for lgorot Grade 5 Health Book

Nan Komedselan si Takho Maikalma ay Grado

TEACHERS' MANUAL

for the

The Fifth of a Graded Series of Health Books for use in Elementary Schools

Co-authors: Dr. Keith Benn Mr William Faculo Mrs. Eliza Babaran

SUMMER INSTITUTE OF LINGUISTICS in cooperation with

The Commission on Philippine Languages and

The Department of Education, Culture and Sports Publishers

1993

Additional copies of this publication are available from:

Summer Institute of Linguistics Book Depository

3711 Bagabag Nueva Vizcaya

Teachers' Manual for Central Bontoc Health Book for Grade 5

02.68-0193-1C 67.120P-935003B

ISBN 971-18-0219-8

Printed in the Philippines

Republic of the Philippines Depament of Health

OFFICE OF .THE SECRETARY

SAN LAZAR0 WHR3UND REAL AVENUE, STA CRUZ MAN14 PHILIPPINES TEL NO. 71 1-60-80

PAUNANG SALITA

Mula pa noong unang panahon ang ating bansa ay mayaman na sa minanang pamayanang kultural. Ang mga kulturang ito ay itinatangi at mahalagang bahagi ng samahang Filipino.

Kaya sa panahong ito ng mabilis na pag-unlad panlipunan at pangkabuhayan ng ating bansa, ang pagtangap ng pag-unlad ng pamayanang kultural ay napakahalaga.

Ang batayan bahagi ng pag-unlad sa kahit saang kumunidad ay ang pagpapaunlad ng kalusugang pisikal. Ang aklat na ito ay nagbibigay ng kapakipakinabang na kaalaman, sa sariling wika na makatutulong tungo sa paggawa at pagpapanatili ng kalusugan.

Ipinagmamalaki ng Kagawaran ng Kalusugan ang pagsisikap na ito na makatulong sa kalusugan at pag-unlad ng bansa.

December 1, 1992 "P retary ofmealth

REPUBLIKA NG PILIPINAS REPUBLIC OF THE PHILIPPINES

KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS DEPARTMENT OF EDUCATION, CULTURE AND SPORTS

UL Complex, Meralco A v e n u e Pasig, Metro Manila

TANGGAPAN NG KALlHlM (OFFICE O F THE SECRETARY)

P A U N A N G SALITA

Ang rnga isla, kagubatan at rnga kabundukan ng ating bansa ay tahanan ng iba't-ibang pamayanang kultural na ang bawat isa ay may sariling wika at kaugalian. Ang ating kultura ay mahalagang piraso ng isang magandang mosaik - iyan ang bansang Pilipinas.

Ang ating bansa ay mayroong utang na loob sa pamayanang kultural. Maraming panahon na ang nagdaan na ang kaugalian, wika at magandang layunin ay nakatulong sa ikauunlad ng ating makabansang pagkamamamayan. Maipagmamalaki natin ang ating pamanang Pilipino habang nagkakaroon tayo ng malawak na pang-unawa sa rnga kulturang ito .

Sa rnga kadahilanang ito, kinakailangang mapangalagaan ang rnga wika at kinaugaliang pamayanang kultural ng Pilipino. Ang aklat na ito, na nasa wika ng pamayanang kultural ay may layuning tumulong sa pangangalaga nito. Ito ay ginawa para mapaghusay ang kakayahan sa pagbasa at pag-unawa, at para palawakin pa ang kaalaman sa pamamagitan ng pagbasa sa sariling wika. Ang paraang ito ng pag-aaral sa pamamagitan ng paggamit ng unang wika ay makapagpapaangat sa sariling wika at ang pagbabasa nito ay isang kapaki-pakinabang na karanasan.

Dahil dito, labis ang pasasalamat ng sambayanang Pilipino sa Summer Institute of Linguistics (SIL) dahil sa kanilang pagsusumigasig na mapanatili at mapalaganap ang kulturang Pilipino sa pamamagitan ng babasahing ito.

Ikinararangal, kung gayon, ng Kagawaran ng Edukasyon, Kultura at Isports na ipakilala ang aklat na ito, ang pinakabagong edisyon, para mapaunlad ang karunungang bumasa't sumulat sa pamayanang kultural. Sa pagtulong sa rnga kumunidad na ito, ang kabutihan ng buong bansa ay natutulungan.

Disyembre 15, 1992 Kalihim

Republic of the Philippines Department of Education, Culture and Sports

Cordillera Administrative Region DMSION OF MOUNTAIN PROVINCE

Bontoc, Mountain Province

PREFACE

Health Education is the process of translating a scientific knowledge about health into desirable attitudes, practices and habits by means of the educational process. Its ultimate goal is to develop Health Education rather than merely health-informed citizens.

To achieve and maintain good health, grade I1 pupils must be equipped with appropriate health knowledge to enable them to lead a successful and healthful life.

This book will provide the basic knowledge needed for information, action and guidance to good health.

~ e l g n B. Baywong Schools Division Superintendent

Republic of the Philippines Department of Education, Culture and Sports

Cordillera Administrative Region DIVISION OF MOUNTAIN PROVINCE

Bontoc, Mountain Province

PREFACE

It is generally recognized that the individual child who enjoys a sound state of health is able to achieve more, and do things better, than one who is sickly. To bring about the best in every child the promotion and protection of health becomes a vital concern of the school through health education, to enable the child to develop a positive attitude and practices conducive to healthful living. It is for this purpose that this book is printed through the wholehearted support of the Schools Division Superintendent Mrs. Helen B. Baywong with the help of Dr. Keith Benn of the Summer Institute of Linguistics.

Eliza Babaran General Education Supervisor for Health

Table of Contents

Lesson 1:

Lesson 2:

Lesson 3:

Lesson 4:

Lesson 5:

Lesson 6:

Lesson 7:

Lesson 8:

Lesson 9:

Lesson 10:

Personal Cleanliness. Posture and Appearance ................. 1

............................................................................ Dental Health 4

Exercise. Rest and Sleep ......................................................... 9

The Prevention and Control of Disease ............................ 14

Food and Nutrition ............................................................... 18

Care of the Eyes. Ears. Nose and Throat ......................... 27

............................................... Emotional and Social Growth 33

............................................................... Safety and First Aid 37

Growth and Development .................................................... 42

.............................. School. Home and Commu~lty Health 50

Lesson 1

Personal Cleanliness, Posture and Appearance

Objectives:

(i) To evaluate the personal hygiene that students are currently practicing.

(ii) To review the range of activities included in personal hygiene.

(iii) To learn some inexpensive ways to treat head lice.

(iv) To learn that personal cleanliness affects our ability to relate to other people.

Activities:

(i) Role play.

(ii) Individual and class reading in Igorot, Filipino and English.

(iii) Writing answers to questions in English and Filipino.

(iv) Sing the song "En-ayam Enchono Ak/Men-obla ya Men-ay-ayam Ak? from Grade 2 lesson 3 (see Appendix I).

Methodology:

1. Preparation:

(i) Motivation: Ask the class: Do you know anyone in the village whose body smells bad? Would you like to be like that person?

(ii) State aim of lesson: To learn how we can keep our bodies healthy and clean, and pleasant in appearance to other people.

2. Presentation A:

(i) Ask students to take out their writing pads, and to write in Igorot the things they did that morning to make themselves clean and ready for school.

(ii) Have several students read their answers.

(iii) Ask the students to open their health books at the first lesson in Igorot (pages 1, 4), and to read the opening paragraph together.

(iv) Have one student reread the paragraph in Filipino (page 7).

(v) Ask the class to turn over to the English of this lesson (page lo), then to open their writing pads and write a list in English of what the introductory paragraph mentions about personal cleanliness.

Lesson 1

(vi) Have one or two students read out what they have written.

(vii) Ask the class to turn back to the Igorot (pages 1, 4), and choose one or more students to read the second paragraph, dealing with posture, to the class.

(viii) Turn now to 'the Filipino (page 7) and instruct the students to write a summary or definition in Filipino of what it means to have good posture.

3. Application:

(i) Explain that to have good posture we must first have a healthy body, which means we must eat good food and get good exercise and rest.

(ii) Sing the song "En-ayam Enchono AWMen-obla ya Men-ay-ayam Ak" from Grade 2 lesson 3 (see Appendix I). (This song is in the back of the students' books pages 125, 131).

4. Presentation B:

(i) Choose five students to play the parts of Teacher, Juliet, Vangie, Matthew, and Peter in the role play. Have them come out to the front and read their parts in Igorot (pages 2, 5).

(ii) Have four more students come out and read in Filipino (page 8) the parts of Juliet, Vangie, Matthew, and Peter. Tell the whole class to read the parts of Teacher.

5. Application:

(i) Instruct the class to take out their writing pads and to turn to the lesson in English (page l l ) , and then, with their health books open at the English, to write answers in English to the following questions:

(a) List the different methods mentioned to remove lice eggs and lice from the hair.

(b) Why is it important to use soap in bathing?

(c) In what other ways does a clean body and good appearance help us?

Have several students read out their answers. Affirm those who gave thoughtful answers.

Evaluation:

Grade five students are at an age when personal appearance takes on more importance, so the students may be very receptive to whatever advice they are given. A teacher will know whether the lesson is effective by an improvement in personal cleanliness and appearance, especially with those

Lesson 1

members of the class who up until now have not taken very much interest in their personal appearance.

Appendix I:

En-ayam Enchono Ak Ayog: Kasal

1. En-ayam enchono ak. Winakas ay mangan ak is frotas ya nan nateng inakhew ya minaschem.

Koro: Siya chana nan ang-angnek ta fomikas nan awak. Ya ta komekedse ak awakko paingsaek.

2. Chanom angsan inomek. Et siya chi mo mablay ak masapa'y maseyep ak. Winakas omiblay ak.

Ayog: Kasal

1. Men-ayam men-obla ak. Inagew ay manganak si protas ya nan nateng inagew ya minasdem.

Koro: Siya dana nan ik-ikkak ta bomikas nan awak. Ya ta tomatangninak awakko paingsaek.

2. Ado'y danom inomek. Ket siya di no mabbayak masapa'y maseyepak. Winakgat omillengak.

Lesson 2

Dental Health

Objectives:

(i)' T o learn the necessity of and uses of theteeth.

(ii) T o learn about temporary and permanent teeth.

(iii) T o learn the parts of a tooth, and their uses.

(iv) To learn about the different kinds of teeth.

(v) T o learn how to care for teeth.

Activities:

(i) Role play.

(ii) Individual and class reading in Igorot, Filipino and English.

(iii) Sing the song "Aywanak nan Fab-ak/Aywanak nan Bab-ak" from Grade 1 lesson 2 (see Appendix I).

(iv) Sing the song "Kasosonget BacteriaIKagegen Bacteria" from Grade 3 lesson 2 (see Appendix 11).

(v) Written tests in Filipino and English.

(vi) Optional activity: Invite a dentist to school and have h i d h e r examine the teeth of the class. Put on a short program in hislher honor.

Methodology:

Note: Since grade five students are in the age range when they are still losing teeth, or have younger siblings who are losing teeth, ask them a few days before this lesson to bring to school a temporary tooth which has come out, if they have one, in preparation for this class.

1. Preparation:

(i) Motivation: Ask the class if anyone knows how many teeth they have. (The fact is that some will have more than others.) Ask them how many kinds of different teeth they have in their mouth.

(ii) State aim of lesson: T o learn about the different kinds of teeth, the functions, of these teeth, and how to care for them.

Lesson 1

members of the class who up until now have not taken very much interest in their personal appearance.

Appendix I:

En-ayam Enchono Ak Ayog: Kasal

1. En-ayam enchono ak. Winakas ay mangan ak is frotas ya nan nateng inakhew ya minaschem.

Koro: Siya chana nan ang-angnek ta fomikas nan awak. Ya ta komekedse ak awakko paingsaek.

2. Chanom angsan inomek. Et siya chi mo mablay ak masapa'y maseyep ak. Winakas omiblay ak.

Men-obla ya Men-ay-ayam Ak Ayog: Kasal

1. Men-ayam men-obla ak. Inagew ay manganak si protas ya nan nateng inagew ya minasdem.

Koro: Siya dana nan ik-ikkak ta bomikas nan awak. Ya ta tomatangninak awakko paingsaek.

2. Ado'y danom inomek. Ket siya di no mabbayak masapa'y maseyepak. Winakgat omillengak.

Lesson 2

Dental Health

Objectives:

(i) T o learn the necessity of and uses of thgteeth.

(ii) T o learn about temporary and permanent testh.

(iii) T o learn the parts of a tooth, and their uses.

(iv) T o learn about the different kinds of teeth.

(v) To learn how to care for teeth.

