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ST.

JOSEPH’S SCHOOL-MACTAN
MACTAN, LAPU – LAPU CITY
HIGH SCHOOL DEPARTMENT
ACADEMIC YEAR 2012 – 2013

SYLLABUS IN MAPEH 7

Prepared by:

JUSTINE O. BAGUIO
MAPEH Teacher
ST. JOSEPH’S SCHOOL – MACTAN
Mactan, Lapu – lapu City
HIGH SCHOOL DEPARTMENT
ACADEMIC YEAR 2012 – 2013

SUBJECT: MAPEH (Grade Seven)
SUBJECT TITLE: Music, Arts, Physical Education and Health (MAPEH)
DESCRIPTION:
Under the K-12 Curriculum, each subject areas aim as follows:
Music -It envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate
his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identity.
Arts - focuses on the PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts,
and indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries.
P.E. - contributes to the development of fitness, health and wellness among school-age students as provided in the program’s rich and challenging
physical activity experiences. It shall promote the development of a participative and active body; learning to use the body in moving
efficiently and effectively in a given space, time, effort and assurance of quality movement.
HEALTH - focuses on the physical, mental, emotional, social, moral and spiritual dimensions of holistic health and enables the learners to acquire essential
knowledge, attitudes, and skills necessary to promote good nutrition, prevent and control diseases and substance misuse and abuse, reduce
health-related risk behaviors to prevent and control injuries with the end in view of maintaining and improving personal, family, community, and
environmental and health.
SCOPE AND SEQUENCE

Quarter MUSIC ARTS PHYSICAL EDUCATION HEALTH

MUSIC OF LUZON (Highlands DRAWING AND PAINTING MEASURING ONE’S FITNESS GROWING HEALTH
and Lowlands) (Anthropometrics)
 FOLK ARTS AND DESIGNS IN  Are you really healthy?
 Music of Cordillera LUZON  Finding my Pulse  Changes in Adolescents
 Music of the Lowlands of Luzon  FOLK ARTS FROM VISAYAS  Levels of Exercise Intensity  Dealing with Health Concerns
1: Music for Liturgy and  FOLK ARTS FROM MINDANAO  Physical Activity Index  Health Appraised and
Devotional Music  PHILIPPINE PAINTINGS (Spanish  Hypokinetic Diseases Amazed
1  Music of the Lowlands of Luzon Period to Present)  Cool Down and Warm Up
2: Spanish Influence in Secular Exercises
Music  Assessing Muscular Endurance
 Music of the Lowlands of Luzon and Flexibility
3: Philippine Music during the  Assessing the Skill-Related
American and Japanese Parameters
Periods

MUSIC OF MINDORO, PALAWAN, PRINTING PROCESS IN THE INDIVIDUAL SPORTS NUTRITION
and the VISAYAS PHILIPPINES (ATHLETICS) Running
 Printmaking in the Philippines  Background/nature  Healthful Eating Guidelines
 Music of Mindoro  Printmaking Techniques and  Basics skills  The Food Guide Pyramid For
 Music of Palawan Processes  Rules and regulations a Healthy Life
 Music of the Visayas  Officiating  Do you Eat Right?
 Instrumental Music of the PRINTING AND NEW MEDIA  Benefits of the Sport
Visayas  Printing using New Media
2
 Evolution of the Philippine Printing
MUSIC OF MINDANAO SCULPTURE and 3D DUAL SPORTS (ARNIS) CONTROL and PREVENTION
 Selected Vocal Music of ASSEMBLAGES (COMMUNICABLE DISEASE)
Mindanao  Early Forms and Traditional  Performing warm-up and  Infectious disease process
 Gongs of Mindanao Sculpture in the Philippines dynamic stretching exercises  Prevention strategies
3  Lutes of Mindanao  Philippine Sculptures in the  Fundamental Skills in Arnis  Common Communicable
 Bamboo Music of Mindanao Modern Times  Twelve Striking Techniques in Diseases
Sculpture during the American Period Arnis  Emerging communicable
up to the Present  Blocking Techniques in Arnis diseases

REPRESENTATIVE VISUAL ARTS IN PHILIPPINE PHILIPPINE FOLK DANCES COMMUNITY HEALTH
COMPOSITIONS OF THE DRAMA AND FESTIVALS (TINIKLING)  Pollution
PHILIPPINES  Traditional and Modern Philippine  Origin of the Tinikling dance  Waste Management
PROMINENT FILIPINO Drama  Dance Formations  Housekeeping and
4 COMPOSERS  Philippine Festivals  Dance Patterns, Figures and sanitation
Routines  Prevention and control of
 Vocal Music by Representative pests, insects and rodents
Filipino Composer 1:
Nationalistic and Love Songs
LEARNING AREA STANDARD

MUSIC and ART PHYSICAL EDUCATION HEALTH
The learner demonstrates an understanding of basic The learner demonstrates understanding of the The learner demonstrates understanding key
concepts and processes in music and art through concept of physical activities in achieving, concepts of health and fitness in achieving,
appreciation, analysis and performance for his/her sustaining, and promoting an active lifestyle for promoting and sustaining wellness for quality life.
self-development, celebration of his/her Filipino health, lifelong fitness and wellness.
cultural identity and diversity, and expansion of his/her
world vision.

