CURRICULUM 

 GUIDE MUSIC (MAPEH)

GRADE 4 

CONTENT  CONTENT STANDARDS  PERFORMANCE   LEARNING COMPETENCY  CODE  LEARNING  

STANDARDS  MATERIALS 

FIRST QUARTER 

I. RHYTHM  demonstrates   creates rhythmic 1. identifies different kinds of   MU4RH-Ia-1  MISOSA4- 
understanding of concepts  patterns  in:   notes and rests module6,7  
1. Musical Symbols and   pertaining to rhythm and  1. simple time
Concepts:   musical symbols signatures 2. simple MISOSA5- 
1.1 Notes and Rests   one-measure  ostinato module1  
1.2 Meters   pattern
1.3 Rhythmic Patterns   *Manwal ng  
1.4 Simple Time   Guro Umawit  
Signatures   at Gumuhit 4.  
1.5 Ostinato  Valdecantos,  
Emelita C.  
1999. pp.7-9 

2. organizes notes and rests   MU4RH-Ib-2  MISOSA4- 

according to simple meters   module8  
(grouping notes and rests into  
measures given simple   *Umawit at  
meters)  Gumuhit 4.  
Valdecantos,  
Emelita C.  
1999. pp.8-12

3. states the meaning of the   MU4RH-Ic-3  MISOSA4- 

different rhythmic patterns  module2,8

4. demonstrates the meaning MU4RH-Ic-4  MISOSA4- 

of  rhythmic patterns by module3,4,5  
clapping  
in time signatures  *Manwal ng  
2   Guro Umawit  
3   at Gumuhit 4.  
4   Valdecantos,  
4,   Emelita C. 
 4, 
4 

I.I. RHYTHM  demonstrates   creates rhythmic 1999. pp.7 

understanding of concepts  patterns  in:  
1. Musical Symbols and   pertaining to rhythm and  1. simple time
Concepts:   musical symbols signatures 2. simple
1.1 Notes and Rests   one-measure  ostinato
1.2 Meters   pattern
1.3 Rhythmic Patterns   5. uses the bar line to MU4RH- MISOSA4- 
1.4 Simple Time   indicate  groupings of beats Ic-5  module3,4,5 
Signatures   in  
1.5 Ostinato  2  
3  
4  
4,  
4, 
4 

6. identifies accented and   MU4RH- MISOSA4- 

unaccented pulses  Id-6  module1 

7. places the accent (>) on MU4RH-

the  notation of recorded Id-7 
music 
 8. responds to metric pulses of  MU4RH-Ie- MISOSA4- 
music heard with g-8  module3,4  
appropriate  
con   MISOSA5- 
9. ducting gestures  module6 

SECOND QUARTER 

II. MELODY  recognizes the musical  analyzes melodic   1. identifies the pitch name of  MU4ME- MISOSA4- 
symbols and demonstrates  movement and range and  each line and space of the IIa-1  module13
1. Musical Symbols and   understanding of concepts  be able to create and   G 
Concepts:   pertaining to melody  perform simple melodies  clef staff 
1.1 Intervals   F 
1.2 Scales   D 
1.3 Melodic Contours   B 
1.4 Patterns of successive   G 
pitches of a C Major   E 
scale 

E 
C 
A 
F 
2. identifies the pitch names of  MU4ME- MISOSA4- 
notes on the ledger lines IIb-2  module13,14
and  
spaces below the G-clef staff  
(middle C and D)

3. recognizes the meaning and  MU4ME- MISOSA4- 

use of G- Clef  IIc-3  module13
 do re mi fa so la ti do 
II. MELODY  recognizes the musical  analyzes melodic   4. identifies the movement of MU4ME- MISOSA4- 
symbols and demonstrates  movement and range and  be the  melody as:  IId-4  module10  
1. Musical Symbols and   understanding of concepts  able to create and  
Concepts:   pertaining to melody  perform simple melodies  - no movement   MISOSA5- 
1.1 Intervals   - ascending stepwise  - descending module8  
1.2 Scales   stepwise  
1.3 Melodic Contours   - ascending skip wise   *Manwal ng  
1.4 Patterns of successive   - descending skip wise  Guro Umawit  
pitches of a C Major   at Gumuhit
scale  4.  
Valdecantos,  
Emelita C.  
1999. pp.28- 
30

5. identifies the highest and   MU4ME- MISOSA4- 

lowest pitch in a given   IIe-5  module9  
notation of a musical piece to  
determine its range  *Manwal ng  
Guro Umawit  
at Gumuhit
4.  
Valdecantos,  
Emelita C. 