Activities:

(i) Role play.

(ii) Individual and class reading in Igorot, Filipino and English.

(iii) Sing the song "Aywanak nan Fab-aWAywanak nan Bab-ak" from Grade 1 lesson 2 (see Appendix I).

(iv) Sing the song "Kasosonget BncterialKagegen Bacteria" from Grade 3 lesson 2 (see Appendix 11).

(v) Written tests in Filipino and English.

(vi) Optional activity: Invite a dentist to school and have h i d h e r examine the teeth of the class. Put on a short program in hisher honor.

Methodology:

Note: Since grade five students are in the age range when they are still losing teeth, or have younger siblings who are losing teeth, ask them a few days before this lesson to bring to school a temporary tooth which has come out, if they have one, in preparation for this class.

1. Preparation:

(i) Motivation: Ask the class if anyone knows how many teeth they have. (The fact is that some will have more than others.) Ask them how many lunds of different teeth they have in their mouth.

(ii) State aim of lesson: T o learn about the different kinds of teeth, the functions of these teeth, and how to care for them.

Lesson 2

2. Presentation A:

(i) Ask the class to open their health books to lesson two in Igorot (pages 13, 16). Have the class read the introductory paragraph and the listing of the five groups together.

(ii) Choose five students to play the parts of Kenneth, Carol, Julie, Ben, and Ana. Have them stand at the front and read their parts in Igorot (pages 13, 16).

(iii) Have the class turn in their health books to lesson two in Filipino (page 19), and also take out their writing pads. Ask them to write in a single sentence in Filipino the three uses of the teeth as outlined by Kenneth. Have two or three read the sentence they have written.

(iv) Ask a student to come to the front and read in Filipino (page 20) the report given by Carol on the two kinds of teeth: temporary and permanent.

(v) Have the class turn to the same section in English (page 23), then ask the class in English the following questions to be answered orally in English:

(a) How old is a baby when its temporary teeth begin to emerge?

(b) By what age should a baby have all it temporary teeth?

(c) How many temporary teeth are there?

(d) At what age do the permanent teeth begin to emerge?

(e) How many permanent teeth are there in all?

3. Comparison and Abstraction:

Ask any students if they have brought to school any temporary teeth which have fallen out. Draw on the blackboard the outline of a temporary tooth, then draw the permanent tooth growing up below it. Show how the root of the temporary tooth becomes absorbed and shortened as the permanent tooth grows, until the temporary tooth has no more root left, and falls out, and is replaced by the permanent tooth.

Lesson 2

4. Application:

Sing the song "Aywanak nan Fab-aIc/Aywanak nan B a b - a k from Grade 1 lesson 2 (see Appendix I). (This song is at the back of the students' books pages 125, 131.)

3 5. Presentation B:

(i) Have the students turn to the Filipino section (page 20) and choose a student to read Julie's report on the parts of the teeth.

(ii) As she reads this section, draw them in on the permanent tooth you have already drawn on the blackboard, and label the parts in English.

(iii) Choose a boy to read Ben's report in Filipino (page 21).

(iv) Ask the students to turn to their class mate and to take turns at looking into each other's mouth to identify the incisors at the front, the canines adjacent to them, and the molars at the sides of the mouth.

(v) Ask the class to take out their writing pads, and to turn to Ben's report in English (page 24). Tell the class the English names for these three kinds of teeth: incisors, canines, and molars. Have them write these three words in a column on the left side of the page in their writing pads. Now ask them to write against these three words the uses of these three kinds of teeth. They may use their health books to find the answers.

(vi) Ask a student to come to the front and read Ana's report in English (page 24).

(vii) Now ask the students to turn to the Filipino (page 21) of Ana's report, and to write down in Filipino the three things which Ana said in her report. Ask several members of the class to read out what they have written.

6. Application:

Sing the song "Kasosonget BacteriaJKagegen Bacteria" from Grade 3 lesson 2 (see Appendix 11). (This song is in the back of the students' books pages 125, 131.)

Alternative Activity:

(i) Invite the R.H.U. or D.O.H. or D.E.C.S. dentist to visit the school at the time this lesson is to be taught, or the day following the lesson, and have h i d h e r examine the teeth of all the fifth grade students.

(ii) If this visit were to be arranged after the lesson is taught, the students could put on a short program based on this lesson, with one or more students giving the reports given by Kenneth, Carol, Julie, Ben and Ana in this lesson, and by

Lesson 2

the class singing the two songs "Aywanak nan Fab-ak/Aywanak nan Bab-ak" and "Kasosonget BacteriaJKagegen Bacteria".

Evaluation:

From the en'thusiasm and the answers of the students, the teacher should be able to gauge the interest level of the students. The lesson would be greatly reinforced if a dentist is subsequently invited to the school, and a short program presented by the fifth grade class.

Appendix I:

Aywanak nan Fab-ak

Ayog: 121 Salidornmay

1. Wen masapol chachama nan fab-ak ay tet-ewa.

Koro: Ay ay salidommay ay ay salidommay salidommay diway

2. Isonga ay-aywanak nan naycha et ay fab-ak.

3. Nan fokfok omegyat ak. Pasakitena'y fab-ak.

4. Isonga ad-ik kanen nan khindi adik laychen.

5. Tatno ad-i matotok. Fab-ak ad-i mafokfok.

6. Mo makwas ay mangan ak khisikhisak nan fab-ak.

7. Tay fab-ak et nadchalos. khomakhawis ay chadlos.

Aywannk nan Bab-ak

Ayog: 121 Salidommay

1. Wen masapol datona nan bab-ak ay tet-ewa.

Koro: Ay ay salidommay ay ay salidommay salidommay diway

2. Isonga kawkawwanak nan nayda et ay bab-ak.

3. Nan bokbok omegyatak. Pasalutena'n bab-ak.

4. Isonga adiket ken nan kindi adik layden.

5. Ta siya'y adi matotok. Bab-ak adi mabokbok.

6. Mo malpas ay manganak gisigisak nan bab-ak.

7. Tay bab-ak et nadalos et gomawgawis dadlo.

Appendix 11:

Kasosonget Bacteria Ayog: Trinidad 1

1. Kasosonget bacteria tay fab-a chonotena. Sa et mo omangsan cha et enpeteg nan fab-a.

2. Masapol maiyad-i nan asokal ya khindi. Tay nan cheycha'y bacteria enlamsit laylaychencha.

3. Mo nan enlamsit kanen omangsan nan bacteria. Sa cha et pakawasen nan chey oson nan fab-a.

4. Nisok-et is kafab-a ikabfiyag nan bacteria. Songa nan pamosposan nan fab-a khisikhisan.

Kagegen Bacteria Ayog: Trinidad I

1. Kagegen bacteria tay bab-a donotena. Sa et mo ornad-ada men-akoo nan bab-a.

2. Et siya't di maiyadi nan asokal ya lundi. Tay nan deyda'y bacteria menlamsit laylaydenda.

3. Mo nan menlamsit ya ken omado nan bacteria. Dan da et pakawasen nan dey oson di bab-a.

4. Naipok-et 'snan bab-a ikatago nan bacteria. Songa nan pamosposan nan bab-a gisigisan.

Lesson 3

Exercise, Rest and Sleep

Objectives:

(i) To learn that exercise benefits all parts of the body, not only the arms and legs.

(ii) To learn that exercise is important for healthy lungs.

(iii) To learn the importance of moderating exercise.

(iv) To learn the value of participation in sports competitions.

(v) To learn that regular exercise contributes to a sound mind.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.

(ii) Classroom physical exercises.

(iii) Learn a new song "Ay-ayam ya Chono/Ay-ayam ya Obla".

(iv) Sing the song "En-ayam Enchono Ak/Men-ayam ya Men-obla A k from Grade 2 lesson 3 (see Appendix I of lesson 1 in this Teachers' Manual).

(v) Sing the song "Ikholot Saknifana/Igorot Salaknibana" from Grade 4 lesson 3 (see Appendix I).

(vi) Written tests in Filipino and English.

(vii) Class discussion.

Methodology:

1. Preparation:

(i) Motivation: Ask which students hope to compete in the Zonal or District Sports Meets.

(ii) State aim of lesson: To learn that exercise is important not only for our legs and arms, but for all parts of our bodies, including the heart, liver, lungs and mind.

2. Presentation A:

(i) Choose a student to read the two introductory paragraphs of the lesson in Igorot (pages 25, 28).

Lesson 3

(ii) Have the whole class turn to the same paragraphs in Filipino (page 31) and read them together.

(iii) Now ask the students to take out their writing pads, turn to the same paragraphs in the English section (page 33), and to write down in English the names of the body parts which are made more healthy by regular exercise.

3. Application:

(i) Now have the whole class stand and do directed exercises for several minutes. If the classroom is upstairs and the noise of feet would disturb other classes, the teacher may choose exercises which allow the feet to be kept still.

(ii) When the students are beginning to tire, have them sit in their places, and feel their pulse or heart beat. They will notice that their hearts are beating more rapidly than normal. Have them take note that they are also breathing more frequently than they do normally. Explain that when we exercise the heart speeds up, and so also does the rate of breathing, to cope with the extra energy requirements of the body during exercise.

(iii) Now ask the class to take ten deep breaths. Explain that this is also a good exercise for the lungs, since deep breathing forces air into some parts of the lungs that are not normally used. Advise them to make a habit of taking several deep breaths every day, to keep those parts of the lung healthy and in use.

4. Presentation B:

(i) Tell the class to turn to the Igorot of this lesson in their health books'(pages 25, 28), to the heading marked "Exercise". Have half the class read the first paragraph and the other half the other paragraph.

(ii) Have the class turn to the Filipino (page 31) and reread the same two paragraphs silently.

(iii) Now ask them to take out their writing pads and to write in Filipino the three steps which are mentioned in these paragraphs that we should take when we exercise, i.e. exercise slowly at first, then very energetically, then continue to walk until the heart beat slows down.

(iv) Ask several students to read out what they wrote.

(v) Tell the class to turn to the English (page 33) of that paragraph and then have two students read the two paragraphs of this section.

(vi) Then ask the students to tell what three steps we should take when we exercise.

Lesson 3

5. Application:

Sing the first two verses of the new song "Ay-ayam ya ChonoIAy-ayam ya Obla" (pages 27, 30).

6. Presentation C:

(i) Ask the students what value they see in the Zonal and District Sports Meets. Write their answers on the blackboard.

(ii) Have the class read together in Igorot (pages 26, 29) the two paragraphs dealing with joining in games.

7. Comparison and Abstraction:

(i) Ask the class to take out their writing pads, to turn to the Filipino section (page 32), and to write a definition of sportsmanship in Filipino. When they have finished that, ask them to write in Filipino what may happen to our muscles if we overexercise, and if the muscles become overtired. Ask several students to read out what they have written.

(ii) Have the class turn to the English of this same section (page 34), and have two students each read a paragraph.

(iii) Ask the students to write in English in their writing pads the reason that we should rest after strenuous exercise. Note that the answer is given in the second paragraph of this section. Ask several students to read their answers.

8. Application:

Sing all five verses of the song "Ay-ayam ya ChonoIAy-ayam ya Obla" (pages 27, 30).

9. Presentation D:

(i) Tell the class to turn to the Igorot (pages 26, 29) to the paragraph entitled "The Body and Mind". Ask a student to read this paragraph.

(ii) Have the class turn to the Filipino (page 32) of this section, and read a sentence each around the class.

10. Comparison and Abstraction:

(i) Ask the class to take out their writing pads, turn to this section in English (page 34), and answer the following questions:

(a) What is the outcome for our minds if our bodies are tired?

Lesson 3

(b) What may be the outcome for our bodies if we are constantly worried about our lives and hardships?

(c) What are some remedies if we are constantly worried by our hardships?

(ii) Ask several &dents to read out their answers.

11. Application:

(i) Either: Sing the song "En-ayam Enchono A1JMen-obla ya Men-ay-ayam Ak" from Grade 2 lesson 3 (see Appendix I of lesson 1 in this Teachers' Manual) which focuses on exercise and good food. (This song is in the back of the students' books pages 125, 131.)

(ii) Or: Sing the song "Ikholot Saknifana/Igolot Snlnknibana" from Grade 4 lesson 3 (see Appendix I) which focuses on God's help in times of trouble. (This song is in the back of the students' books pages 125, 131).

Evaluation:

The classroom participation will help the teacher to evaluate the level of interest shown by the class in this subject. If the teacher sees a change in attitude in P.E. classes, and a more positive, sportsman like attitude at Zonal and District Meets, then the teacher will recognize a positive result of this lesson.

