement to tempo changes 4.1 (i.e. doing locomotor and non-locomotor movements) to a variety of MU3TP-IVb-c-4
tempo in recorded music
5 Distinguishes among fast, moderate, and slow in music. MU3TP-IVb-5
6 Uses the terms: fast, moderate, and slow, (faster, slower etc.) to identify tempo changes and variations. MU3TP-IVb-6
7 Sings songs with designated tempo E.g. Lullaby – slow, Joyful songs – fast MU3TP-IVa-c-7
8 demonstrates the concept of texture by singing “two-part rounds” MU3TX-IVd-f-1
Example:
“Are You Sleeping, Brother John?”
“Row, Row, Row Your Boat”
“Musika Ay Di Kukupas”
9 Demonstrates the concept of texture by singing “partner songs MU3TX-IVd-f-2
E.g.
 “Leron, Leron Sinta”
“Pamulinawen”
“It’s A Small World”
“He’s Got the Whole World in His Hands
10 Distinguishes between single musical line and multiple musical lines which occur simultaneously. MU3TX-IVd-f-3
11 Distinguishes between single musical line and multiple musical lines which occur simultaneously. MU3TX-IVd-f-3
12 Distinguishes between thinness and thickness of musical sound. MU3TX-IVg-h4
ART
13 Identifies different styles of puppets made in the Philippines (form Teatro Mulat and Anino Theater Group) A3EL-IVa
14 Appreciates variations of puppets in terms of material, structure, shapes, colors and intricacy of textural details. A3PL-IVb
15 Creates a puppet designs that would give a specific and unique character. A3PR-IVc
16 Applies designs of varied shapes and colors on puppets to show the unique character of the puppet. A3PR-IVd
17 Constructs a simple puppet based on a character in a legend, myth or story using recyclable materials and bamboo A3PR-IVe
sticks or twigs.
18 Manipulates a puppet to act out a character in a story together with the puppets. A3PR-IVf
19 Performs as puppeteer together with others, in a puppet show to tell a story using the puppet he/she created A3PR-IVg
20 Designs and creates mask or headdress with the use of recycled or natural objects inspired by best festivals. A3PR-IVh
21 Creates a mask or headdress that is imaginary in design using found and recycled material, inspired by local A3PR-IVi
Festivals.
PHYSICAL EDUCATION
22 Participates in various movement activities involving person, objects, music and environment. PE3BM-IV-a-b20
23 Moves: PE3BM-IV-c-h21
individually, with partner, and with group
with ribbon, hoop, balls, and any available indigenous/improvised materials
with sound
in indoor and outdoor settings
24 Demonstrates movement skills in response to sounds and music. PE3MS-IV-a-h-1
25 Engages in fun and enjoyable physical activities. PE3PF-IV-a-h-2
26 Identifies conditioning and flexibility exercises that will improve posture. PE3PF-IV-a-h15
27 Performs conditioning and flexibility exercises that will improve body mechanics. PE3PF-IV-a-h16
Suggested learning activities
movement skills activities (locomotor, non-locomotor and manipulative skills)
folk dances (Tiklos/ Kundaykunday)
 rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)
lead up, organized and indigenous games corrective exercises
HEALTH
28 Explains road safety practices as a pedestrian. H3IS-IVab-19
29 Demonstrates road safety practices for pedestrian. H3IS-IVab-20
30 Explains basic road safety practices as a passenger. H3IS-IVcd-21
31 Demonstrates road safety practices as a passenger. H3IS-IVcd-22
32 Explains the meaning of traffic signals and road signs. H3IS-IVe-23
33 Describes dangerous, destructive, and disturbing road situations that need to be reported to authorities. H3IS-IVf-24
34 Displays self-management skills for road safety. H3IS-IVg-25
35 Identifies hazards in the community. H3IS-IVh-26
36 Follows safety rules to avoid accidents in the community . H3IS-IVi-27
37 Recommends preventive action for a safe community. H3IS-IVj-28