CONTENT  CONTENT STANDARDS  PERFORMANCE   LEARNING CODE  LEARNING  

STANDARDS  COMPETENCY  MATERIALS 
II. MELODY  recognizes the musical  analyzes melodic   1999. pp.24- 
symbols and demonstrates  movement and range and  be 30
1. Musical Symbols and   understanding of concepts  able to create and  
Concepts:   pertaining to melody  perform simple melodies 6. sings with accurate MU4ME- MISOSA4- 
1.1 Intervals   pitch the  simple IIf-6  module12  
1.2 Scales   intervals of a melody
1.3 Melodic Contours   *Manwal ng  
1.4 Patterns of successive   Guro Umawit
pitches of a C Major   at  Gumuhit
scale  4.  
Valdecantos,  
Emelita C.
1999.  pp.24-
31

7. performs his/her own MU4ME- MISOSA4- 

created  melody  IIg-h 7  module12  

*Manwal ng  
Guro Umawit
at  Gumuhit
4.  
Valdecantos,  
Emelita C.
1999.  pp.30

THIRD QUARTER 

III. FORM  demonstrates   performs similar and   1. identifies aurally and MU4FO- MISOSA4- 
understanding of musical  contrasting musical   visually  the IIIa-1  module16,17  
1. Phrases in a Musical phrases, and the uses and  phrases introduction and coda 
Piece 2. Structure of meaning of musical terms  in (ending) of a musical *Manwal ng  
Musical Sound 2.1 form  piece Guro Umawit
Antecedent (Question)   at  Gumuhit
Phrase  4.  
2.2 Consequent (Answer)   Valdecantos,  
Phrase  Emelita C.
2.3 Introduction   1999.  pp.38-
2.4 CODA (ending)Phrase 39

2. identifies aurally and MU4FO-

visually  the IIIa-2 
 antecedent and  
consequent in a musical
piece

3. listens to similar and   MU4FO-

contrasting phrases in   IIIa 
recorded music b-3 

CONTENT  CONTENT STANDARDS  PERFORMANCE   LEARNING CODE  LEARNING  

STANDARDS  COMPETENCY  MATERIALS 

4. identifies similar and   MU4FO-

contrasting phrases in vocal   IIIc-4 
and instrumental music from  
the previous lessons 
4.1 melodic 
4.2 rhythmic

5. sings similar and MU4FO-

contrasting  phrases in IIId-5 
music 
5.1 melodic 
5.2 rhythmic

IV. TIMBRE  demonstrates   participates actively in a  6. distinguishes vocal and   MU4TB- MISOSA4- 
understanding of   group performance to  instrumental sounds IIIe-1  module18  
1. Variations of variations of sound in  music demonstrate different 
Sound  (lightness and   vocal and instrumental  *Manwal ng  
1.1 Vocal  heaviness) as applied to  vocal and sounds Guro Umawit at 
1.2 instrumental  music  Gumuhit 4.  
Instrumental  Valdecantos,  
Emelita C. 1999. 
pp.39-49

7. identifies as vocal or   MU4TB- MISOSA4- 

instrumental, a recording of   IIIe-2  module19
the following:  
7.1 solo 
7.2 duet 
7.3 trio 
 7.4 ensemble

8. identifies aurally and MU4TB- MISOSA4- 

visually  different IIIf-3  module19  
instruments
*Manwal ng  
Guro Umawit at 
Gumuhit 4.  
Valdecantos,  
Emelita C. 1999. 
pp.45-49

IV. TIMBRE  demonstrates   participates actively in a  9. classifies the various MU4TB- MISOSA4- 
understanding of   group performance to  musical  instruments IIIf-h module19  
1. Variations of Sound  variations of sound in  music demonstrate different  as:  4 
1.1 Vocal  (lightness and   vocal and instrumental  9.1 string  *Manwal ng  
1.2 Instrumental  heaviness) as applied to  vocal sounds 9.2 woodwind  Guro Umawit  
and instrumental  music 9.3 brass wind  at Gumuhit 4.  
9.4 percussion Valdecantos,  
Emelita C.  
1999. pp.45- 
49

V. DYNAMICS  recognizes the musical  symbols applies forte and piano  to 10. recognizes the use of the   MU4DY- MISOSA4- 
and demonstrates  understanding designate loudness and  symbol p (piano) and IIIf-1  module20  
1. Volume of Sound in   of concepts  pertaining to volume softness in a musical   f (forte)  in a musical
Music in  music  example   score *Manwal ng  
1. singing  Guro Umawit  
2. playing instrument at Gumuhit 4.  
Valdecantos,  
Emelita C.  
1999. pp.52- 
54

11. uses appropriate MU4DY- MISOSA4- 

musical   IIIf-h 2  module20  
terminology to indicate simple  
dynamics  *Manwal ng  
11.1 forte  Guro Umawit at 
11.2 piano  Gumuhit 4.  
 Valdecantos,  
Emelita C. 1999. 
pp.52-54

FOURTH QUARTER 

VI. TEMPO  demonstrates   creates and performs   1. relates body MU4TP- MISOSA4- 
understanding of concepts  body movements   movements to  the IVa-1  module21  
1. Speed / Flow of Music  pertaining to speed/flow  of appropriate to a given  tempo of a musical  
music   tempo   example  *Manwal ng  
demonstrates   creates and performs   Guro Umawit  
understanding of concepts  body movements  at Gumuhit 4. 