Lesson 3

Appendix I:

Ikholot Saknifana Ayog: Bataan

1. Cha ak man enmonmonaang mo ento'y kalpowan nan omali ay chey fachang? Ya ke pet malpo ken Dios Apo ischi'd tongcho ay nenwad-ay ken chatako.

Koro: Tomotokod isnan katokangak nan Dios. Tomokkhong, fomadfachang ay chadlos. Si Apo ay Dios ad-i paat maseyep siya. Nan Ikholot saknifana.

2. Chadlos tomotokkhong si Apo'y Entotongcho. Siya tomakho, tomatakcho isnan inakhew ya minaschem kad-ikad-in aatwanan nan Dios sak-en.

3. Am-in ay kakaegyat tomakho siya kayet ya olay entona'y ayak ya chadlos inchinek nan Dios ay namnamak ken siya maid enchwadchwaak.

Igolot Salaknibana

Ayog: Bataan

1. Enak man menmaymayangaw mo ento'y kalpowan nan omali ay dey badang. Dan oppay malpo ken Dios Apo isdi'd tongdo ay nenwada ken datako.

Koro: Tomotokod isnan matokangak nan Dios. Bomantay bomadang ya naanos. Si Apo ay Dios adi polos maseyep siya. Igolot salaknibana.

2. Palalo'y bomantay si Apo'y Mentotongdo. Siya tomago tomatakdo. Isnan inagew ya linabi ay madandan ay bantayan nan Dios sak-en.

3. Ngam-in ay kaeegyat tomago siya kayet. Olay mo ento'y omeyak ya namnamaek dadlo nan Dios ay namnamak. Ken siya maid mendwadwaak.

Lesson 3

Lesson 4

The Prevention and Control of Sickness

Objectives:

(i) T o learn about the organisms which cause disease.

(ii) T o learn how some of these organisms are transferred to people to make them sick.

(iii) To learn in what environments bacteria, viruses, fungi and protozoa proliferate.

(iv) T o learn some ways of stopping or minimizing the spread of contagious diseases.

Activities:

(i) Role play.

(ii) Individual and class reading in Igorot, Filipino and English.

(iii) Learn the song "Lima Kad-in Mi WasanJLedeng en mi Owasan".

(iv) Written tests in Igorot and English.

(v) Sing the song "Nan Panateng" from Grade 2 lesson 4 (see Appendix I).

(vi) Draw a chart of organisms, diseases, and how they are transferred.

Methodology:

1. Preparation:

(i) Motivation: Say to the class: There are many things that cause sickness. Can you tell me some of these?

(ii) State aim of lesson: To learn about some of the things that cause sickness, and what we can do to prevent ourselves from frequently becoming sick.

2. Presentation A:

(i) Choose five students to play the parts of Marie, Christine, Juliet, Ito and Bobot in the role play. Have them come to the front where they will read their parts in Igorot (pages 35, 39). The teacher will read the part of Teacher. Read through the whole of the role play, but not the last section of the lesson entitled "Controlling Contagious Diseases".

Lesson 4

(ii) Tell the class to turn to the lesson in Filipino (page 43). Select five more students who will come to the front and read the parts of Marcie, Christine, Juliet, Ito and Bobot in Filipino. Have. the rest of the class read the Filipino parts of the Teacher.

3. Comparison and Abstraction:

(i) Have the students take out their writing pads, turn to the lesson in English (page 46), and write answers in English to the following questions:

(a) What are the English names of the four organisms which cause disease? (See the first explanation by the Teacher after Marcie's comment on page 46.)

(b) What is the value of the bacteria in our stomachs? (See Teacher's comments after Christine's answer on page 46.)

(c) What do we need to know about bacteria, viruses, fungi and protozoa before we can stop them from spreading? (See Juliet's answer on page 46.)

(d) What are the kinds of sickness caused by viruses? (See Teacher's first answer to Juliet on page 46.)

(e) What are the kinds of sickness caused by bacteria? (See Teacher's answer to Ito on page 47.)

(f) How do the bacteria which cause many diseases get into our bodies? (See Teacher's answer to Ito on page 47.)

(g) What should we do to prevent bacteria from entering our bodies? (See Juliet's and Bobot's answers, and the Teacher's comment on page 47.)

4. Application:

Learn the song "Lima Kad-in Mi Wasanlkdeng en mi Owasan" (pages 38, 42).

5. Presentation B:

(i) Have a student read in Igorot (pages 37, 41) the paragraph under the heading "Control of Contagious Diseases".

(ii) Instruct the students to turn to that paragraph in the Filipino (page 4 9 , and read it together.

(iii) Choose four student to read the four points in the following section entitled "We must be Careful about:" in Filipino.

Lesson 4

(iv) Have the class turn to the English of this section (page 48) and choose a student to read the last paragraph before the "Questions".

(v) Have the class turn back to the Igorot of this section (pages 37, 41), take out their writing pads, and on a clean sheet which can be removed, write the heading in Igorot, "Things we can do to prey,.ent disease from spreading." Then have the class write a list of at least five things they can do at home to help prevent their family from becoming sick. Tell them to remove that sheet and take it home and attach it to a wall of their homes. Encourage them to read and explain the list to their families.

(vi) Have two or three students read out their lists. Be sure to give praise where it is due.

6. Comparison and Abstraction:

(i) Ask the students to write their answers in Igorot to the six questions at the end of the lesson entitled "Questions to be Answered" (pages 37, 41).

(ii) Request several students to read their answers for each of the six questions.

7. Application:

(i) Sing the song "Nan Panateng" from Grade 2 lesson 4 (see Appendix I). (This song is in the back of the students' books pages 126, 132.)

(ii) Draw a chart with the four words bacteria, virus, fungus, protozoa down the left side, next to that write the diseases caused by these four organisms, and then a description of how each is transferred. Display this prominently in the classroom, and review it occasionally.

(iii) When a member of the class becomes sick, identify what the sickness is caused by, and then discuss how it may have been transferred. Then discuss what other members of the class can do to avoid being affected by the disease.

(iv) Sing again the new song "Lima Kad-in Mi Wasan/Ledeng en mi Owasan" (pages 38, 42).

Evaluation:

As time goes by, and members of the class become sick, a teacher will be able to evaluate how well the class has learned this lesson when they discuss this current sickness, what it was caused by, and how they can avoid contracting it. The Teacher may wish to check to see how many of the class read the lists prepared in Presentation B (v) above to their families. This will give an indication of how important the class perceived the information in this lesson to be.

Lesson 4

Appendix I:

Nan Panateng

Ayog: Nabanglo

1. Chachama'y panatengko. Kad-in nan en-okhat ak. Mo timpon nan okhatko nan topekko opopek.

Koro: Tay ad-ik pay laylaychen ay en-alis si teken nan nay ay panatengko isnan tap-in si takho ta maid maalisan omfeg ak ay maesang.

2. Ominom ak is angsan ta siya'y ek khomawisan. Nan frotas khes ek mangan tay siya nan fomikasan.

3. Masapa nan maseypak tatno komekedse ak. Mo apchas khinmawis ak am-in fachok et lab-ak.

Nan Panateng

Ayog: Nabanglo

1. Dadama'y panatengko. Madandan men-ossokak. No timpon men-ossokak nan topekko opopek.

Koro: Tay adik pay laylayden ay men-alis na's teken nan nay ay panatengko isnan kib-a'y ipogaw ta siya'y mid maalisan maseyep ak ay esang.

2. Ominomak ad-ado ta siya'y somya'y awakko. Nan protas abes et kek tay siya nan bomikasak

3. Masapa nan maseypak ta siya'y tomatangninak. Mo anggey ginmawisak ngam-in badok et labbak.

Lesson 5

Nutrition

Note: This lesson may need to be spread over several classes. Presentation A, B and C would be convenient divisions.

Objectives:

(i) T o learn about the five basic food requirements of the body.

(ii) T o learn which foods are basically carbohydrates.

(iii) T o learn which foods are high in fat content.

(iv) T o learn which foods are high in protein.

(v) T o learn what results from protein deficiency.

(vi) T o learn about the mineral requirements of the body.

(vii) T o learn about a variety of essential vitamins.

(viii) To learn about the importance of water to the body.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.

(ii) Sing the song "Mangan ka's OmipaengnganIMangan ka's Menpasiken" from Grade 2 lesson 5 (see Appendix I).

(iii) Learn a new song "Nan Silfin nan Bitaminalh'an Silbin nan Bitamina".

(iv) Sing the song "Nan Nalaing ay Ina" from Grade 4 lesson 5 (see Appendix 11).

(v) Make charts of different kinds of food.

(vi) Identify different kinds of food and sort them into sections.

(vii) Class discussion.

(viii) Story telling.

(ix) Students explain basic food values to their families.

Methodology:

Note: In preparation for this lesson, invite the students to bring as wide a variety of foods as possible to class on the day this lesson will be taught.

Lesson 5

1. Preparation:

(i) Motivation: Ask the class if any of them or any of their siblings have ever had many sores on their arms and legs. Tell them that one main reason for children having many sores on their arms and legs is because of not eating the right food.

(ii) State aim of lesson: To learn about the five kinds of food needed by the body.

2. Presentation A:

(i) Read in Igorot (pages 49, 54) the opening paragraph of the lesson.

(ii) Have the class read together the first item entitled "Foods which Give Energy".

(iii) Ask the class to take out their writing pads and on a new page write in Igorot the first sub-title: "Foods which Give Energy". Then have them list in Igorot on the left side in a column one below the other, the food items mentioned in the paragraph they have just read, i.e. rice, bread, corn etc. Then tell them to turn to the Filipino (page 59), and write the Filipino equivalents in a second column opposite the Igorot. When they have done that, ask them to turn to the English (page 63), and write the English equivalents on the same level as the Igorot and Filipino. Their pads should look like this:

Nan Kanen ay Mangigwa isnan Fiknsl Nan Ken ay Mangidawat isnan Bikas

makanlinisngad kanin rice tinapay tinapay bread pikhilpigi mais corn patatas patatas potatoes padpadlaadbaddi kamoteng-kahoy cassava etc etc etc

(iv) Now ask any of the students who have brought any of those foods to deposit them on the table at the front of the classroom.

(v) Tell the class to turn to the Igorot (pages 49, 54) and all read together the paragraph in the second section entitled "Foods which Store Energy".

(vi) Once again, have the students draw a chart similar to that above, using the heading:

Lesson 5

inyog mani lenga kakaw etc

Nan Kanen ay Maamongan nan Omipafikasl Nan Ken ay Maamongan nan Omipabikas

ni yog mani linga kakaw etc

coconuts peanuts sesame seeds cocoa etc

Be sure that the students have sufficient space on their page for a list of six words, otherwise they should begin with a new page.

(vii) Now have the students who have brought any of these foods put them in a separate section of the table at the front.

(viii) Instruct the students to open to the section entitled "Proteins" (pages 49, 54) and read the first paragraph together.

(ix) Explain the next section to them: the three results of a diet deficient in protein.

(x) Again, have the students draw a chart on their writing pads of the foods which are high in protein, using the following heading:

Nan Kanen ay Maamongan nan Protina/ Nan Ken ay Maamongan nan Protina

soybeans mani mongkho/monggo kotilasbitwilas etc

utaw mani munggo patani etc

soy beans peanuts mongo beans white beans etc

(xi) Have those students who have brought any of these foods put them together on the table at the front.

Comparison and Abstraction:

(i) Point out to the students that some foods are high in more than one kind of substance. For example, peanuts are on both the energy storing list and on the high protein list. That is because peanuts are both high in oil and high in protein. This makes peanuts a very valuable food. Similarly, corn is both high in energy and high in oil. Later on we will discover that some of these are also high in vitamins.

(ii) With the permission of the students, select those food items which fit into two categories, and either put some into each section, or cut it in half so that you can put some in each section. This will graphically illustrate that those foods are valuable for more than one type of food content.

Lesson 5

4. Application:

(i) Sing the song "Mangan ka's Omipaengngan/Mangas ka's Menpasiken" from Grade 2 lesson 5 (see Appendix I). (This song is in the back of the students' books pages ,126, 132.)

(ii) Tell the students to take home those charts that they made in their writing pads, and explain to their parents what they learnt about the food values of different kinds of food.

5. Presentation B:

(i) Read the introductory paragraph (pages 50, 55) to section four which deals with minerals.

(ii) Ask a student to read section one on calcium in Igorot (pages 50, 55).

(iii) Instruct the class to turn to this section on calcium in Filipino (page 60), and read the whole section together.

(iv) Tell any of the students who brought any lund of food to class, that if what they placed on the table at the front has calcium in it (according to the list in this section), then they should go and recover whatever they put on the desk.