KEY STAGE STANDARD (GRADE 7-10)

MUSIC and ART PHYSICAL EDUCATION HEALTH
The learner demonstrates understanding of The learner demonstrates understanding of The learner demonstrates understanding of key
fundamental processes through performing, creating, integrating physical activity behaviors in achieving a concepts of health and fitness in promoting and
and responding, aimed towards the development of healthy lifestyle. sustaining wellness for quality life for the individual,
appreciation of music and art, and acquisition of basic the family and the larger community.
knowledge and skills.

GRADE LEVEL STANDARD (GRADE 7)

MUSIC and ART PHYSICAL EDUCATION HEALTH
The learner demonstrates basic understanding of The learner demonstrates understanding of personal The learner demonstrates understanding of growth
the fundamental processes in music and art through health and fitness in achieving individual wellness and development, nutrition, prevention and control of
performing, creating, listening and observing, and for a healthy lifestyle communicable diseases and community and
responding towards appreciation of the cultural environmental health and their impact on fitness and
richness of the different provinces in the Philippines health.
MUSIC
FIRST QUARTER
CONTENT: CONTENT STANDARDS PERFORMANCE STANDARDS
Music of Luzon (Highlands and Lowlands) The learner... The learner…
demonstrates understanding of musical elements and analyzes musical elements and processes of Philippine
- Vocal Music processes of Philippine music, particularly the music of music.
- Instrumental Music Luzon highlands and lowlands.
- Cultural Context (History and Traditions) correlates Philippine music to the Philippine culture.
- Composition develops musical awareness and creativity in
- Social Functions expressing oneself while doing the fundamental processes performs examples of Philippine music, alone and with
- Performance Styles/Techniques in music. others, in appropriate tone, pitch, rhythm, expression and
style.

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner… MUSIC OF LUZON
analyzes examples of (Highlands and  KWL Chart  Pictures  OUR WORLD  Music  Paper pencil 10 days
Philippine music from Luzon Lowlands)  Concept  Laptop OF MAPEH 1 Appreciation Test (quizzes,
and describes how the Mapping  Speakers by Hazel T.  Cooperation, seatworks,
musical elements are used.  Music of  Music  Textbook Copiaco, et.al Teamwork, assignments,
Cordillera Composition  Charts  OUR WORLD Unity etc.)
explains the distinguishing  Music of the  Music Analysis  Cartolina OF MAPEH 2  Love for  Group
characteristics of Lowlands of  Group Singing  Manila Paper and by Hazel T. Philippine Music Presentation
representative Philippine Luzon 1: Music  Poster Making Metastrips Copiaco, et.al  Preservation of  Practical Tests
music from Luzon in relation for Liturgy and  Video and  Cassette and  MAPEH k-12 the Philippine  Projects
to history and culture of the Devotional Music Curriculum Music (Artworks)
Picture Analysis player
area.  Music of the  Brainstorming  Rubrics Checklist Guide  Creativity in  Oral Recitation
Lowlands of  MUSIC doing one’s  Sight Singing
analyzes the relationship of Luzon 2: Spanish Learner’s artwork
functions of Philippine music Influence in Module and
PERFORMANCE
from Luzon to the lives of the Secular Music Teaching
TASK
people.  Music of the  Designing an Guide
Lowlands of Instrument  Web
sings representative Luzon 3: References
Philippine music. Substitute
Philippine Music (Coconut Shell (internet)
during the Maracas)
songs from Luzon American and
(highlands and lowlands) Japanese
alone and/or with others. Periods

performs on available
instruments from Luzon, alone
and/or with others.

improvises simple
rhythmic/harmonic
accompaniments to selected
Philippine music from Luzon.

explores ways of producing
sounds on a variety of
sources that would emulate
instruments being studied.

