Mapeh 5 Curriculum Guide
Mapeh 5 Curriculum Guide
Mapeh 5 Curriculum Guide
MUSIC
FIRST
SECOND
THIRD
FOURTH
ARTS
FIRST
SECOND
THIRD
FOURTH
PHYSICAL EDUCATION
FIRST
SECOND
THIRD
FOURTH
HEALTH
FIRST
SECOND
THIRD
FOURTH
K to 12 Music Curriculum Guide May 2016 Page 1of 30
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
GRADE 5
ELEMENTS OF MUSIC
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM recognizes the musical performs with a 1. identifies visually and MISOSA5-
symbols and demonstrates conductor, a speech aurally the kinds of notes module1,2
Musical Symbols and understanding of concepts chorus in simple time and rests in a song MU5RH-Ia-b-1
Concepts pertaining to rhythm signatures *Musika at Sining 5.
1. Notes and Rests 1. choral Sunico, Raul M. et
2. Meters 2. instrumental al, 2000. pp.8
3. Rhythmic Patterns 2. recognizes rhythmic MISOSA5-
4. Simple Time patterns using quarter module7,2
Signatures note, half note, dotted half
MU5RH-Ia-b-2
note, dotted quarter note,
and eighth note in simple
time signatures
3. identifies accurately the MISOSA5-
duration of notes and rests module3,4,5
in 2 3 4
4, 4, 4 MU5RH-Ic-e-3 *Musika at Sining 5.
Sunico, Raul M. et
time signatures al, 2000. pp.8-10
*Manwal ng Guro
Umawit at Gumuhit
3. Valdecantos,
Emelita C. 1999.
pp.4-9
I. RHYTHM recognizes the musical performs with a 5. responds to metric pulses MU5RH-Ih-5 MISOSA5-
symbols and demonstrates conductor, a speech of music heard with module6,7
Musical Symbols and understanding of concepts chorus in simple time appropriate conducting
Concepts pertaining to rhythm signatures gestures *Musika at Sining 5.
3. Notes and Rests 1. choral Sunico, Raul M. et
4. Meters 2. instrumental al, 2000. pp.4-6
5. Rhythmic Patterns
6. Simple Time *Manwal ng Guro
Signatures Umawit at Gumuhit
3. Valdecantos,
Emelita C. 1999.
pp.4-6
SECOND QUARTER
II. MELODY recognizes the musical accurate performance 1. recognizes the meaning
symbols and demonstrates of songs following the and uses of
Musical Symbols and understanding of concepts musical symbols F-Clef on the staff
MU5ME-IIa-1
Concepts pertaining to melody pertaining to melody
1. Accidentals indicated in the piece
2. F-Clef
2nd
3rd
4th
III. MELODY recognizes the musical accurate performance
symbols and demonstrates of songs following the
Musical Symbols and understanding of concepts musical symbols
Concepts pertaining to melody pertaining to melody
1. Accidentals indicated in the piece
2. F-Clef 5th
3. Intervals
4. Scales (Pentatonic,
C major, G major)
5. Melodic Contours
octave
*Manwal ng Guro
Umawit at Gumuhit
- C major scale 5. Valdecantos,
III. MELODY recognizes the musical accurate performance MU5ME-IIf-9 Emelita C. 1999.
symbols and demonstrates of songs following the pp.23-31
Musical Symbols and understanding of concepts musical symbols
Concepts pertaining to melody pertaining to melody
1. Accidentals indicated in the piece - G major scale
2. F-Clef
3. Intervals
4. Scales (Pentatonic,
C major, G major)
5. Melodic Contours
*Manwal ng Guro
Umawit at Gumuhit
10. creates simple melodies MU5ME-IIg-10 5. Valdecantos,
Emelita C. 1999.
pp.30-33
*Manwal ng Guro
Umawit at Gumuhit
11. performs his/her own MU5ME-IIh-
5. Valdecantos,
created melody 11
Emelita C. 1999.