(v) Have the students take out their writing pads and write in English the detrimental affects on our bodies if food is deficient in calcium. They may have their health books open at the English (page 64) to answer this question. Choose two or three students to read what they have written.

(vi) Have the whole class read in Igorot (pages 50, 55) together the section on phosphorus.

(vii) Ask the class to turn to that section in the Filipino (page 60), to open their writing pads, and to write a single sentence in Filipino describing the detrimental effects of a diet deficient in phosphorus. Have a student read what helshe has written.

(viii) Request the class to turn to the Igorot section on iron (pages 50, 55). Choose a student to read this section.

(ix) Have the whole class turn to this section in English (page 64), and have the paragraph read around the class with each student reading one sentence until it is completed.

(x) Ask the class to write in Igorot the reasons that iron is necessary for the body. Choose two or three students to read their answers.

( ) Ask the students to put up their hands if they have already eaten today any of the foods containing iron. Ask the remainder to think whether they ate

Lesson 5

anything yesterday which contained iron. Stress the importance of a balanced diet to provide all that our bodies need day by day.

(xii) Have the class read together the Igordt (pages 50,55) section on salt.

(xiii) Ask the students to raise their hands if one of their parents, aunts or uncles or grand-parents has a goiter.

(xiv) Have a student read the section on iodine (pages 51, 56) to the class.

6. Comparison and Abstraction:

(i) Draw up a chart, with the five essential minerals across the top. Then make a list under each of the foods containing these minerals. If one food item contains more than one mineral, e.g. milk has calcium, phosphorus and iron, try to put it on the same-level of the chart.

Calcium Phosphorus Iron Sodium Iodine milk milk milk dried fish dried fish dried fish dried fish meat meat meat etc etc etc etc etc

7. Application:

(i) Put the chart up on the wall of the school, and refer to it from time to time.

(ii) Sing the song "Nan Nalaing ay Ina" from Grade 4 lesson 5 (see Appendix 11). (This song is in the back of the students' books pages 126, 132.)

8. Presentation C:

(i) Read the introductory paragraph on vitamins (pages 51, 56).

(ii) Vitamin A:

(a) Have the class take turns reading one sentence each of the section on vitamin A (pages 51, 56).

(b) Choose a student to reread the section in Filipino (page 61), with the class following the words.

(c) Ask the class to look up from their books, and see how many they can remember of the foods listed as being high in vitamin A. Ask them why our bodies need vitamin A.

Lesson 5

(d) Tell the students to open to the song "Nan Silfin nan Bitamina/Nan Silbin nan Bitamina" (pages 53, 58), and sing the first verse and chorus, dealing with vitamin k

(iii) Vitamin B:

(a) Choose a student to read the section on vitamin B (pages 51, 56).

(b) Ask the class what the three benefits of vitamin B are to the body.

(c) Tell them to turn over to the English (page 65) and read the whole section on vitamin B silently to themselves.

(d) Sing verse two and the chorus of the song "Nan Silfin nan BitaminaJNan Silbin nan Bitamina" (pages 53, 58).

(iv) Vitamin B2:

(a) Have the whole class read silently in Igorot (pages 52, 57) the section on vitamin B2.

(b) Ask the students to turn to the Filipino (page 62), to take out their writing pads and to write down why our bodies need vitamin B2. Request two or three students to read their answers.

(c) Ask them to turn to the English (page 66) and to write a list in English of the foods which contain vitamin B2.

(d) Sing verse three and the chorus of the song "Nan Silfin nan BitaminaINan Silbin nan Bitamina" (pages 53, 58).

(v) Vitamin C:

(a) Have the class read together in Igorot (pages 52, 57) the description on vitamin C.

(b) Ask the class to turn to the English (page 66), and reread the section together.

(c) Tell the class that three hundred years ago, before the importance of vitamin C was recognized, sailors on sailing ships which were at sea for months at a time, often used to get sick with a disease called scurvy, which was caused by a deficiency of vitamin C. Sometimes up to 50% of a crew would die at sea if they did not have fresh fruit and vegetables for several months. Then one sea captain took the juice of limes, which are like kalamansi, with him when they went to sea, and gave some to his sailors to drink every day. He discovered that that kept his men healthy until they could get fresh fruit and vegetables. That is because

Lesson 5

limes, oranges, kalamansi, pomelos and other citrus fruits are all high in vitamin C.

(d) Sing verse four of the song "Nan Silfin nan BitaminatNan Silbin nan Bitamina" (pages 53, 58).

(vi) Vitamin D:

(a) Choose a student to read the Igorot description of vitamin D (pages 52, 57).

(b) Ask the class to open to the Filipino (page 62), to take out their writing pads, and write in Filipino the reasons we need vitamin D. Have two or three students read out their answers.

(c) Tell them to write a list in English of the foods which are high in vitamin D (page 66).

(d) Sing verse five and the chorus of the song "Nan Silfin nan BitaminaINan Silbin nan Bitamina" (pages 53, 58).

(vii) Water:

(a) Choose two or three students to take turns in reading a sentence each in Igorot (pages 52, 57) of the sixth section, dealing with the value of water.

(b) Ask the whole class to take a deep breath, and then to hold their breaths for as long as they can.

(c) When the last student has had to give up and has taken another breath, explain the importance of oxygen, how in the lungs it is transferred to the blood, which carries it to all parts of the body. So air and water are two of the most important things our bodies need every day.

(d) Turn to the Filipino (page 62), and have the students read turn about the section on water.

(e) Ask the students to open their writing pads and answer in English the following questions:

1. How long can a person live without water?

2. How long can a person live without air?

3. How much water do we have in our blood?

4. What is the function of the kidney? Ask several students to read their answers to this fourth question.

Lessort 5

9. Application:

(i) Sing the whole of the song "Nan Silfin nan BitaminaJNan Silbin nan Bitamina" (pages 53, 58).

(ii) Remind the students to explain the basic varieties of food to their parents and families.

Evaluation:

This is a mammoth lesson, with a vast amount of content. However, even if the students forget the details of which foods provide each of the minerals or vitamins, they should gather the impression that it is necessary for the body to have a wide variety of foods. A teacher will know that this level of success has been achieved by casual conversations, both with students and parents, and by reinforcing this lesson from time to time either by referring to the charts or by singing again the song "Nan Silfin nan BitaminaINan Silbin nan Bitamina". A few days later check up on the class to see how many students explained the basic varieties of foods to their families, as in Application 4 above. Commend those who followed this instruction.

Appendix I:

Mangan ka's Omipaengngan Mangan ka's Menpasiken Ayog: Mulberry Bush Ayog: Mulberry Bush

1. Mangan ka's enpaengngan, enpaengngan, enpaengngan. Mangan ka's enpaengngan tatno oman-ancho ka.

2. Mangan ka's omipakneg, omipakneg, omipakneg. Mangan ka's omipakneg tatno fomifikas ka.

3. Mangan ka's enpagkhawis, enpagkhawis, enpagkhawis. Mangan ka's enpagkhawis isnan sana'y kopkopmo.

4. Mangan ka's enpakedse, enpakedse, enpakedse. Mangan ka's enpakedse tatno komekedse ka.

1. Mangan ka's menpasiken menpasiken, menpasiken. Mangan ka's menpasiken ta siya'y oman-ando ka.

2. Mangan ka's omipakneg omipakneg, omipakneg. Mangan ka's omipakneg ta siya'y bomibikas ka.

3. Mangan ka's menpagawis menpagawis, menpagawis. Mangan ka's menpagawis isnan sana'y kodilmo.

4. Mangan ka's menpatangnin menpatangnin, menpatangnin Mangan ka's menpatangnin ta siya'y tomatangnin ka.

Appendix 11:

Nan Nalaing ay Ina

Ayog: Ani

1. Winakas mangan kami teketeken ay klasi makakan ya sibfanmi ta komekedse kami.

Koro: Nalaing si inami. Nalaing ay enpili. Nan osto ay makakan nan en na pip-iliyen.

2. Wiit ay mangananmi khatas nan inomenmi. Itlog lileng sibfanmi ta komekedse kami.

3. Isnan chey alas chosi lotod nateng sibfanmi tay siya nan pangal-anmi bitamina'y makwani.

4. Nan otowenmi's maschem sibfan ay teketeken. Et mid enkolangnmi. Khag-awis nan sibfanmi.

5. Frotas akhes laychenmi ya naoto ay tokhi. Et komakalem kami nay komekedse kami.

Nan Nalaing ay Ina Ayog: Ani

1. Inagew mangan kami teketeken ay klasi makan ya ipanganmi et pomipildis kami.

Koro: Nalaing si inami. Nalaing ay menpili. Nan osto ay makmakan nan en na pilpiliyen.

2. Wakgat ay mangananmi gatas nan inomenmi. Itlog daing isdami et pomipildis kami.

3. Isnan dey alas dosi lotod nateng isdami tay siya nan pangal-anmi bitamina'y makwani.

4. Nan otowenmi's masdem gawis kateketeken. Maid menkolanganmi. Agyod nan ipanganmi.

5. Protas abes laydenmi ya naoto ay togi. Et komakaem kami nay pomipildis kami.

Lesson 6

Care of the Eyes, Ears, Nose and Throat

Objectives:

(i) To learn the importance of caring for the eyes.

(ii) To learn that our emotions are revealed in our eyes.

(iii) To learn how to care for our eyes when they are entered by a foreign body.

(iv) To learn a little about the function of the ear.

(v) To review the roles of the various parts of the ear.

(vi) To learn how to remove foreign objects from the ear.

(vii) To learn how to remove ear wax.

(viii) To review the functions of the parts of the nose.

(ix) To learn how to care for the nose.

(x) To learn how to decongest the nose.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.

(ii) Classroom discussion.

(iii) Written quiz in English.

(iv) Sing the song "Aywnn isnan KowenglAywan isnan Inga" from Grade 3 lesson 6 (see Appendix I).

(v) Activities: washing the eye, cleaning the outer ear, decongesting the nose.

(vi) Draw and label the parts of an ear in Igorot, Filipino and English.

(vii) Practice one method of removing an insect from the external ear canal.

Methodology:

Note: For activities (v) and (vii) above, the teacher will need to take several items to school to be used in this lesson: clean water, salt, matches, cotton wool, some cooking oil, a flashlight, a teaspoon, and if possible, a portable stove, a kettle with water, and a large cloth. A teacher may choose to invite the R.H.U. nurse or another nurse or doctor to help demonstrate how to

Lesson 6

wash the eyes, clean the outer ear, decongest the nose, and remove an insect from the external ear canal.

1. Preparation:

(i) Motivation: Ask the students if any of them have ever had something stuck in their eyes. Ask again if anyone has ever had an insect enter hisher ear, and become stuck inside.

(ii) State aim of lesson: To learn about our eyes, ears and noses, how to care for them and how to remove foreign objects which may get into them.

2. Presentation A - Eyes:

(i) Have the class turn to the lesson in Igorot (pages 67, 69), and to read the whole section on eyes silently.

(ii) Ask the class how people's eyes look when they are angry, tired and sad.

(iii) Have the class turn to this section on the eyes in the Filipino section (page 71), and choose a student to read the first paragraph and a second to read the second paragraph.

3. Comparison and Abstraction:

(i) Ask the class to turn to the English section (page 73), to take out their writing pads, and to write in English the things which we can discover by looking into a person's eyes.

(ii) Have one or two students read out their answers. Explain to the class that doctors very often examine the eyes of patients, because it can help them diagnose such conditions as brain damage, shock, when a person is poisoned, eye disease, stroke, measles and other diseases.

4. Application:

Ask a student to volunteer to pretend to have a foreign object in his or her eye. (This may be better done outside the classroom where any excess water will fall on the ground.) Have the student lie on hislher back on a table or bench, then have the class gather around while you demonstrate how to wash the eye (see illustration in student's book) to remove a foreign object. Be sure to use clean (even boiled) water to do this. Another way to remove a foreign object which is under the upper lid is to hold the upper lid open with the finger, and then either wash the eye or use the corner of a soft cloth or the tip of some moist cotton. Demonstrate this to the class. However, tell the class that if the particle cannot easily be removed, a nurse or doctor should be consulted as soon as possible.

Lesson 6

(ii) Have several students in turn lie on the form or table and have an eye washed out. Warn them that it is difficult to keep the eye open when the water is being poured on, so encourage them to try not to blink You may need to hold the eyelid open while the eye is washed, as in the illustration.

5. Presentation B - Ears:

(i) Ask the class to turn to the Igorot (pages 67, 69) and read the opening paragraph on ears together.

(ii) Ask them to take out their writing pads and turn to the English section (page 74), and then ask them to answer the three questions in English on their writing pads. After they have finished that, have several students read their answers.

(iii) Choose a student to read in Igorot (pages 67, 69) the next paragraph about insects entering the ear.