MUSIC
SECOND QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
Music of Mindoro, Palawan, and the Visayas The learner... The learner...
demonstrates understanding of musical elements and analyzes musical elements and processes of Philippine
- Vocal Music processes of Philippine music, particularly the music of music.
- Instrumental Music Mindoro, Palawan and the Visayas.
- Cultural Context (History and Traditions) correlates Philippine music to Philippine culture.
- Composition develops musical awareness and creativity in
- Social Functions expressing oneself while doing the fundamental performs examples of Philippine music, alone and with
- Performance Styles / Techniques processes in music. others, in appropriate tone, pitch, rhythm, expression and
style.

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... MUSIC OF
analyzes examples of MINDORO,  KWL Chart  Pictures  OUR WORLD  Music  Paper pencil 10 days
Philippine music from PALAWAN, and  Concept  Laptop OF MAPEH 1 Appreciation Test (quizzes,
Mindoro, Palawan, and the the VISAYAS Mapping  Speakers by Hazel T.  Cooperation, seatworks,
Visayas, and describes how  Music  Textbook Copiaco, et.al Teamwork, assignments,
the musical elements are Composition  Charts Unity etc.)
used.  Music Analysis  Cartolina  Group
 Music of Mindoro  Group Singing  Manila Paper and  OUR WORLD  Love for Presentation
explains the distinguishing  Music of  Poster Making Metastrips OF MAPEH 2 Philippine Music  Practical Tests
characteristics of Palawan  Video and  Cassette and by Hazel T.  Preservation of  Projects
representative Philippine  Music of the Picture Analysis player Copiaco, et.al the Philippine (Artworks)
music from Mindoro, Visayas  Brainstorming Rubrics Checklist  MAPEH k-12 Music  Oral Recitation
Palawan, and the Visayas, in  Instrumental  Poetry Curriculum  Creativity in  Sight Singing
relation to history and culture Music of the Composition Guide doing one’s
of the area. Visayas  Playing musical  MUSIC artwork
instruments Learner’s
analyzes the relationship of Module and
functions of Philippine music Teaching
from Mindoro, Palawan, and Guide
the Visayas to the lives of the  Web
people. References
(internet)
sings accurately
representative songs from
Mindoro, Palawan, and the
Visayas, alone and / or with
others.

performs on available
instruments music from
Mindoro, Palawan, and the
Visayas, alone and / or with
others.

improvises simple rhythmic
/ harmonic accompaniments
to selected Philippine music
from Mindoro, Palawan, and
the Visayas.

explores ways of producing
sounds on a variety of
sources that would emulate
the instruments being studied.

evaluates music and music
performances applying
knowledge of musical
elements and style.
MUSIC
THIRD QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
Music of Mindanao The learner... The learner...
demonstrates understanding of musical elements and analyzes musical elements and processes of Philippine
- Vocal Music processes of Philippines music, particularly the music of music.
- Instrumental Music Mindanao.
- Cultural Context (History and Traditions) correlates Philippine music to Philippine culture.
- Composition develops musical awareness and creativity in
- Social Functions expressing oneself while doing the fundamental performs examples of Philippine music, alone and with
- Performance Styles / Techniques processes in music. others, in appropriate tone, pitch, rhythm, expression and
style.

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... MUSIC OF
MINDANAO  KWL Chart  Pictures  OUR WORLD  Music  Paper pencil 10 days
analyzes examples of  Selected Vocal  Concept  Laptop OF MAPEH 1 Appreciation Test (quizzes,
Philippine music from Music of Mapping  Speakers by Hazel T.  Cooperation, seatworks,
Mindanao and describes how Mindanao  Music  Textbook Copiaco, et.al Teamwork, assignments,
the musical elements are Composition   OUR WORLD Unity etc.)
 Gongs of Charts
 Group
used.  Music Analysis  Cartolina OF MAPEH 2  Love for
Mindanao by Hazel T. Presentation
 Group Singing  Manila Paper and Philippine Music
explains the distinguishing  Lutes of Copiaco, et.al  Preservation of  Practical Tests
 Poster Making Metastrips
characteristics of Mindanao
 Video and  Cassette and  MAPEH k-12 the Philippine  Projects
representative Philippine  Bamboo Music Picture Analysis player Curriculum Music (Artworks)
music from Mindanao in of Mindanao  Brainstorming  Rubrics Checklist
Guide  Creativity in  Oral Recitation
relation to history and culture
 Poetry  LCD Projector  MUSIC doing one’s  Sight Singing
of the area.
Composition Learner’s artwork
 Playing musical Module and
analyzes the relationship of Teaching
functions of Philippine music instruments
Guide
from Mindanao to the lives of  Web
the people. References
(internet)
sings accurately
representative Philippine
songs from Mindanao, alone
and/or with others.

performs on available
instruments music from
Mindanao.

improvises simple rhythmic
/ harmonic accompaniments
to selected Philippine music
from Mindanao.

explores ways of producing
sounds on a variety of
sources that would emulate
the instruments being studied.

evaluates music and music
performances applying
knowledge of musical
elements and style.