pp.30-33
THIRD QUARTER
IV. FORM demonstrates understanding performs the created 1. recognizes the design or
of the uses and meaning of song with appropriate structure of simple musical
Structure of Musical musical terms in Form musicality forms:
Sound 1.1 unitary(one section) MU5FO-IIIa-1
1. Strophic 1.2 strophic(same tune with 2
2. Unitary or more sections and 2 or
more verses)
K to 12 Music Curriculum Guide May 2016 Page 6of 30
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
2. creates a 4- line unitary
MU5FO-IIIb-2
song
3. creates a 4 –line strophic MU5FO-IIIc-
song with 2 sections and 2 d-3
verses
V. TIMBRE demonstrates understanding participates in a group 4. describes the *Musika at Sining 5.
of variations of sound performance to characteristics of each type Sunico, Raul M. et al,
Vocal and Instrumental density in music (lightness demonstrate different of voice 2000. pp.44-46
Sounds and heaviness) as applied to vocal and instrumental
vocal and instrumental music sounds MU5TB-IIIe-1 *Manwal ng Guro
Umawit at Gumuhit
5. Valdecantos,
Emelita C. 1999.
pp.44-45
5. identifies the following MISOSA4-
vocal timbres: module18
5.1 soprano
5.2 alto *Musika at Sining
5.3 tenor 5. Sunico, Raul M.
5.4 bass et al, 2000. pp.44-
46
MU5TB-IIIe-2
*Manwal ng Guro
Umawit at
Gumuhit 5.
Valdecantos,
Emelita C. 1999.
pp.44-45
FOURTH QUARTER
VI. DYNAMICS demonstrates understanding applies dynamics to 1. identifies the different *Manwal ng Guro
of concepts pertaining to musical selections dynamic levels used in a MU5DY-IVa-b- Umawit at Gumuhit
Variations of Volume in volume in music song heard 1 5. Valdecantos,
Musical Sound Emelita C. 1999.
pp.49-50
2. uses appropriate musical MISOSA4-module20
terminology to indicate
variations in dynamics, *Musika at Sining
specifically: 5. Sunico, Raul M.
2.1 piano (p) et al, 2000. pp.54-
2.2 mezzo piano (mp) 55
2.3 forte(f) MU5DY-IVa-b-
2.4 mezzo forte (mf) 2
2.5 crescendo
2.6 decrescendo
VII. TEMPO recognizes the musical applies appropriately, 3. identifies the various MISOSA4-module21
symbols and demonstrates various tempo to vocal tempo used in a song
Variations of Speed in understanding of concepts and instrumental heard MU5TP-IVc-1 *Musika at Sining 5.
Musical Sound pertaining to speed in music performances Sunico, Raul M. et al,
recognizes the musical applies appropriately, 2000. pp.62
K to 12 Music Curriculum Guide May 2016 Page 8of 30
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
VII. TEMPO symbols and demonstrates various tempo to vocal
understanding of concepts and instrumental *Manwal ng Guro
pertaining to speed in music performances Umawit at Gumuhit
Variations of Speed in 5. Valdecantos,
Musical Sound Emelita C. 1999.
pp.54-56
4. uses appropriate musical *Musika at Sining 5.
terminology to indicate Sunico, Raul M. et al,
variations in tempo: 2000. pp.62
4.1 largo
4.2 presto MU5TP-IVc-d-
4.3 allegro 2 *Manwal ng Guro
4.4 moderato Umawit at
4.5 andante Gumuhit 5.
4.6 vivace Valdecantos,
4.7 ritardando Emelita C. 1999.
4.8 accelerando pp.54-58
VIII. TEXTURE demonstrates understanding recognizes examples of 5. identifies aurally the *Musika at Sining 5.
of concepts pertaining to horizontal 3-part vocal texture of a musical piece Sunico, Raul M. et al,
Densities of Musical Sound texture in music or instrumental texture, 2000. pp.65
aurally and visually
MU5TX-IVe-1 *Manwal ng Guro
Umawit at
Gumuhit 5.
Valdecantos,
Emelita C. 1999.
pp.60-61
6. performs 3-part rounds *Musika at Sining 5.