(iv) Tell the class to turn to the Filipino section (page 71) and ask the girls to read the first sentence, the boys the second, and so on until they have read the whole paragraph.

6. Application:

Invite a volunteer to come forward and lie on a table at the front of the class while you demonstrate what to do to get an insect out of a person's ear. Have the student put his head on its side so the ear into which the insect has supposedly entered is uppermost. Use a teaspoon to carefully put several drops of cooking oil into the ear. Show the students how to help the oil to enter by moving the external earlobe from side to side to encourage the oil to enter. (Perhaps students would like to practice this with fellow students.)

(ii) Now take a flashlight and demonstrate how to illuminate the outer ear canal. You may need to hold the outer ear out of the way to do this adequately. Ask the students how this will help to get an insect to come out. Remind them that insects are frequently attracted by light.

(iii) Now take a box of matches, and cotton wool, and have students practice making cue tips to remove ear wax. Remind them to first remove the match head. Warn them to be very careful in removing the wax to not push the match stick in too far, lest they hit the eardrum and damage it.

(iv) Sing the song "Aywan isnan KowendAywan isnan Inga" from Grade 3 lesson 6 (see Appendix I). (This song is in the back of the students' books pages 127, 133.)

Lesson 6

7. Presentation C - Nose:

(i) Instruct the class to turn to the Igorot section on the nose (pages 68, 70). Then tell the girls to read the first paragraph, the boys the second paragraph, and the girls, the third paragraph.

(ii) Ask the class to turn over to the Filipino section (page 72), and read the three paragraphs again, this time with the boys reading the first and third paragraphs while the girls read the second.

8. Comparison and Abstraction:

(i) Now ask the class to turn to the English (page 74), to take out their writing pads and to answer the following questions in English:

(a) What happens to the air when it reaches the lungs?

(b) What does the nose do to the air before it passes on to go to the lungs?

(c) Why should we not blow our noses too energetically, especially when we have a cold?

(ii) Have several students read out what they have written above for questions (a) and (b), then ask them in Igorot: What is the difference between the air we breathe in through our noses and the air inhaled by a person who is smoking? Remind the class that the hairs and mucous in our noses clean the air, but when a person smokes, all the particles of ash in the smoke go directly into the lungs without the benefit of being filtered and cleaned in the nose, and so clog up the lungs. This is the reason why smokers are liable to get lung cancer, because day after day they deposit ashes into their lungs. Whereas we who breath through our noses have clean lungs because of the filtration system in our noses which constantly cleans the air before it reaches the lungs. Have the class turn to the illustration on pages 99, 102, and compare the lungs in that illustration with the clean lungs in the illustration on pages 68, 70.

Lesson 6

(iii) Have several students read their answers for question (c). Remind them that in Grade 4 they learnt about the eustachian tube which goes from the back of the throat to the inner ear. This is the. tube which can carry the infection to the ear if we blow our noses too energetically. (If necessary sketch the inner ear and the eustachian tube on the blackboard.)

9. Application:

(i) Illustrate how a person's nose can be decongested by breathing in steam. Perhaps the best method is to boil the water with the lid on the container, then when the cloth is over the person's head, remove the lid. Give several students the opportunity to breath in steam. If in fact a student has a cold, be sure to have himher experience the decongestive action of steam.

(ii) Show the class how to mix a little salt in water and then demonstrate how to inhale salty water from the open palm. Give the class the opportunity to do this.

(iii) Optional extra: Sing again the song "Aywan isnan KowengIAywan isnan Inga" from Grade 3 lesson 6 (see Appendix I). (This song is in the back of the students' books pages 127,133.)

Evaluation:

The teacher should take the opportunity, when a student has a cold or returns to school after having been sick, to ask if he/she applied the lessons learned in these health classes when helshe was sick. The teacher may also choose to do an ear inspection to see if students are keeping their outer ear canals clean of wax.

Lesson 6

Appendix I:

Aywan isnan Koweng Ayog: Bomanerber

1. Isnan ek ensang-etan et ad-ik pigsaan.

Koro: Aywanak nan koweng ta ad-i ak en matot-oweng.

2. Mo chalosak ek koweng et ad-ik osalen

Koro: Nan cheycha'y nasangyotan ta ad-i ak en matot-oweng.

3. Isalakak ek koweng isnan makaktaab.

Koro: Aywanak nan koweng ta ad-i ak en matot-oweng.

4. Meymey-ak ta'd-i somkhep kakoweng nan chanom.

Koro: Aywanak nan koweng ta ad-i ak en matot-oweng.

5. Mo komayong ek koweng ennak paospitar.

Koro: Aywanak nan koweng ta ad-i ak en matot-oweng.

Aywan isnan Inga Ayog: Bomanerber

1. Nan eyak mensang-etan adiyak dadam-en.

Ko~G: Aywanak nan ingak. ta siya'y adiyak matot-oweng.

2. No dalosak nan ingak adiyak osalen

Koro: Ngam-in ay naagyokan ta siya'y adiyak matot-oweng.

3. Isalakak nan inga isnan kikintaab.

Koro: Aywanak nan ingak ta siya'y adiyak matot-oweng.

4. Ilak ta adi songgep danom isnan ingak.

Koro: Aywanak nan ingak ta siya'y adiyak matot-oweng.

5. No bobomgeng nan ingak menpaospitalak.

Koro: Aywanak nan ingak. ta siya'y adiyak matot-oweng.

Lesson 7

Emotional and Social Maturity

Objectives:

(i) T o learn the importance of growing in our ability to control our emotions.

(ii) T o learn that only by controlling our emotions will we b e able to become friends with all sorts of people.

(iii) T o learn some of the deleterious effects suffered by those who have not learned to control their emotions.

(iv) T o learn the importance of learning to forgive.

(v) T o learn the beneficial effects of love, sympathy, patience, luridness, trust, forgiveness and harmony in the home.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.

(ii) Written tests in English.

(iii) Learn a new song "Nan Likhet kag Safichong/Nan Bonget keg Sabidong".

(iv) Learn a new song "Nan Seg-ang kag Makakan/Nan Seg-ang keg Makakan".

(v) Sing the song "Nan AngnelJNan Ikkak" from Grade 4 lesson 7 (see Appendix 1).

(vi) Class discussion.

(vii) Learn a new song "Seg-angan Tako nan Ib-a'y TakhoISeg-angan Tako nan Kib-a'y Ipogaw".

Methodology:

1. Preparation:

(i) Motivation: Ask the students what sort of a home they would like: one in which members of the family often get angry with each other, or one in which everyone is patient and kind to each other?

(ii) State aim of lesson: T o learn the importance of learning to control our emotions, and of learning to show love, patience and kindness to those we meet.

Lesson 7

2. Presentation A:

(i) Have students open their health books to the lesson in Igorot (pages 75, 79), and read the first paragraph to them. You may want to expand on this paragraph.

(ii) Have one half of the class read together the second paragraph of the lesson, about the person who cannot control his feelings.

(iii) Instruct the class to turn to the Filipino section (page 83), and for the other half of the class to read the same paragraph in Filipino.

3. Comparison and Abstraction:

(i) Have the class turn to the lesson in English (page 86), to take out their writing pads, and to answer the four questions in English.

(ii) Ask several students to read out their answers. Discuss their answers in Igorot or English in terms of real life situations.

4. Application:

Learn the song "Nan Likhet kag Safichongman Bonget keg Sabidong" (pages 78, 82).

5. Presentation B:

(i) Open again to the lesson in Igorot (pages 76, 80), and have the girls read together the story about Geraldine's family.

(ii) Now have the boys read the story of Junior's family.

(iii) Tell the class to turn now to the Filipino section (page 84), and choose a boy to read in Filipino the story of Geraldine's family.

(iv) Ask a girl to read the story of Junior's family.

6. Comparison and Abstraction:

(i) Have the class turn to the English section (page 87), to take out their writing pads, and to write in English the answers to the eight questions.

(ii) Ask several students to read their answers to the first three questions. When they have read their answers to question three about Geraldine's thoughts and feelings, and question four, take the time to discuss Geraldine's situation with the class. This will help the class to begin to realize that if our home environment is happy and peaceful, our attitudes to other people are more likely to be positive and understanding, since we come from a secure stable family.

Lesson 7

(iii) When the students have read their answers for questions five, six and seven, take the time to help the class to think about Junior's home environment, and the bitterness and anger which are probably in his mind. This will help the class to begin to develop sensitivity to other people, their feelings, and their home environment. This is an essential factor in emotional and social maturity, and will help the students to learn to sympathize with and help people at a very personal level.

(iv) Ask the students to read their answers to question eight, and then discuss the importance of befriending Junior. Explain the mental hurts Junior is carrying around, and the feeling that he is not loved. Explain to the students that if they refuse to befriend Junior, this will reinforce in his mind that he is not a nice person and that nobody wants to associate with him.

7. Application:

Learn the song "Nan Seg-ang kag MakakanJNan Seg-ang keg Makakan" (pages 78, 82).

8. Presentation C:

(i) Choose a student to read in Igorot (pages 77, 81) the next paragraph of the lesson, which summarizes the stories about the families of Geraldine and Junior.

(ii) Have the whole class turn to the English of this section (page 88), and either read the whole paragraph together or choose two students to read a sentence each until they have read the whole paragraph.

9. Comparison and Abstraction:

Ask the class to turn back to the Igorot (pages 77, 81) of this section of the lesson, and then hold a class discussion in Igorot based on the four "Questions to be Answered".

10. Application:

(i) Learn the song "Seg-angan Tako nan Ib-a'y TakhoJSeg-angan Tako nan Kib- a'y Ipogaw" (pages 78, 82).

(ii) Since this song is based on Luke 6:27-31, the teacher may choose to read this passage to the class, or combine it with a Values Education lesson in Character Building Activities.

(iii) Have the class read in Igorot (pages 77, 81) the final paragraph of the lesson, which summarizes the need for us to be patient and understanding of each other.

Lesson 7

(iv) Sing the song "Nan AngnelJNan Ikkak" from Grade 4 lesson 7 (see Appendix I). (This song is in the back of the students' books pages 127, 133.)

Evaluation:

In every school there are children from happy, well respected families, and children from unhappy, bitter and despised families. Consequently, there are always students who are discriminated against. If this lesson has been understood and if the students are convinced of the value of putting it into practice, the teacher should notice that the grade five students will begin to make a conscious effort to befriend their less fortunate fellow school mates.

Appendix I:

Nan Angnek Nan Ikkak

Ayog: Alilay Ayog: Alilay

1. Mo wad-ay omis-isik alilay 1. Mo waday omib-ibaw alilay siya mo siya pakawanek. alila ay ay siya mo siya pakawanek. alila ay ay

Koro: Siya chi nan chey angnek Koro: Siya di nan dey ikkak ta maeteng et nan ek semek. ta maeteng et nan nemnemko. alila ay ay alila ay ay

2. M o wad-ay somosonget alilay 2. Mo waday bomobonget alilay iyoyak an-anosak. alila ay ay iyoyak an-anosak. alila ay ay

3. Mo wad-ay kaseseg-ang alilay fachangak ya seg-angak. alila ay ay

4. Mo wad-ay maeesang alilay kadwaak ek liwliw-en. alila ay ay

5. Ya mo wad-ay ngomaya alilay et ek pabfikasen siya. alila ay ay

6. Mo wad-ay malagsakan alilay makilagsak ak ken siya. alila ay ay

7. Mo wad-ay manang-ated alilay et enyaman ak ken siya. alila ay ay

8. Mo way esa's naanos alilay et ichayawko'y chadlos. alila ay ay

9. Mo way esa's maseg-ang alilay allawek ichag-ayko. alila ay ay

3. Mo waday kaseseg-ang alilay badangak ya seg-angak. alila ay ay

4. Mo waday maeesa alilay kadwaek gagayamek. alila ay ay

5. Mo waday somasanga alilay et pabibikasek siya. alila ay ay

6. Mo waday malagsakan alilay makilagsakak ken siya. alila ay ay

7. Mo waday manag-ated alilay et menyamanak ken siya. alila ay ay

8. Mo way esa's naanos alilay idayawko ay dadlo. alila ay ay

9. Mo way esa's maseg-ang alilay it-ekko idayawko. alila ay ay

Lesson 8

Safety and First Aid

Objectives:

(i) To learn about river safety.

(ii) To learn about road safety.

(iii) To learn about fire safety in the home.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.

(ii) Classroom discussion.

(iii) Learn a new song "Kaikasiwan isnan MaanochanDbilisiyan ed Wanga".

(iv) Sing the song "Kaikasiwan isnan Karsa/Kailisiyan ed Kalsa" from Grade 2 lesson 8 (see Appendix I).