pertaining to speed/flow  of appropriate to a given  Valdecantos,  

music tempo  Emelita C.  
1999. pp.57 

2. uses appropriate MU4TP- MISOSA4- 

musical   IVb-2  module21  
terminology to indicate  
variations in tempo   *Manwal ng  
2.1 largo   Guro Umawit at 
2.2 presto  Gumuhit 4.  
Valdecantos,  
Emelita C. 1999. 
pp.56

VII. TEXTURE  demonstrates   sings two-part rounds  3. identifies aurally the texture MU4TX-
understanding of concepts  and partner songs with  of  a music example  IVc-1 
1. Simultaneous   pertaining to texture in  music others
Occurrence of Multiple   4. identifies aurally and MU4TX-
Melodic Lines  visually  an ostinato or IVd-2 
2. Distinction Between   descant in a  
Thinness and Thickness   musical example
in Music
5. recognizes aurally and MU4TX- *Manwal ng  
visually,  examples of 2- IVe-3  Guro Umawit at 
part vocal or   Gumuhit 4.  
instrumental music  Valdecantos,  
Emelita C. 1999. 
pp.59-63
VIII. HARMONY  demonstrates   performs examples of  6. identifies harmonic interval MU4HA- *Manwal ng  
1. Simultaneous   understanding of   harmonic interval with  (2  pitches) in a musical IVf-1  Guro Umawit at 
Sounding of harmonic intervals others example Gumuhit 4.  
two  Tones /Pitches Valdecantos,  
Emelita C. 1999. 
pp.59-63

7. recognizes aurally and MU4HA- *Manwal ng  

visually,  examples of IVg-2  Guro Umawit at 
harmonic   Gumuhit 4.  
intervals Valdecantos,  
Emelita C. 1999. 
pp.59-63

8. creates examples of MU4HA- *Manwal ng  

harmonic  interval (2 IVh-3  Guro Umawit at 
pitches) with others Gumuhit 4.  
Valdecantos,  
Emelita C. 1999. 
pp.59-63

CURRICULUM  GUIDE ART (MAPEH)

GRADE 4 

CONTENT  CONTENT   PERFORMANCE   LEARNING COMPETENCY  CODE  LEARNING  

STANDARDS  STANDARDS  MATERIALS 

GRADE 4- FIRST QUARTER

 I. Elements:   The learner…  The learner…  A4EL-Ia
1. LINES  
1.1 organic and practices variety of culture 1. appreciates the rich  
inorganic   in  the community by way variety of cultural  
2. COLORS   of  attire, body communities in the  
2.1 primary and accessories,   Philippines and their  
secondary   religious practices and   uniqueness  
3. SHAPES   lifestyle.   1.1 LUZON- Ivatan,  
3.1 stylized based on Ifugao, Kalinga,  
nature   creates a unique design Bontok, Gaddang,  
of  houses, and other Agta  
II. Principles:   household  objects used 1.2 VISAYAS – Ati 
4. REPETITION   by the cultural  groups.   1.3 MINDANAO-Badjao, 
4.1 motifs   Mangyan,Samal,  
writes a comparative   Yakan, Ubanon,  
III. Process:   description of houses and  Manobo, Higaonon,  
5. DRAWING   utensils used by selected  Talaandig,  
5.1 drawing of figures cultural groups from Matigsalog, Bilaan,  
of   different  provinces.  T’boli, Tiruray,  
different cultural   Mansaka, Tausug 
communities  
5.2 crayon etching of 2. distinguishes distinctive  A4EL-Ib
ethnic   characteristics of several 
designs   cultural communities in  
crayon resist of scenes   terms of attire, body  
from different cultural   accessories, religious  
groups in the Philippines practices, and lifestyles. 

3. adapts an indigenous  A4EL-Ic

cultural motif into a  
contemporary design  
through crayon etching  
technique. 

4. identifies specific clothing,  A4PL-Id

objects, and designs of  
the cultural communities 
and applies it to a
drawing  of the attire
and  
 accessories of one of  
these cultural groups.

5. shares ideas about the  A4PR-Ie

practices of the different  
cultural communities. 

6. translates research of the  A4PR-If

artistic designs of the  
cultural communities into
a  contemporary design. 

7. creates a drawing after  A4PR-Ig

close study and  
observation of one of
the  cultural
communities’ way  of
dressing and  
accessories. 

8. produces a crayon resist  on A4PR-Ih

any of the topics: the 
unique design of the  
houses, household
objects,  practices, or
rituals of one  of the
cultural groups. 