MUSIC
FOURTH QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
Representative Compositions of the Philippines The learner... The learner...
demonstrates understanding of representative analyzes musical elements and processes of Philippine
- Harana compositions of the Philippines and appreciation of music.
- Balitaw prominent Filipino composers.
- Kundiman correlates Philippine music to Philippine culture.
- Nationalistic Songs
- Instrumental recognizes the contributions of the prime exponents of
Philippine music .
Prominent Filipino Composers
give values to Philippine culture as a vehicle towards
- Nicanor Abelardo national identity and unity.
- Francisco Santiago

- Francisco Buencamino, Sr.

Antonio Molina

- Antonino Buenaventura

- Lucio San Pedro

- Rodolfo Cornejo

- Julian Felipe

- Juan Nakpil

- Lucrecia Kasilag

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... REPRESENTATIVE
COMPOSITIONS  KWL Chart  Pictures  OUR WORLD  Music  Paper pencil 10 days
describes how a specific OF THE  Concept  Laptop OF MAPEH 1 Appreciation Test (quizzes,
idea or story is PHILIPPINES Mapping  Speakers by Hazel T.  Cooperation, seatworks,
communicated through PROMINENT  Music  Textbook Copiaco, et.al Teamwork, assignments,
Philippine Traditional Musical
FILIPINO Composition  Charts  OUR WORLD Unity etc.)
Forms.  Music Analysis  Cartolina OF MAPEH 2  Love for  Group
COMPOSERS
 Group Singing  Manila Paper and by Hazel T. Philippine Music Presentation
illustrates how the different
 Poster Making Metastrips Copiaco, et.al  Preservation of  Practical Tests
elements of music are  Vocal Music by  MAPEH k-12  Oral Recitation
 Picture Analysis  Cassette and the Philippine
combined in creating Representative Curriculum  Sight Singing
 Brainstorming player Music
Philippine Traditional Musical Filipino Composer Guide  Creativity in
 Rubrics Checklist
Forms. 1: Nationalistic  MUSIC doing one’s
 LCD Projector
and Love Songs Learner’s artwork
creates / improvises Module and
appropriate sound, music, Teaching
gesture, movements, and  Prominent Filipino Guide
costume for a rendition of Composers  Web
particular Philippine References
Traditional Musical Forms. - Nicanor Abelardo (internet)

researches and analyzes - Francisco Santiago
the lives, works, and
influences of early - Francisco
Buencamino, Sr.

Antonio Molina

- Antonino
Buenaventura

- Lucio San Pedro

- Rodolfo Cornejo

- Julian Felipe

- Juan Nakpil

- Lucrecia Kasilag

ARTS
FIRST QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
Process: The learner... The learner...
DRAWING & PAINTING appreciates the distinctive designs, color schemes, creates a AV presentation with a group that compares
Drawing and painting of the folk art motifs, designs found figures and objects coming from the cultural communities the distinct artistic designs of artifacts coming from the
in artifacts of the cultural groups i Luzon, Visayas, found in the three island groups. different cultural communities from the three island
Mindanao Luzon: weaving – Abra, kalinga, Vakul, pahiyas, groups of the Philippines and explains what inspired or
Elements: higantes, barong influenced the design.
LINES Visayas – hablon, piyaya,
organic, curvilinear geometric, linear Mindanao- kulintang, malong, torogan writes a comparative visual report on the influences of
COLORS the Spanish and the Americans in the architecture of the
nature-based hues; dyes primary colors secondary, sees the strong influence of the Spanish (400 yrs) and Philippines, particularly in the churches and the houses
tertiary colors Americans (50 yrs) colonizers on Phil. culture and around the plaza, and the distinct features found in it.
Principles: lifeways (houses, churches, celebrations, education,
REPETITION and RHYTHM of colors, shapes and food, daily utensils, clothing, accessories
lines.
(paintings of churches and plazas; pictures of cottages at
John Hay, Teachers Camp; Vigan, Taal, Batangas, Iloilo,
Bacolod-these places have bahay na bato.