(v) Sing the song "Kaikasiwan isnan Aksidenti isnan Afong/Kailisiyan isnan Aksidinti isnan Bey" from Grade 4 lesson 8 (see Appendix 11).

(vj) Students write out and take home a set of k v e r Safety Rules, read it to their families and attach it to a wall in their homes.

Methodology:

1. Preparation:

(i) Motivation: Ask the students if they have ever had an accident. Ask if it was their own fault, or someone else's.

(ii) State aim of lesson: Some accidents are the fault of ourselves, some are the fault of other people, and some were not caused because of anybody's mistake. But many accidents can be prevented if we are careful to follow some simple rules. Today we are going to look at rules which will help to minimize the incidence of accidents at the river, on the street, and in the home.

2. Presentation A - River Safety:

(i) Have the class open their health books to the lesson in Igorot (pages 89, 91) and read the opening paragraph. Discuss with the class the meaning of the saying "Prevention is better than care." Ask if someone can give an example which would illustrate this principle. If no one can, perhaps the teacher can

Lesson 8

(ii)

have an example ready to tell of how an accident occurred where the outcome was expensive or difficult to remedy, but which could easily have been prevented. This proverb is similar to the saying "A stitch in time saves nine" which refers to a small tear in clothing which if mended immediately will only need one stitch, but if neglected will become worse and need nine (or more) stitches.

Introduce the section "River Safety Rules" (pages 89, 91) by reading the opening sentence. Then choose seven students to read the seven rules in Igorot. As each one is read out, make a brief comment on each, or ask a question. For example, after a student has read the first rule you could ask, "Why should we not swim alone?" You may also give an example of a person who did swim alone, who drowned. After the reading of rule seven you may mention that people have broken their necks when diving into water which they thought was deep, but in fact was shallow.

(iii) Have the class turn to the "Rver Safety Rules" in the Filipino section (page 93), and have the boys and girls read them alternately.

3. Application:

(i) Ask the class to turn to this section in English (page 95), to take out their writing pads, and to copy these seven rules out in English with the Igorot translation immediately under the English. It should not be necessary for the class to look up the Igorot to do this. Have them make their own Igorot translation from the English.

(ii) Instruct the students to take their list of rules home and read it in Igorot to their families, then attach it to a wall in their homes, out of the wind and rain.

(iii) Learn the song "Kaikasiwan isnan Maanochan/Kailisiyan ed Wanga" (pages 90, 92).

4. Presentation B - Road Safety:

(i) Have the class turn to the Igorot of the "Road Safety Rules" (pages 90, 92), and introduce this section by reading the introductory paragraph to the class.

(ii) Ask the girls to read in Igorot the first of the rules, the boys the second rule, the girls the third rule, and so cn. After each rule, ask a question or make a comment. For example, after the girls have read the first rule, ask why it is dangerous to run across the road. Again, if you know of examples of accidents which occurred because someone failed to obey one of these rules (e.g. rule six, or seven, or eight), tell of the accident which could have been avoided.

(iii) Now choose one student to reread the rules in Filipino (page 94), and tell the rest of the class to turn to the "Road Safety Rules" in the English section (page 96). Instruct the one student to read the first rule in Filipino, then have the whole class reread the rule in English. Repeat this for each of the rules.

Lesson 8

5. Application:

Sing the song "Kaikasiwan isnan KarsaKailisiyan ed Kalsa" from Grade 2 lesson 8 (see Appendix I). (This song is in the back of the students' books pages 128, 134.)

6. Presentation C - Fire Safety:

(i) Have the class turn to the Igorot of the "Fire Safety Rules" (pages 90, 92), and choose four students to read the four rules. After each rule is read, discuss with the class in Igorot the reason for each rule. Once again, give examples of accidents which have happened when someone has ignored these rules.

(ii) Choose a student to read the rules in English (page 96), and tell the rest of the class to turn to the Filipino section (page 94). Have the one student read the English, then have the class read the rule together in Filipino.

7. Application:

Sing the song "Kaikasiwan isnan Aksidenti isnan AfonglKailisiyan isnan Aksidinti isnan Bey" from Grade 4 lesson 8 (see Appendix II). (This song is in the back of the students' books pages 128, 134.)

Optional Activity:

The teacher may wish the class to also make lists of the Road Safety Rules and River Safety Rules to take home to read to their families, and to attach to a wall in their homes.

Evaluation:

One way to evaluate whether this lesson has made an impression on the minds of the students would be to check up to find out how many actually took home their list of River Safety Rules and read them to their families. The teacher could also ask students to look out for those who break the Road Safety Rules and the Fire Safety Rules, and advise them to be more careful.

Lesson 8

Appendix I:

Kaikasiwan isnan Karsa Ayog Fakinlolota

1. Mo fomala ka's karsa masapol semkem chana. Kakannikid chalanern tatno ilam nan sabtem.

2. Kakannikid et ilam ya ischi's kakannawan. Mo lomaos nan lokhan sa ka et pay fomas-ang.

3. Mo wad-ay ka id Fagyo ilam sinyal ay silaw. Et 'di ka fomasfas-ang mo birdi nan ilaem.

4. Ya ad-i ka entagtag isnan fomas-angam od. Annacham nan ensanod ay talak enpachokog.

5. Mo nan bas cha manalan ad-i ka lomoglokhan. Ya ad-im enlokhanan is kaatep nan lokhan.

6. Mo nan bas cha manalan ad-im pay pafalfal-en nan limam paymo olom engkhana ay somalcheng.

7. Mo nan bas manad-alan choper adim tot-oyyen. Ya ad-i ka manobla tay eleg maolaw siya.

Kailisiyan ed Kalsa Ayog: Baginlolota

Mo mendan ka ed kalsa masapol nemnemem na. Makannigid nan danem ta siya'y dam nan sabtem.

Makanigid et ilam ya isnan makannawan. Mo lomaos nan logan sa ka pay et bomas-ang.

Mo wada ka ed Bagyo ilam sinyal ay silaw. Et adi ka bomas-ang mo birdi nan iilam.

Adi ka mentagtagtag isnan bomas-angam od. Annadam nan mensanod ay talak menpadokog.

No nan bas mendaddad-an adi ka lomoglogan. Ya adi ka menlogan isnan atep nan logan.

No nan bas mendaddad-an adi ka pabalbal-en nan ledengmo ya nan om enggana ay somaldeng.

No nan bas mendaddad-an drayber adim teyyaen. Adi ka mendegdegla tay awni't maolaw siya.

Appendix Ik

Kaikasiwan isnan Aksidenti isnan Afong Ayog: T.B.

1. Nan ngonon sisa ay maosar masapol mippey isnan lokhar ay sikhod ay maipaypay-ancha kag nan akhas ay nifotilya.

Koro: Siya na nan osto ay maangnen ta maid en mailawlaw-an. Amed nan ongang-a'y mid leng- agcha chaicha nan wedwecha'y makna.

2. Safichong natadman kispolo mippey am-in isnan entongcho ay ad-i makaw-ed nan ongang-a ta linat maaksidenti cha.

3. Isnan chey ab-afollikawkaw masapol ad-i ka'n ichawchaw isnan cheey akhas tay ta ket lang ya safichong nan chey ichowam.

4. Iyadchawi tako's nan apey fala ya kapsola'y pomatey nan patoloryo ya gasolina ya am-in makapoo issa.

. Kailisiyan isnan Aksidinti isnan Bey Ayog: T.B.

1. Nan ngam-in issa ay maosal masapol mippey isnan logal ay sigod ay maidolinanda keg nan agas maibotilya.

Koro: Siya na nan osto ay maikkan ta siya'y maid mailawlaw-an. Amed nan inong-a'y mid nemnemda daida nan wadwada'y makna.

2. Sabidong natadman kispolo maippey isnan naitaknang ay di maadawan nan inong-a ento ket maaksidinti da.

3. Isnan dey ay menbollikaog. siya mo adi ka menpainom isnan agas tay ento ket ya nan sabidong ay pomatey idowam.

4. Iyadawi tako nan apoy bala ya kapsola'y pomatey nan patololyo ya gasolina ya ngam-in makapoo issa.

Lesson 9

Growth and Development

Objectives:

(i) To learn that all life begins from a single cell.

(ii) To learn that as cells multiply they differentiate and specialize.

(iii) To learn that growing bodies need high protein diets.

(iv) To learn the value of breast milk compared to commercial milk.

(v) To learn some of the things that inhibit normal bodily growth.

(vi) To learn the value of a good diet for the health of a village.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.

(ii) Written tests in Enghsh and Filipino.

(iii) Sing the song "Nan Nalaing ay Ina" from Grade 4 lesson 5 (see Appendix I).

(iv) Sing the song "Nan Maetengan nan Ong-onga/Nan Engnga ay Masiken" from Grade 4 lesson 9 (see Appendix II).

(v) Classroom discussion.

(vi) Students write a list of what they can do to help their younger siblings to mature.

Methodology:

1. Preparation:

(i) Motivation: Ask the class if they have ever seen an egg hatch, or a baby being born, or a bitch give birth to puppies. Explain thatwhen the chicken hatches or the baby is born, that is not the beginning, since at that point, the whole body of the chicken has been forming for the three previous weeks inside the shell, and the baby for nine months inside its mother.

(ii) State aim of lesson: To learn something about how our bodies are formed, and to learn what we should do so that they will grow up healthy and strong.

Lesson 9

2. Presentation k.

(i) Have the class open their health books to lesson nine in Igorot (pages 97, loo), and have the girls read together the introductory paragraph.

Draw the students' attention to the illustration of a single cell, and how it divides, with the nucleus dividing first, followed by the rest of the cell. Go on to explain the illustration of one cell becoming two, and two becoming four, and four becoming eight, and so on until there are hundreds of cells. In the final illustration point out that the outer layer of cells begin to change shape and elongate to become long and thin, which is the shape of skin cells, while one group of cells inside change their shape to become the brain, another group change to become the heart, others to become the lungs, others the liver, others the intestines, and others to become muscles or bones. (For Values Education class the teacher may wish to relate this to Psalms 139:13- 16; Job 10:s-12; Psalms 119:73.)

(iii) Tell the class to turn now to the Filipino section (page 103), and have the boys read this first paragraph together.

(iv) Now have the class turn in their health books to the English section (page 106), to take out their writing pads, and to write in English the answers to the following questions:

(a) What is the name of the very tiny things from which our bodies are constructed?

(b) Write a list of some of the different kinds of cells in our bodies?

(v) Ask one or two students to read out their answers.

(vi) Have the class turn back to the lesson in Igorot (pages 97, 100) book and choose a student to read in Igorot the next paragraph about a child who is maturing.

(vii) Ask the students to turn now to the Filipino (page 103) and reread the paragraph together as a class.

3. Comparison and Abstraction:

Ask the class to name some foods which have a high protein content. If a student suggests a food which does not have a high protein content, try to help the student to evaluate how high the protein content is in that particular food e.g. colored vegetables generally have a higher protein content than white vegetables, and any vegetable generally has a higher protein level than cereals. Assure hirnher that most foods do have some protein, but that growing children and pregnant or nursing mothers need a higher level of protein in their food than do other adults. This is why children, pregnant women and nursing mothers should eat more viand than other adults. You

Lesson 9

may wish to have the class turn back to lesson five (pages 49, 54) and reread the paragraph which lists the foods high in protein.

(ii) Have the class turn to the same paragraph in Enghsh (page loo), and to read it together. Tell the class that there is one other time when adults also need to have a higher protein diet. Ask them when that might be. It is when a person is recovering from sickness, especially if heishe has lost a lot of weight.

4. Application:

Sing the song "Nan Nalaing ay Ina" from Grade 4 lesson 5 (see Appendix I). (This song is in the back of the students' books pages 126, 132).

5. Presentation B:

(i) Have the class turn to the Igorot (pages 98, 101), and ask the girls to read together the first paragraph under the heading "The Newborn Baby".

(ii) Ask the class to turn to the Filipino (page 104), and tell the boys to read the second paragraph.

(iii) Have the girls read the third paragraph in Filipino.

6. Comparison and Abstraction:

(i) Instruct the class to take out their writing pads and answer the following questions in Filipino.

(a) What weight in lulos is a newborn baby?

(b) In what ways do babies have the characteristics of their parents?

(c) What is the very best food for a young baby?

(d) When a baby is six months old, how heavy should it be?

(e) How heavy should it be when it is one year old?

(ii) Have one or two students read out their answers to each question. Correct their Filipino when necessary.

(iii) Have the class turn to the same section in English (page 107), and ask the boys to read the first paragraph, the girls to read the second paragraph, and the boys the third.