9. uses crayon resist   A4PR-Ii

technique in showing  
different ethnic designs
or  patterns. 
GRADE 4- SECOND QUARTER

I. Elements:   The learner…  The learner…  The learner…  A4EL-IIa

1. SHAPES  
1.1 overlapping of shapes   demonstrates   sketches and paints a   1. discusses pictures of  
2. COLOR   understanding of lines,  landscape or mural using  localities where different  
2.1 to show mood and   color, shapes, space,  and shapes and colors cultural communities live 
atmosphere   proportion through  appropriate  to the way of and understands that
3. SPACE   drawing.  life of the   each  group has distinct
3.1 showing foreground,   cultural community.   houses  and practices. 
middle ground and  
background   realizes that the choice of  2. distinguishes the attire A4EL-IIb
colors to use in a and  accessories of selected  
II. Principles:   landscape  gives the mood cultural communities in
4. PROPORTION of or feeling of a  painting.  the  country in terms of
houses,   colors  and shapes. 
buildings, fields, mountains,  
3. appreciates the importance  of A4EL-IIc
sky in a landscape  
communities and their 
culture. 
III. Process:  
5. PAINTING  
5.1 important   4. compares the A4EL-IId
landscape/famous   geographical  location,
landmark in a province   practices, and  
5.2 (indigenous houses)   festivals of the different  
5.3 mural painting  cultural groups in the  
country. 

5. sketches a landscape of a  A4EL-IIe

cultural community based 
on researches and  
observations made. 
 6. paints the sketched   A4EL-IIf
landscape using colors  
appropriate to the
cultural  community’s
ways of life. 

7. exhibits painted A4EL-IIg

landscapes  to create a mural
for the  class and the school
to  
appreciate. 

8. tells a story or relates  A4EL-IIh

experiences about cultural 
communities seen in the  
landscape. 

GRADE 4- THIRD QUARTER

I. Elements:   The learner…  The learner…  The learner…  A4EL-IIIa

1. LINES  
1.1 organic, inorganic   demonstrates   creates relief and found   1. explores the texture
(mechanical)   understanding of   objects prints using of  each material and  
2. COLORS   shapes and colors and  the ethnic  designs.   describes its characteristic. 
2.1 earth or natural colors   principles of  
3. TEXTURE   repetition, contrast, and  presents research on
relief  prints created by 2. analyzes how existing  A4PL-IIIb
3.2 from a variety of   emphasis through  
other   ethnic motif designs are  
materials   printmaking (stencils)
cultural communities in repeated and alternated. 
4. SHAPES  
4.1 geometric/2-dimensional   the  country.  
Shapes   3. discovers the process of  A4PL-IIIc
produces multiple copies creating relief prints and 
II. Principles:   of a  relief print using appreciates how relief  
5. CONTRAST   industrial  paint/natural prints makes the work  
5.1 smooth vs. rough   dyes to create  decorative more interesting and  
borders for   harmonious in terms of
5.2 curves vs. straight lines  
boards, panels etc.  the  elements involved. 
 4. draws ethnic motifs A4PR-IIId 
and  create a design by  
repeating, alternating,
or  by radial
arrangement. 
5.3 small shapes vs. big  
shapes  
6. HARMONY  

7. PRINTMAKING   5. creates a relief master or  A4PR-IIIe 

7.1 relief print  
III. Process:  mold using additive and  
7.2 glue print   subtractive processes. 
7.3 cardboard print  
found objects print 6. creates simple,   A4PR-IIIf
interesting, and  
harmoniously arranged  
relief prints from a clay  
design. 

7. prints reliefs with adequate  A4PR-IIIg 

skill to produce clean prints 
with a particular design  
motif (repeated or  
alternated). 

8. prints reliefs using found  A4PR-IIIh 

materials and discusses the 
finished artwork. 

9. creates the relief mold  using A4PR-IIIi

found material: hard  foam;
cardboard shapes  
glued on wood; strings
and  buttons, old screws,
and  
metal parts glued on
wood  or cardboard. 
 10. displays the finished   A4PR-IIIj
artwork for others to  
critique and discuss. 

11. participates in a  

school/district exhibit
and  culminating activity
in  
celebration of the
National  Arts Month
(February).

GRADE 4- FOURTH QUARTER

I. Elements:   The learner…  The learner…  The learner…  A4EL-IVa

1. COLOR  
1.1 dyes can be combined demonstrates   applies individually the   6. researches and  
to   understanding on color  (dyes), intricate procedures in tie differentiates textile  
create new colors   values, and   dyeing in clothes or t- traditions, e.g. tie-dye  
2. VALUE/TONE   repetition of motifs   shirts  and compares them done in other countries
light and dark   through sculpture and  3-D with one  another.   like  China, India, Japan,
crafts and  Indonesia in the
II. Principles:   replicates traditional skills olden  times and
3. REPETITION   in  mat weaving from presently,as well  as in the
3.1 motifs, colors   indigenous  material like Philippines, e.g.  the
abaca tapestries.   Tinalak made by the  
III. Process:   T’bolis.
4. SCULPTURE and 3-  researches on tie-dyed
dimensional crafts  of the T’boli and
crafts   presents  designs made 7. presents pictures or actual  A4EL-IVb
5. Textile craft:   by   samples of different kinds 
5.1 tie-dye (one color; them;presents research of mat weaving traditions  in
on  tie-dyed products of the Philippines. 
 8. discusses the intricate  A4EL-IVc
designs of mats woven in 
the Philippines:  
8.1 Basey, Samar buri  
mats  
8.2 Iloilo bamban mats  
8.3 Badjao&Samal mats 
2   other  cultural 8.4 Tawi-tawilaminusa  
colors)   communities to   mats  
5.2 Mat weaving (buri)  compare their designs 8.5 Romblon buri mats 
and  colors.