and partner songs Sunico, Raul M. et al,
2000. pp.68
MU5HA-IVf-g-
1
GRADE 5
ARTS
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
III. Process:
6. DRAWING
6.1 drawing of archeological
artifacts
6.2 drawing of Philippine
houses, buildings, and
churches from different
historical periods (on-the-
spot)
Grade 5- SECOND QUARTER
I. Elements: The learner… The learner… The learner… *Umawit at
1. LINE Gumuhit 6.
1.1 straight and curved demonstrates sketches natural or man-made 1. identifies the importance of Valdecantos,
2. COLOR understanding of lines, places in the community with natural and historical Emelita C. 1999.
2.1 complementary colors, space, and the use of complementary places in the community pp.176-180
3. SPACE harmony through colors. that have been designated
3.1 one-point perspective In painting and as World Heritage Site
landscape drawing explains/illustrates draws/paints significant or (e.g., rice terraces in
landscapes of important important historical places. Banawe, Batad; Paoay A5EL-IIa
II. Principles: historical places in the Church; Miag-ao Church;
4. HARMONY community (natural or landscape of Batanes,
4.1 created through the man-made)using one- Callao Caves in Cagayan;
right proportions of point perspective in old houses inVigan, Ilocos
parts landscape drawing, Norte; and the torogan in
complementary colors, Marawi)
III. Process: and the right
GRADE 5
PHYSICAL EDUCATION
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of physical The learner . . . The learner . . . The learner . . .
activity and physical 1. describes the Philippines
PE5PF-Ia-16
fitness demonstrates participates and physical activity pyramid
understanding of assesses performance 2. explains the indicators for
fitness PE5PF-Ia-17
participation and in physical activities.
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activity and assesses physical participation in physical
PE5PF-Ib-h-
tamaang-tao/batuhang physical fitness fitness activities based on the
18
bola, tatsing), Philippines physical activity
pyramid
striking/fielding games
(syato/,basagangpalayok, 4. explains the Ease P.E - Module 2. pp. 4. 6-
nature/background of the PE5GS-Ib-1 7. 12-13
kickball)
games
5. describes the skills involved
Note: Games are not PE5GS-Ib-2
in the games
limited to the above listed
activities 6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills
PE5GS-Ic-h-4
involved in the game
8. recognizes the value of
PE5PF-Ib-h-
participation in physical
19
activities
9. displays joy of effort,
respect for others and fair PE5PF-Ib-h-
play during participation in 20
physical activities
10. explains health and skill
PE5PF-Ia-21
related fitness components
11. identifies areas for PE5PF-Ib-h-
improvement 22
GRADE 5
HEALTH
CONTENT PERFORMANCE LEARNING
CONTENT CODE LEARNING MATERIALS
STANDARDS STANDARDS COMPETENCY
Grade 5 – PERSONAL HEALTH – 1ST QUARTER (H5PH)
A. Mental, Emotional and Social The learner… The learner… The learner…
Health
1. Characteristics of a Healthy demonstrates practices skills in 1. describes a mentally, H5PH-
Person (mentally, emotionally understanding of managing mental, emotionally and Iab-10
and socially) mental emotional and socially healthy person
2. Ways to Develop and Nurture emotional, and social health
One’s Mental Health social health concerns 2. suggests ways to
3. Ways to Stay Emotionally concerns develop and maintain H5PH-Ic-
Healthy one’s mental and 11
emotional health
B. Healthy and Unhealthy 3. recognizes signs of Pilot School Health Grade 3. Q1 W9&10
relationships healthy and unhealthy H5PH-Id- pp.22-25
1. Signs of Healthy Relationships relationships 12
(loving family, genuine 4. explains how healthy Pilot School Health Grade 3. Q1 W9&10
friendships) relationships can H5PH-Ie- pp.22-25
2. Importance of Healthy positively impact health 13
Relationships in Maintaining
Health 5. discusses ways of Pilot School Health Grade 3. Q1 W9&10
3. Signs of Unhealthy managing unhealthy H5PH-If- pp.22-25
Relationships relationships 14
4. Managing Unhealthy
Relationships
C. Mental,Emotional and Social Health 6. describes some mental,
Concerns (include ways on how emotional and social H5PH-Ig-
these negatively impact one’s health concerns 15
health and wellbeing)
1. Social anxiety
2. Mood swings
D. Preventing and Managing Mental, 8. demonstrates skills in H5PH-Ii- 1. OHSP Health 1 Q1 Module 1 Reading 1
Emotional and Social Health preventing or managing 17 p.6, Module 2 Reading 3 pp.11-17
Concerns teasing, bullying, 2. OHSP Health 1 Q2 pp.17-20
1. Practicing life skills harassment or abuse
(communication/assertiveness/
self-management/decision- 9. identifies appropriate H5PH-Ij-
making) resources and people 18 1. OHSP Health 1 Q1 Module1 Reading 1
2. Finding Resources and Seeking who can help in dealing pp.6, Module 2 Reading 3, pp.11-17
Help with mental, emotional 2. OHSP Health 1 Q2 pp.17-20
and social, health
concerns.