7. Application:

(i) Sing the first two verses and the chorus of the song "Nan Maetengan nan Ong-onga/Nan Engnga ay Masiken" from Grade 4 lesson 9 (see Appendix 11). (This song is in the back of the students' books pages 128, 134.)

Lesson 9

8. Presentation C:

(i) Tell the class to turn to the Igorot (pages 98, 101) of the next section entitled "A Child". Ask the class to read the whole paragraph together.

(ii) Ask the class to turn to the Filipino (page 104) of this section, and choose four students to read out one sentence each of this paragraph.

9. Comparison and Abstraction:

(i) Instruct the students to take out their writing pads and open their books to this section on "A Child" in Enash (page 107), and then to answer the following questions:

(a) What are the most important things that a child learns between the ages of two and six?

(b) What can parents do to help a child's body to be healthy?

(c) What can older siblings do to help a child's mind to mature?

(ii) Have several students read out their answers, and take time to discuss their answers with the class. Be sure to compliment those who give thoughtful answers.

10. Presentation D:

(i) Ask the students to write a list in Igorot of the no st important things they learn at school concerning growth and development.

(ii) Request two or three students to read their answers.

(iii) Have the class turn to the Filipino section of "The School Child" (page 104), then have four girls read one sentence each.

(iv) Have the class turn to the English of this section (page 107), and ask four boys to read one sentence each.

11. Application:

(i) Sing verses three to six and the chorus of the song "Nan Maetengan nan Ong- ongapan Engnga ay Masiken" from Grade 4 lesson 9 (see Appendix 11). (This song is in the back of the students' books pages 128, 134.)

(ii) Ask the class to write a list in Igorot of the things they can do personally to help their younger siblings to mature in their bodies and minds.

(iii) Have several students read what they wrote. Be sure to commend them for their answers, and encourage them to put them into practice.

Lesson 9

12. Presentation D:

(i) Instruct the students to open their books to the Igorot of the next section (pages 99, 102), entitled "Things that Inhibit the Growth of the Body". Read the opening paragraph to them.

(ii) Have the girls read out the first item (number one), the boys number two, and so on until the seventh item.

13. Comparison and Abstraction:

Ask the class to turn to the same section in English (page 108), and then have the boys read the first item, the girls the second etc. After each item, ask the class a question to promote discussion. For example, after the first item ask, "Why is the growth of the fetus inhibited when the mother smokes?" After the students have answered, explain that tobacco contains the drug called nicotine, which goes from the lungs of the mother into the bloodstream, and then to the uterus and to the fetus, where it slows down the normal growth processes. Take the time after each item is read to discuss it with the class, and explain how or why these things are detrimental to health.

(ii) Now ask the class to turn in their books to the Filipino section (page 105), and to make a list on their writing pads in Filipino, of all the things which are bad for our health. When they have finished, ask one or two students to read out their lists.

(iii) Optional activity: Have the class translate this list into Igorot on a clean piece of writing paper entitled "Things that Inhibit Physical Maturity", and to take this list home to be read to their families and to be attached to a wall in their homes. Encourage the students to not only read the list to their families, but to explain how the items are detrimental to health.

14. Application:

(i) Sing the whole of the song "Nan Maetengan nan Ong-ongman Engnga ay Masiken" from Grade 4 lesson 9 (see Appendix II). (This song is in the back of the students' books pages 128, 134.)

(ii) Ask the class to turn back to the concluding paragraph in Igorot (pages 99, 102) entitled "The Health of the Village", and to read it together as a class.

Evaluation:

Much of this lesson was written to help students to think about and understand how their bodies and minds grow and develop. Two practical outcomes of the lesson are in what they can do to stimulate the minds of their younger siblings (Application (ii) in section 11 above), and what they can avoid doing so that their bodily and mental growth will not be inhibited (Comparison and Abstraction section 13 above). One way to test the former

Lesson 9

would be to check up on the class to find out what kinds of thngs they are doing to help their younger siblings to mature. The latter has a much longer term application, and must be applied.over many years to have lasting benefits. If the teacher chose to follow the optional activity (Comparison and Abstraction section 13 (iii) above) heishe may choose to check to see how many in the class actually read the list to their families, and which ones explained the reasons why each item was detrimental to health.

Appendix I:

Nan Nalaing ay Ina Ayog: Ani

1. Winakas mangan kami teketeken ay klasi makakan ya sibfanmi ta komekedse kami.

Koro: Nalaing si inami. Nalaing ay enpili. Nan osto ay makakan nan en na pip-iliyen.

2. Wiit ay mangananmi khatas nan inomenmi. Itlog lileng sibfanmi ta komekedse kami.

3. Isnan chey alas chosi lotod nateng sibfanmi tay siya nan pangal-anmi bitamina'y makwani.

4. Nan otowenmi's maschem sibfan ay teketeken. Et mid enkolangnrni. Khag-awis nan sibfanmi.

5. Frotas akhes laychenmi ya naoto ay tokhi. Et komakalem kami nay komekedse kami.

Nan Nalaing ay Ina Ayog: Ani

1. Inagew mangan kami teketeken ay klasi makan ya ipanganmi et pomipildis kami.

Koro: Nalaing si inami. Nalaing ay menpili. Nan osto ay makmakan nan en na pilpiliyen.

2. Wakgat ay mangananmi gatas nan inomenmi. Itlog daing isdami et pomipildis kami.

3. Isnan dey alas dosi lotod nateng isdami tay siya nan pangal-anrni bitamina'y makwani.

4. Nan otowenmi's masdem gawis kateketeken. Maid menkolanganmi. Agyod nan ipanganrni.

5. Protas abes laydenmi ya naoto ay togi. Et komakaem kami nay pomipildis kami.

Appendix 11:

Nan Maetengan nan Ong-onga Ayog: The Mountains

1. Nan ong-onga issan nangab-an Dios Ama ad-i makaikkan isnan laychena. Kad-in si inana nan ensodsochana et kikhad san si inana ken siya.

2. Mo chwa et ay tawen nan chey ay ong-onga mo mangan ya manalan ammona. Ngem magtek siya masapol ay enpafachang isnan cheycha'y yoyon-ana'y nengngan.

Koro: Tay khawis ay chadlos Apo tako ay Dios. Khinaebna'y takho isnan chadlos osto. Nan takho khinaebna ay kag kannay ken siya. Maifakhay mid kolang Dios Ama.

3. Mo entawen et si enem nan ong- onga ipangon nan inana'y en-iskwila. Ya winakas ay maengngan nan awakna. Cha khes makiengngan nan semekna.

4. Is kaiskwilaan angsan nan solwena. Ischi solwena'y mangaywan awakna. Faken yangkhay nan awakna's semsemkena ngem ib-ana kad-in fachangana.

5. Isnan chey timpo ay cha en-iskwila si y a solwena'y mangichine ken Dios Arna. Solwena akhes ay makitoya ken siya ya mangang-angnen isnan fdina.

6. Mo fab-a10 payrno magmagkit et pay siya cha maeteng ya fomengeg kalina. Ngem mid kafaelana ay mangasawa. Nan osto awni ta maeteng siya.

7. Awni ya ket naeteng et nan awakna. Nakasakhana'y mangasawa ' et siya. Naeteng akhes nan pinagsemsemekna. Somya'y mentalaknana's an-akna.

Nan Engnga ay Masiken Ayw The Mountains

1. Idi masapo ken Apo Dios nan engnga adi makaikkan isnan laydena. Danet ken inana nan mensodsodana et oway san si inana ken siya.

2. Ya mo dwa et ay tawen nan dey ay engnga et gettena ay mangan da et mendan. Ngem siya kayet rnasapol ay menpabadang isnan iyon-ana ay naetngan.

Koro: Tay gawis ya osto Dios ay Apo tako. Tay siya nan nanapo ipogaw et osto. Ipogaw sinapona ay keg met laeng ken siya. Maibagay dedan ken Dios Ama.

3. Mo mentawen et si enem san dey engnga ipangon nan inana'y menoskila. Ya inagew ay masiken nan awakna makisiken abes nan nemnemna.

4. Ed oskilaan ad-ado nan solwena. Solwena'y mangaywan isnan awakna Baken anggey nan awakna's nemnemena no di ket lcib-ana badangana.

5. Isnan dey timpo ay omey men-oskila. solwena ay mamati ken Dios Ama Solwena abes ay makiteya ken siya ya mangik-ikkan isnan bilina

6. No babbalo wenno babasang et pay si y a dan maeteng mensokat nan kalina. Ngem adi koma kayet siya mangasawa ta awni ona ta maeteng siya.

7. Awni pay ya naetenget nan awakna. Nakasagana'y mangasawa et siya. Naeteng abes nan panagnemnemnemna. Somya'y mentalaknana's an-akna.

Lesson 10

School, Home and Community Health

Objectives:

(i) To learn that village cleanliness and health is the responsibility of every citizen, including school children.

(ii) To learn some practical steps which teachers and students can take to clean and beautify the school environs and the village.

(iii) To learn the role that families can play in the cleanliness and health of the village.

(iv) To learn what the barangay captain and councilmen can do to ensure the cleanliness and health of the village.

(v) To learn to distinguish between polluted and potable water, and how to ensure that a well or spring does not become polluted.

(vi) To learn the correct way to discard rubbish.

(vii) To learn why it is important to discard rubbish.

(viii) To learn what village people as a whole can do to make the village a good place to live.

Activities:

(i) Individual and class reading in Igorot, Filipino and English.

(ii) Classroom discussion.

(iii) Make and implement plans as a class to overcome problems identified by the class.

(iv) Sing the song "Nan Iskwilaanmi/Nan Oskilaanrni" from Grade 2 lesson 10 (see Appendix I)

(v) Sing the song "Nan Ilimi" from Grade 4 lesson 4 (see Appendix 11).

(vi) Draw and describe a well from which the water is safe to drink.

(vii) Visit the spring from which the village water supply comes. Evaluate its safety and report to the barangay council.

(viii) Dig a garbage pit and dispose of the accumulation of garbage.

Lesson 10

(ix) Write to the barangay council to inform them of garbage disposal problems in the village.

(x) Write to the barangay officials to arrange a village meeting to discuss the cleanliness of the village.

(xi) Invite a doctor or nurse to the barangay meeting, and put on a "health program" to inform the village people of the importance of cleanliness in the village.

Methodology:

1. Preparation:

(i) Motivation: Ask the students if they like to have the food they eat contaminated by flies. Ask them why they dislike having flies on the food.

(ii) State the aim of the lesson: To learn about village cleanliness, and who is responsible for it, so that the village will be a healthy place to live.

2. Presentation A - Teachers and Students:

(i) Instruct the class to open their health books to lesson ten in Igorot (pages 109, 113). Read the introductory sentences, including the heading about the ways that teachers and students can help in the cleanliness of the village.

(ii) Ask the boys to read the first instruction, the girls the second, the boys the third, etc., until all eight have been read in Igorot.

(iii) Tell the students to turn to lesson ten in Filipino (page 117), and have the girls read the first instruction, the boys the second, and so on.

3. Comparison and Abstraction:

Evaluate in your mind which of the eight are most applicable to your school situation, e.g. if there are already plenty of shade trees at your school, instruction number five is not very relevant. Similarly, if there is already piped water to the school, number eight is not important. Now ask the class which of these eight instructions are most needed at your school. If for example, the school toilets (numbers three and four) are in need of attention, make a plan as a class to deal with the problem. Similarly, if there is a need for a piped water supply, perhaps the class could write a letter to the barangay officials to request their aid. If there is no rubbish pit at the school (instruction seven), then the class could decide to go and dig one.

4. Application:

(i) Make plans and take positive action as a class to overcome the problems identified by the class. This may mean cleaning the toilets, building or repairing a fence, writing to the barangay council, acquiring and planting trees, etc.

(ii) Have the class turn to lesson ten in English (page 121), and read the eight instructions together.

(iii) Sing the song "Nan Iskwilaanmi/Nan Oskilaanmi" from Grade 2 lesson 10 (see ~ ~ ~ e n & x I). (This song is in the back of the students' books pages 129, 135).

5. Presentation B - Families:

(i) Have the students turn to the Igorot (pages 109, 113) of the next section of the lesson: the ways in which families can contribute to the health of the village. Choose three students to read in Igorot the three instructions given here.

(ii) Ask half the class to turn to the same section in Filipino (page 117), and the other half to turn to the English (page 121). Then have one half read the first instruction, and have it immediately repeated in English. Repeat this with the second and third instructions.