9. emphasizes textile crafts  A4PL-IVd

like tie-dyeing which  
demands careful
practices  and faithful
repetition of  
the steps to produce
good  designs. 

1 10. gives meaning to the  A4PL-IVe

designs, colors, patterns  
used in the artworks. 

11. creates a small mat A4PR-IVf

using  colored buri strips or
any  material that can be  
woven, showing different
designs: squares, checks 
zigzags, and stripes. 

12. weaves own design   A4PR-IVg

similar to the style
made  by a local ethnic
group. 
 13. creates original tie-dyed  A4PR-IVh
textile design by following 
the traditional steps in tie
dyeing using one or two  
colors. 

CURRICULUM  GUIDE PHYSICAL EDUCATION (MAPEH)

GRADE 4 
CONTENT  CONTENT   PERFORMANCE   LEARNING COMPETENCY  CODE  LEARNING
STANDARDS  STANDARDS  MATERIALS 

FIRST QUARTER /FIRST GRADING PERIOD

Assessment of   The learner . . .   The learner . . .   The learner . . .   PE4PF-Ia-
physical activities and  1. describes the physical   16
physical fitness   demonstrates   participates and   activity pyramid 
understanding of   assesses performance  in
participation and   physical activities.   2. explains the indicators for   PE4PF-Ia-
Target games   assessment of   fitness  17
(Tumbangpreso,   physical activities and  assesses physical  
tamaang-tao/batuhang  bola, physical fitness  fitness  3. assesses regularly   PE4PF-Ib-
tatsing),   participation in physical   h-18
striking/fielding   activities based on  
games (syato, basagang  physical activity pyramid 
palayok, kickball) 
4. explains the   PE4GS-Ib- EASE PE - module
Note: Games are not  nature/background of   1  2. pp. 6-7, 12- 13.
limited to the above   the games 
listed activities 
5. describes the skills   PE4GS-Ib- EASE PE - module
involved in the games  2  2. 

6. observes safety   PE4GS-Ib-

precautions  h-3 

7. executes the different   PE4GS-Ic-

skills involved in the game  h-4 
 8. recognizes the value of   PE4PF-Ib-
participation in physical   h-19
activities 

9. displays joy of effort,   PE4PF-Ib-

respect for others and fair   h-20
play during participation  
in physical activities 

10. explains health and skill   PE4PF-Ia-

related fitness   21
components 

11. identifies areas for   PE4PF-Ib-

improvement  h-22

SECOND QUARTER/ SECOND PERIOD

Assessment of   The learner . . .   The learner . . .   12. describes the Philippines   PE4PF-
physical activities and  physical activity pyramid  IIa-16
physical fitness   demonstrates   participates and  
understanding of   assesses performance  in 13. explains the indicators   PE4PF-
Invasion games   participation in and physical activities.   for fitness  IIa-17
(agawan base, lawin at  assessment of  
sisiw, agawanpanyo)   physical activities and assesses physical   14. assesses regularly   PE4PF-
physical fitness  fitness  participation in physical   IIb-h-18
Note: Games are not activities based on  
limited to the above   physical activity pyramid 
listed activities 
15. explains the   PE4GS-
nature/background of the   IIb-1 
games 

16. describes the skills   PE4GS-

involved in the games  IIb-2 

17. observes safety   PE4GS-

precautions  IIb-h-3 
 18. executes the different   PE4GS-
skills involved in the game  IIc-h-4 

19. recognizes the value of   PE4PF-

participation in physical   IIb-h-19
activities 

20. displays joy of effort,   PE4PF-

respect for others and fair   IIb-h-20
play during participation  
in physical activities 

21. explains health and skill   PE4PF-

related fitness   IIa-21
components 

22. identifies areas for   PE4PF-

improvement  IIb-h-22

THIRD QUARTER / THIRD GRADING

Assessment of   The learner . . .   The learner . . .   23. describes the Philippines   PE4PF-
physical activities and  physical activity pyramid  IIIa-16
physical fitness   demonstrates   participates and  
understanding of   assesses performance  in 24. explains the indicators for   PE4PF-
Folk (Liki/Ba-Ingles),  participation and   physical activities.  fitness  IIIa-17
indigenous, ethnic,  assessment of 
25. assesses regularly   PE4PF-
participation in physical  IIIb-h 
18

traditional and   physical activity and assesses physical   activities based on  
creative dances   physical fitness  fitness  physical activity pyramid 

26. explains the   PE4GS-

Note: Dances available  in nature/background of the   IIIb-1 
the area can be   dance 
selected. 
27. describes the skills   PE4GS-
involved in the dance  IIIb-2 
 28. observes safety   PE4GS-
precautions  IIIb-h-3 