Grade 5 – GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)
A. Changes during Puberty The learner... 1. OHSP Health 1 Q1 Module 2 Reading 1
1. Physical Changes (secondary pp.5-8
sexualcharacteristicssuch as 1. describes the physical, H5GD- 2. Headways in Science and Health Today
hair growth, voice change, emotional and social Iab-1 5. Rebecca Fallaria, et.al. 1999. pp.12.*
breast development, changes during 3. Science for Daily Use 5. Teacher’s
menstruation) puberty Manual. Tan Conchita. 2002. pp.4-7.*
2. Emotional and Social Changes
2. accepts changes as a 1. OHSP Health 1 Q1 Module 2 Reading 1
normal part of growth H5GD- pp.5-8
and development Iab-2 2. Headways in Science and Health Today
5. Rebecca Fallaria, et.al. 1999. pp.12.*
3. Science and Health for better Life 5.
IMDC-DepED.PRODED. Bracia,Norma,
et.al. 1992. pp.51
4. INTO THE FUTURE: SCIENCE AND
C. Puberty-related Health Issues and 5. describes the common 1. OHSP Health 1 Q1 Module 2 Reading 2
Concerns health issues and H5GD- pp.9-11
concerns during Ief-5 2. Headways in Science and Health Todays 5.
1. Nutritional issues puberty Fallaria, Rebecca, et.al. 1999. pp.12-13
2. Mood swings
3. Body odor 6. accepts that most of
4. Oral health concerns these concerns are H5GD- 1. OHSP Health 1 Q1 Module 2 Reading 2
5. Pimples/Acne normal consequence Ief-6 pp.10
6. Poor Posture of bodily changes 2. Headways in Science and Health Todays 5.
7. Menstruation-related Concerns during puberty but Fallaria, Rebecca, et.al. 1999. pp.12-13.*
(Pre-menstrual Syndrome, one can learn to
manage them
B. Effects of Gateway Drugs 4. describes the general Droga: Maling gamit, Masamang epekto.
1. Caffeine effects of the use and H5SU- A&E. NFE Accreditation and Equivalency
2. Tobacco abuse of caffeine, IIIde-10 Learning Material. DepED. 1998. pp.9-15
K to 12 Health Curriculum Guide August2016 Page 28 of 30
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
C. Impact of the Use and Abuse of understands the demonstrates the 5. analyzes how the use Mga Nakalululong at Mapanganib na
Gateway Drugs nature and ability to protect and abuse of caffeine, H5SU- Droga. A&E. NFE Accreditation and
1. Individual effects of the one’s health by tobacco and alcohol IIIfg-11 Equivalency Learning Material. DepED.
2. Family use and abuse refusing to use or can negatively impact 2001. pp.22-23,30-31
3. Community of caffeine, abuse gateway the health of the
tobacco and drugs. individual, the family
alcohol and the community
D. Prevention and Control of Use 6. demonstrates life skills 1. Addictive & Dangerous Drugs. A&E. NFE
and Abuse of Gateway Drugs in keeping healthy H5SU- Accreditation and Equivalency Learning
1. Development of Life Skills through the non-use of IIIh-12 Material. DepED. 2001. pp.20-23
(resistance, decision-making, gateway drugs 2. Mga Nakalululong at Mapanganib na Droga.
communication, assertiveness) DepED. 2001. pp.24-25
2. Observance of Policies and
Laws such as school policies 7. follows school policies
and national law (RA 9211 or and national laws H5SU-
related to the sale and IIIij-13 Addictive and Dangerous Drugs. A&E. NFE
the Tobacco Regulation Act of Accreditation and Equivalency Learning
2003) use of tobacco and
alcohol Material. DepED. 2001. pp.19
C. Basic First Aid for Common 3. demonstrates Science and Health for a better Life 5.
Injuries and Conditions appropriate first aid H5IS-IV- IMDC-DepED.PRODED. Bracia, Norma,
1. Wounds for common injuries c-j-36 et.al.1992 . pp.32-34
2. Nosebleed or conditions
3. Insect bite
4. Animal bite
5. Burn and scald
6. Food poisoning
7. Fainting
8. Musculoskeletal injuries
(sprain, strain, musclecramps,
dislocation and fracture)