6. Comparison and Abstraction:

Discuss with the class the possibility of following the third suggestion of inviting a doctor or nurse to come to the village during a village holiday to instruct the villagers on a topic to be chosen by the teacher and class. Then plan a program to include health songs to be sung by the grade five class, and other presentations and short speeches by members of the class to the community. The plans would need to include coordination with the barangay officials, and perhaps eating arrangements for the visiting officials. This program could perhaps include the items suggested in the next section.

7. Presentation C - Barangay Officials:

Have the class turn back to the Igorot (pages 110, 114) of the next section concerning what the barangay officials can do to promote the health of the village. Have the boys read the first point, and the girls the introduction to the second point. Then choose five students to read the parts marked a, b, c, d, and e.

Lesson 10

8. Comparison and Abstraction:

(i) Have the students take out their writing pads, turn to the Filipino of this section (page 118), and have them write in Filipino an explanation of why it is important for a village to have unity if they want to keep the village clean, if they want to beaut* the village, and if they want to improve the village.

(ii) Request several students to read their answers. Take time to discuss the value of village unity in promoting the cleanliness and health of the village.

9. Application:

Have the class write letters to the barangay officials requesting them to hold a barangay meeting to discuss the cleanliness of the village, the disposal of waste, the beautification of the village and the making of necessary improvements. Assign certain students to write to each barangay official, so that each one will receive several letters. You may wish to combine this meeting with the invitation to the doctor or nurse, with the fifth grade class singing songs such as "Nan Iskwilaanmi/Nan Oskilaanmi" (see Appendix I) (students' books pages 129, 135) and "Nan Ilimi" (see Appendix 11) (students' books pages 130, 136) and giving other presentations. Other songs which would be very suitable for such a village meeting would be "Nan Nalagsak ay Sinpangafongman Nalagsak ay Simpangabong" from Grade 3 lesson 7 (see Appendix UI) (students' books pages 130, 136), which encourages cooperation on the family level, "Nan Nalaing ay Ina" from Grade 4 lesson 5 (see Appendix IV) (students' books pages 126, 132), which encourages good nutrition, and "Lima Kad-in Mi Wasan/Ledeng en mi Owasan" from Grade 5 lesson 4 (students' books pages 38, 42), which stresses hygiene, the drinking of clean water, and vaccination to prevent death by contagious diseases.

10. Presentation D - Water Sources:

(i) Have the class turn in their health books to the next section in Igorot (pages 110, 114), the section on water.

(ii) Choose a student to read the opening paragraph.

(iii) Discuss this opening paragraph, illustrating it with examples from villages known to them, and the locations of drinking water. Ask the students the meaning of the last sentence in the paragraph, that water can cause sickness, even if it does not look dirty. Explain that bacteria, viruses, fungi and protozoa are so small that they cannot be seen, and that therefore, even though water may look clean, it may be polluted with bacteria or amoeba which will cause sickness.

(iv) Choose a student to read the description of a well which produces clean water.

Lesson 10

(v) Have the class turn to the Filipino (page 119), and read as a class this description of a clean well.

(vi) Instruct the class to turn to this section in English (page 123), to take out their writing pads, and to draw the appearance of a well which would be safe to drink from. h e n under the drawing describe this well in Enghsh.

(vii) Ask several students to read their descriptions. Discuss the factors which make a well safe for drinking water.

(viii) Tell one third of the class to open their books in the Igorot section (pages 111, 115) to the description of a spring. Have another third of the class open their books to the Filipino section (page 119), and the other third to the English (page 123). Now ask those whose books are open at the Igorot to read about the spring. When they are finished, have it read immediately in Filipino, and then in English.

(ix) Ask the class if they have often drunk from a spring when they are out in the fields. Warn them to check next time to make sure that it is not just below rice fields, since the pig manure which is often used to fertilize rice fields makes the water polluted.

(x) Choose three students to read the three sections read about piped water in the three languages.

(xi) Ask how many of the class have visited the spring from which the water comes for their village. Request those who have visited the spring to describe the spring box and to evaluate whether it is adequate to prevent pollution from entering the tank.

(xii) Choose a student from each of the three sections to read the paragraph on rain water (Igorot pages 112, 116, Filipino paged 120, English page 124).

(xiii) Then have the whole class read the Igorot conclusion to this section (pages 112, 116).

11. Application:

(i) Sing the song "Nan Ilimi" from Grade 4 lesson 4 (see Appendix II). (This song is in the back of the students' books pages 130, 136.)

(ii) Arrange an outing for the whole class to visit the spring from which the village water comes. Examine the spring box to see if it is safe and adequate to exclude pollution. If there is a problem, have the class write to the barangay officials to report that they have inspected the spring, and the results of their inspection. If there were no defects, have the class write to the barangay council to inform them that they inspected the spring and discovered that it is in good condition, and that pollution cannot enter the village water supply at the spring box.

Lesson 10

12. Presentation E - Garbage:

(i) Have the class turn to the Igorot (pages 112, 116) of the section on garbage, and ask the boys to read the first ixkitruction and the girls the second. Then have them cgntinue to read alternately until they have read this whole section.

(ii) Tell the class to turn to the Filipino of this section (page 120) and have the girls read the first instruction, the boys the second one, and so on.

13. Comparison and Abstraction:

Ask the class to mention places around the school and in the village where there are accumulations of rubbish which should be correctly dealt with. List these on the blackboard.

14. Application:

(i) Sing once again the song "Nan IskwilaanmiJNan Oskilaanmi" from Grade 2 lesson 10 (see Appendix I). (This song is in the back of the students' books pages 129, 135.)

(ii) Make a plan of how to deal with the heaps of rubbish around the village. If the accumulation is small, maybe the Grade 5 class can dig a pit and bury the rubbish. If the accumulation is very large, maybe they should write to the barangay officials to request their help.

(iii) Have half of the class turn to the last section entitled "Our Village is a Good Place to Live" in the Igorot (pages 112, 116), and the other half to turn to the same section in Enghh (page 124). Have one half read the first paragraph (number 1) in Igorot, the other half the next paragraph (number 2) in English, and so on until the end.

Evaluation:

The teacher will know by the level of enthusiasm that the students exhibit in the various activities suggested in this lesson, e.g. visiting the spring from which the barangay water supply comes, evaluating the safety of the spring box, and writing to the barangay council; digging a garbage pit and disposing of the accumulation of garbage; etc, how convinced they are of the value of the material taught in this lesson.

Lesson 10

Appendix I:

Nan Iskwilaanmi Ayog: Gaily Now We Dance Together

1. Winakas ay chalosanmi nan chey iskwilaanrni. Iyad-imi maiokhitan nan en mi iskwilaan.

Koro: Iskwilaanmi ilal-ayadmi. Songa winakas et nadchalos.

2. Am-in ay laminta issa igtomi's nan tey-ancha ta nalaka'y alaenmi mo siya chi masapolrni.

3. Nan lokhit et olnongenmi kalata'y fasolaan. Mo mapno et iwasitmi kafito ta mapowan.

4. Nan plasan nan iskwilaan winakas masakhachan. Nan cheycha'y papil ya lokham et kad-inmi poowan.

5. Kad-in chalosanmi akhes nan chalan ya kasilyas. Ta maid en ab-afongan komaw laleg ay angsan.

6. Chakami ya chakek-emi mistolo mistalami en asi kami fafabchang. Nadchalos iskwilaan.

Nan 0sHaa~1 . i

Ayog: Gaily Now We Dance Together

1. Winakgat ay dalosanmi nan dey oskilaanmi. Iyadimi'y malogitan nan en mi oskilaan.

Koro: Oskilaanrni ilaylayadmi. Tet-ew winakgat et nadalos.

2. Ngam-in ay laminta issa igtomi's nan teanda ta nalaka ay alanmi mo siya di masapolrni.

3. Nan logit et togopenmi's nan lata'y basolaan. Mo mapno et iwasitmi ed lokaw ta mapowan.

4. Nan plasan nan oskilaan winakgat masigidan. Nan deyda'y papil ya logam et en kami poowan.

5. Madandan dalosanmi es nan danan ya kasilyas. Ta maiwed menbebeyan lamok laeg ad-adwan.

6. Dakami ya mas-ikenmi mistolo mistalami en kami menbibinnadang. Nadalos oskilaan.

Appendix 11:

Nan ILimi Nan Ilimi

Ayog: Kholipo

1. Id kasin kaseseg-ang kami ay sinpangdyan. Kad-in masakit kami okhos ya disinteri.

2. Isyangkhay manakchowan nan takho id sangad-om. Kaeb-eb, wanga, payew ya olay is kakhinnaw.

Koro: Laylaychek nan ilimi tay alisto napili nan kapitan konsilman maid en makamkam-an.

3. Yamanen tay idwani konsilman isnan ili nay et khinolipocha chanom nay et sinmaa.

4. Nan omili ay takho sinakfatcha nan tobo. Nan takho ay omili khinmaeb cha is tan*.

5. Chanom ay osalenmi mid et enkolanganmi. Idwani nay et akit nan takho ay masakit.

6. Nadchalos inomenmi masakhat is katangki. Nadchalos kasilyasmi et komekedse kami.

Ayog: Golipo

1. Ed eyaka kaasi ngam-in kami'y ornili. Madandan di sakitmi ogos ya disintari.

2. Owayet manakdowanda ipogaw ed agaya. Bal-an, payew ya wang-an ya olay nan ginawang.

Koro: Laylaydek nan ilirni tay alisto napili nan kapitan konsilman maid maong-ongosan.

3. Yamanen tay edwani konsilman isnan ili nay et ginolipoda danom nay et sinmaa.

4. Nan omili alisto sinakbatda nan tobo. Ipogaw ay omili sinapoda nan tangla.

5. Danom ay osalenmi maid menkolanganmi. Edwani nay et atik ipogaw ay masakit.

6. Nadalos inomenmi masagat isnan tangki. Nadalos kasilyasmi et pomipildis kami.

Appendix 111:

Nan Nalagsak ay Sinpangafong

Ayog: Olonno

Fafai:

1. Enlafa manakcho ak siya'y ifachangko'n inak.

Koro: Wen, asifabfachang kami ta lomagsak nan pangafongmi.

Lala ki:

2. Mangaew manalo ak siya'y ifachangko'n amak.

Koro: Wen, asifabfachang kami ta lomagsak nan pangafongmi.

Fafai:

3. Itengawko's annochik mo en-akha ay-aywek.

Lalaki:

4. Paamo isakatyak siya'y ifachangko'n amak.

Fafai:

5. En-owas en-oto ak siya'y ifachangko'n inak.

Lalaki:

6. Nan pakhey et isaak siya'y ifachangko'n amak

Fafai:

Nan Nalagsak ay Simpangabong

Ayog: Olomo

Babai:

1. Menlaba, manakdowak siya'y badangko ken inak

Koro: Wen menbibinnadang kami ta lomagsak nan pamilyami.

Lalaki:

2. Mangaew mamakanak siya'y badangko ken amak.

Babai:

3. Nan iyogtanko aywanak omaga ay-ayakek

Lalaki:

4. Nan nowang isakatiyak siya'y badangko ken amak

Babai:

5. Men-owas men-otowak siya'y badangko ken inak.

Lalaki:

6. Nan pagey et isaak siya'y badangko ken amak

Babai:

7. Menbibinnadang kami isnan oskilaanmi.

7. En-asi tako fachang ischi's kaiskwilaan.

Appendix IV:

Nan Nalaing ay Ina Ayog: Ani

1. Winakas mangan kami teketeken ay klasi makakan ya sibfanmi ta komekedse kami.

Koro: Nalaing si inami. Nalaing ay enpili. Nan osto ay makakan nan en na pip-iliyen.

2. Wiit ay mangananmi khatas nan inomenmi. Itlog lileng sibfanmi ta komekedse kami.

3. Isnan chey alas chosi lotod nateng sibfanmi tay siya nan pangal-anmi bitamina'y makwani.

4. Nan otowenmi's maschem sibfan ay teketeken. Et mid enkolangnmi. Khag-awis nan sibfanmi.

5. Frotas akhes laychenmi ya naoto ay tokhi. Et komakalem kami nay komekedse kami.

Nan Nalaing ay Ina Ayog: Ani

1. Inagew mangan kami teketeken ay klasi makan ya ipanganmi et pomipildis kami.

Koro: Nalaing si inami. Nalaing ay menpili. Nan osto ay makmakan nan en na pilpiliyen.

2. Wakgat ay mangananmi gatas nan inomenmi. Itlog daing isdami et pomipildis kami.

3. Isnan dey alas dosi lotod nateng isdami tay siya nan pangal-anmi bitamina'y makwani.

4. Nan otowenmi's masdem gawis kateketeken. Maid menkolanganmi. Agyod nan ipanganmi.

5. Protas abes laydenmi ya naoto ay togi. Et komakaem kami nay pomipildis kami.