29. executes the different   PE4GS-

skills involved in the   IIIc-h-4 
dance 

30. recognizes the value of   PE4PF-

participation in physical   IIIb-h 
activities  19

31. displays joy of effort,   PE4PF-

respect for others during   IIIb-h 
participation in physical   20
activities 

32. explains health and skill   PE4PF-

related fitness   IIIa-21
components 

33. identifies areas for   PE4PF-

improvement  IIIa-22

FOURTH QUARTER/ FOURTH PERIOD

Assessment of   The learner . . .   The learner . . .   34. describes the Philippines   PE4PF-
physical activities and  physical activity pyramid  IVa-16
physical fitness   demonstrates   participates and  
understanding of   assesses performance  in 35. explains the indicators for   PE4PF-
Folk (Liki/Ba-Ingles),  participation and   physical activities.   fitness  IVa-17
indigenous, ethnic,  assessment of  
traditional and   physical activity and assesses physical   36. assesses regularly   PE4PF-
creative dances   physical fitness  fitness  participation in physical   IVb-h-18
activities based on  
Note: Dances available  in Philippines physical  
the area can be   activity pyramid 
selected. 
37. explains the   PE4RD-
nature/background of the   IVb-1 
dance 
Assessment of   The learner . . .   The learner . . .   38. describes the skills   PE4RD-
physical activities and  involved in the dance  IVb-2 
physical fitness   demonstrates   participates and  
understanding of   assesses performance  in 39. observes safety   PE4RD-
participation and   physical activities.   precautions  IVb-h-3 
Folk (Liki/Ba-Ingles),  assessment of  
indigenous, ethnic,  physical activity and assesses physical   40. executes the different   PE4RD-
traditional and   physical fitness  fitness  skills involved in the   IVc-h-4 
creative dances   dance 

Note: Dances available  in 41. recognizes the value of   PE4PF-
the area can be   participation in physical   IVb-h-19
selected.  activities 

42. displays joy of effort,   PE4PF-

respect for others during   IVb-h-20
participation in physical  
activities 

43. explains health and skill   PE4PF-

related fitness   IVa-21
components 

44. identifies areas for   PE4PF-

improvement  IVb-h-22

CURRICULUM  GUIDE HEALTH (MAPEH)

GRADE 4 

CONTENT  CONTENT   PERFORMANCE LEARNING   CODE 

STANDARDS  STANDARDS  COMPETENCY 

Grade 4 – NUTRITION – 1 QUARTER (H4N1)

ST
A. Reading Food Labels   The learner...   The learner...   The learner...   H4N-Ia-
1. Name and Description  of 22 
Food   1. understands  the 1. Understands the  significance 1. identifies  
2. Nutrition Facts   importance  of reading of   information provided  on
(nutrition information   food  labels in selecting   reading and   the food label 
panel, ingredients list)   healthier and   interpreting food  label in
3. Advisory and Warning  safer food   selecting  healthier and safer  2. explains the   H4N-Ib-
Statements  food   importance of   23 
4. Directions for Use and  2. understands  the reading food labels  
Storage   importance  of following 2. practices daily  in selecting and  
5. Date Markings   food  safety principles  appropriate food  safety purchasing foods to  
(Expiration Date and   in preventing   habits to   eat
‘best before’ date) common food  prevent food 
borne diseases   borne disease  3. demonstrates the  ability to H4N- Buying Wisely.
interpret   Icde A&E. NFE
3. understands  the the information   24  Accreditation
nature and  provided in the food   and 
prevention of   label  Equivalency
food borne   Learning
diseases  Material.
DepED. 2001. 
pp.11-13

4. analyzes the   H4N-Ifg 

nutritional value of   25 
two or more food  
products by  
comparing the  
information in their  
food labels 

B. Food Safety Principles   5. describes ways to  keep food H4N-Ifg  Edukasyong
1. Keep clean   clean and   26  Pangkatawan,
2. Wash hands properly  safe  Kalusugan, at Musika
before preparing and   I.  DepED. Abejo,
eating food  Mary Placid Sr. et.al.
1991. pp.221- 222
 3. Separate raw from   The learner...   The learner...   6. discusses the   H4N-Ihi  Edukasyong
cooked foods   importance of   27  Pangkatawan,
4. Cook food thoroughly  1. understands  the 1. Understands the  significance keeping food clean   Kalusugan, at Musika
particularly chicken   importance  of reading of   and safe to avoid   I.  DepED. Sr Abejo,
5. Keep food at safe   food  labels in selecting   reading and   disease  Mary Placid Sr. et.al.
temperature   healthier and   interpreting food  label in 1991.  pp.221-222 
6. Use clean and safe   safer food   selecting  healthier and safer 
water in washing   food  
foods and   2. understands  the
cooking/eating utensils   importance  of following 2. practices daily 
7. Protect food from flies  food  safety principles  appropriate food  safety
and pests that can   in preventing   habits to  
transmit disease  common food  prevent food 
borne diseases   borne disease 
C. Food-borne Diseases   7. identifies common  food-borne H4N-Ij-26
1. Diarrhea   3. understands  the diseases 
2. Typhoid Fever   nature and 
3. Dysentery   prevention of  
4. Cholera   food borne   8. describes general  signs H4N-Ij-27
5. Amoebiasis   diseases  and symptoms  of food-
6. Food poisoning   borne  
diseases
7. Hepatitis A

Grade 4 – PREVENTION AND CONTROL OF DISEASES AND DISORDERS – 2 QUARTER (H4DD) ND

A. Communicable diseases  The learner…  The learner…  The learner…  H4DD- Pilot School
1. Characteristics of   1. describes   IIa 7  MTB_MLE Health
Communicable Disease   understands the  consistently   communicable   Grade 3. Q2 W1&2
2. Germs or Disease   nature and   practices personal  and diseases 
Agents(pathogen)   prevention of   environmental  measures to  
2.1. Bacteria   common   prevent and control  common   2. identifies the   H4DD- Iwasan ang
2.2. Virus   communicable   communicable   various disease   IIb 9  Mikrobyo. A&E. NFE
2.3. Fungi   diseases   diseases  agents of   Accreditation  and
2.4. Parasites   communicable   Equivalency
3. Elements of the Chain   The learner… diseases  Learning Material.
of Infection  DepED. 1998.  pp.6-
9 
 3.2. Disease Agent   understands the  3. enumerates the  different H4DD  Iwasan ang
(pathogen)   nature and   elements   IIcd-10  Mikrobyo. A&E. NFE
3.3. Reservoir   prevention of   in the chain of   Accreditation  and
3.4. Portal of Exit   common   infection Equivalency
3.5. Mode of   communicable   Learning Material.
Transmission   diseases  DepED. 1998.  pp.6-
3.6. Portal of Entry   9 
3.7. Susceptible Host  
4. Transmission of  
4. describes how   H4DD  Pilot School
Communicable  
communicable   IIef-11 MTB_MLE Health
diseases(routes for  
diseases can be   Grade 3. Q1 W1&2 
spread of infectious  
transmitted from   pp.27 
diseases) 
one person to  
4.1 direct transmission  
another. 
e.g. skin to skin  

4.2 indirect  
transmission such as  
airborne e.g. common  
colds, influenza,  
tuberculosis vector  
borne e.g. malaria,  
dengue, rabies,  
leptospirosis 

B. Common Communicable  5. describes common  H4DD  1. Headways

Diseases   communicable   IIgh-12 in Science and
1. by Virus (dengue   diseases  Health Today
fever, common colds,   5.  Apolinario,
influenza, chickenpox,   Nenita 2000.
measles, mumps)   pp.23-29.*  
2. by Bacteria ( boil, sty,  2. Headways in
tuberculosis)   Science and
3. by Fungi  Health Today 5. 
Teacher’s
Manual. Fallaria,
Rebecca, et.
al.1999.  pp.13-
14.*  
3. INTO THE
 FUTURE:
Science and
Health 5. 
Teacher’s
Manual.
Llarinas, Jose.
et. al. 1999. 
pp.16-21.*

(ringworm,hletes foot,   The learner…  The learner… 

tineaflava“an-an”) 
4. by Parasites   understands the  consistently  
4.1 parasitic   nature and   practices personal  and
worm(roundworm,   prevention of   environmental  measures to  
tapeworm, hookworm)   common   prevent and control  common  
4.2 pediculosis  communicable   communicable  
diseases  diseases 
C. Prevention and Control of  6. demonstrates ways  to stay H4DD- 1. Pilot School
Common Communicable   healthy and   IIij 13 MTB_MLE Health
Diseases (Breaking the Chain  prevent and control   Grade 3. Q2
of Infection at respective  common   W1&2  pp.28-29 
points)   communicable   2. Headways in
1. Disease Agent (ex.   diseases  Science and
sterilization,   Health Todays
disinfection)  5.  Apolinario,
2. Reservoir (ex.   Nenita. 2000.
environmental   pp.31-34.* 
sanitation)   3. Headways in
3. Portal of Exit (ex.   Science and
cough etiquette)   Health Today
4. Mode of Transmission  (ex. 5.  Teacher’s
proper hygiene)   Manual.
5. Portal of Entry (ex.   Fallaria,Rebecc
a,et.al.1999. 
protective clothing)  
pp.13-14.*
 6. Susceptible Host   7. identifies ways to  break the H4DD- Pilot School
(ex.vaccination,   chain of   IIij 14  MTB_MLE Health
proper nutrition,   infection at   Grade 3 Q2 W1&2 
enough sleep, regular   respective  pp.28-29
exercise) 

8. practices personal  H4DDIIij  1. Pilot School

habits and   15  MTB_MLE Health
environmental   Grade 3. Q2
sanitation to prevent  and W1&2  pp.28-29 
control common  2. Let’s clean the
communicable   environment .
diseases A&E. NFE 
Accreditation and
Equivalency
Learning
Material.  DepED.
2001. pp.24-26. 

Grade 4 – SUBSTANCE USE AND ABUSE – 3 QUARTER (H4SU)

RD

A. Uses of Medicines   The learner…  The learner…  The learner…  H4S-IIIa- Edukasyong
1. Protection   1  Pangkatawan,
2. Prevention   Demonstrates   Practices the   1. Describes uses of  Kalusugan, at
3. Cure  understanding of  the proper use of   medicines  Musika  I.
proper use of  medicines medicines  DepED.
to   Abejo, Mary
prevent misuse  and Placid Sr.
harm to the  body  et.al. 1991. 
pp.286-287 

B. Types of Medicines   2. Differentiates   H4S-IIIb- Edukasyong

1. Over-the-counter   prescription from   2  Pangkatawan,
(non-prescription)   non-prescription   Kalusugan, at
2. Prescription Musika  I.
medicines
DepED.
Abejo, Mary
Placid Sr.
 et.al. 1991. 
pp.288-289

C. Medicine Misuse and 3. Describes ways on  how H4S- Edukasyong

Abuse  1. Self- Medication   medicines are   IIIcd Pangkatawan,
2. Improper use   misused and abused  3  Kalusugan, at
(overdosage,   Musika  I.
excessive use)   DepED.
3. Dependence  Abejo, Mary
4. Addiction  Placid Sr.
et.al. 1991. 
pp.290-293

D. Potential Dangers   4. describes the   H4S-

Associated with potential dangers   IIIde
Medicine  Misuse and associated with   4 
Abuse 
medicine misuse and 
1. Physical harm such as  abuse 
deafness due to  
antibiotic misuse 
2. Psychological harm 

E. Proper Use of 5. describes the proper  use H4S- Edukasyong

Medicines  1. Use under of medicines  IIIfg Pangkatawan,
adult   5  Kalusugan, at
supervision   Musika  I.
2. Read and check labels  DepED.
Abejo, Mary
Placid Sr.
et.al. 1991. 
pp.290 

3. Consult with physician  The learner…  The learner…  6. explains the   H4S-IIIij- Edukasyong
4. Follow instructions and  importance of   6  Pangkatawan,
medical prescription   Demonstrates   Practices the   reading drug   Kalusugan, at
5. Check expiration date understanding of  the proper use of   information and   Musika I.  DepED.
6. Observe proper   proper use of  medicines medicines  labels, and other   Abejo, Mary Placid
storage  to   ways to ensure   Sr. et.al. 1991.
7. Buy from reliable   prevent misuse  and proper use of   pp.288-289 
source  harm to the  body  medicines
Grade 4 – INJURY PREVENTION, SAFETY AND FIRST AID – 4 QUARTER(H1IS)
TH

A. Safety guidelines during  The learner…  The learner…  The learner…  H4IS-IVa  1.
disasters and other   28 Headways
emergency situations   demonstrates   practices safety   1. recognizes disasters  or in Science
1. Typhoon   understanding of  safety measures during  disasters emergency   and Health
2. Storm Surge   guidelines  during and   situations  Today 5. 
3. Flood   disasters,  emergency emergency   Apolinario,
4. Landslide   and   situations.  Nenita.
5. Volcanic eruption   other high-risk  2000
6. Earthquake   situations  pp.232-
7. Tsunami  234.* 
2. Science for Daily
Use 5. Teacher’s
Manual. Tan, 
Conchita.2000.
pp.102-105.* 
3. INTO THE
FUTURE:
SCIENCE AND
HEALTH 2. 
Teacher’s
Manual.
Estrella,
Sonia,et.al.
1997  pp.138-
141.*

2. demonstrates   H4IS-IVb  1.
proper response   d-29 Headways
before, during, and   in Science
after a disaster or   and Health
an emergency   Today 5. 
situation  Apolinario,
Nenita.
2000
pp.235-
237.* 
2. Science for Daily
Use 5. Teacher’s
Manual. Tan, 
Conchita. 2000.
 pp.102-105.* 
3. INTO THE
FUTURE:
SCIENCE AND
HEALTH 2. 
Teacher’s
Manual.
Estrella,
Sonia,et.al.
1997  pp.138-
141.*

3. relates disaster   H4IS-IVe  1.

preparedness and   30 Headways
proper response   in Science
during emergency   and Health
situations in   Today 5. 
preserving lives Apolinario,
Nenita.
2000.
pp.236-
237.* 
2. INTO THE
FUTURE:
SCIENCE AND
HEALTH 2. 
Teacher’s
Manual.
Estrella,
Sonia,et.al.
1997  p.139.*

B. Safety guidelines for other  The learner…  The learner…  4. describes   H4IS-
situations or events that   appropriate safety   IVfg 31
may lead to injury or   demonstrates   practices safety   measures during  
emergency   understanding of  safety measures during  disasters special events or  
1. Firecrackers during   guidelines  during and   situations that may  
holidays especially   disasters,  emergency emergency   put people at risk 
and  
 New Year   other high-risk  situations. 5. describes the   H4IS 
2. Alcohol drinking and   situations  dangers of   IVhij-32
rowdy crowds during   engaging in risky  
fiestas, parties,   behaviors such as  
holidays and other   use of firecrackers,  
special events  guns, alcohol  
drinking 

6. advocates the use  of H4IS 

alternatives to   IVhij-33
firecrackers and  
alcohol in  
celebrating special  
events