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... DRAWING AND
PAINTING  Picture Analysis  Pictures  OUR WORLD  Art Appreciation  Paper pencil 10 days
 Group Research  Laptop OF MAPEH 1  Cleanliness Test (quizzes,
joins a group to do a  FOLK ARTS  Group Activity  Speakers by Hazel T.  Neatness in seatworks,
research on the culture of AND DESIGNS  Brainstorming  Textbook Copiaco, et.al one’s artwork assignments,
some indigenous  Group  Charts  OUR WORLD  Teamwork/ etc.)
IN LUZON
communities coming from one Simulation  OF MAPEH 2 Cooperation  Group
 FOLK ARTS Cartolina
by Hazel T. Presentation
island and creates an audio-  Basket Weaving  Manila Paper and  Determination
visual presentation (drawings, FROM Copiaco, et.al  Practical Tests
 Portfolio Making Metastrips  Self-discipline
paintings) for the class. VISAYAS  MAPEH k-12  Projects
 Puso making  Rubrics Checklist  Preservation of
 FOLK ARTS Curriculum (Artworks)
Activity  LCD Projector the Philippine
joins a group to write a FROM  Guide
Banig Weaving  Recycled Things Art Heritage
report on how the Spaniards MINDANAO  ARTS
 Assemblage for Basket
and the Americans influenced  PHILIPPINE Leaner’s
 Reflections weaving
the culture of the Filipinos, PAINTINGS Module and
  Charts
(Spanish Teaching
publishes the report with Period to Guide
illustrations in a class Present)  Web
publication. References
(internet)
recreates a typical Phil.
plaza by drawing/painting
during the Spanish times and
make a mural of this.

ARTS
SECOND QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
Process: The learner... The learner...
PRINTMAKING and realizes that still pictures, film and moving images have
NEW MEDIA still pictures a visual language and artistic elements different from still Is able to make a short storyboard of the series of
- camera films drawings and paintings shots he is going to film and the kind of shots he will take,
- videoclip to be able to tell his story.
- videocam understands that a story can be told through a short
- cellphones film with emphasis on images, color and music or sound, can analyze short films, video productions and movies
- screen printing of design with dialogue not a necessary component. and appreciates the development of the narrative through
Elements: different shots employed, the use of visual clues and the
SHAPES, (Cinemalaya films; award winning TV ads; other awarded use of color, music.
COLORS indie films by Ditsi Casimiro, etc)
Film is a series of moving scenes; color sets mood can take pictures or record an event using a cellphone can select well-composed photos and analyze its
Principles: and other recording devices, and these can be shared composition to show balance, emphasis and proportion of
CONTRAST is created when opposites are combined: with others immediately. shapes and lines.
quiet colors and loud colors; slow action and frantic
movement. knows that an original design can be replicated many
times through the use of a duplicating machine.

(Team Manila designs of Phil. icons, maps, places
for shirts, bags,hats,; Also Island Souvenirs design for
different provinces)
LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... PRINTING
PROCESS IN  Picture Analysis  Pictures  OUR WORLD  Art Appreciation  Paper pencil 10 days
narrates a short story, an THE  Group Research  Laptop OF MAPEH 1  Cleanliness Test (quizzes,
event, a celebration, a PHILIPPINES  Group Activity  Speakers by Hazel T.  Neatness in seatworks,
tragedy, using a camera,  Printmaking in  Brainstorming  Textbook Copiaco, et.al one’s artwork assignments,
cellphone or videocam to  Group  Charts  OUR WORLD  Teamwork/ etc.)
the Philippines
record it and present the Simulation  OF MAPEH 2 Cooperation  Group
event.  Printmaking Cartolina
by Hazel T. Presentation
 Reflections  Manila Paper and  Determination
Techniques Copiaco, et.al  Practical Tests
 Portraiture Metastrips  Self-discipline
has to make quick and  MAPEH k-12  Projects
 Picture Taking  Rubrics Checklist  Preservation of
decisions about the angle of Processes Curriculum (Artworks)
Activity  LCD Projector the Philippine
the shots, the kind of shots Guide
 Art Critique  Different kinds of Art Heritage
(close-up, long-shot, PRINTING AND  Leaf Printing  ARTS
paper
topshot,etc) and the NEW MEDIA Leaner’s
composition of the shots while  Coin Rubbing  Different kinds of
 Printing using  Vegetable Prints drawing tools
Module and
he is in the process of New Media Teaching
recording.  Personalized T- 
Guide
 Evolution of shits
 Web
shares the series of events the Philippine  Wood Block References
he recorded to tell his story Printing Prints (internet)
and presents it and allows his  Class Exhibit
classmates to critique his
pictures or film.

Is able to make a short
storyboard of the series of
shots he is going to take and
kind of shots, to be able to tell
his story.
can analyze short films,
video productions and movies
and appreciate the
development of the narrative
through different shots, use of
visual clues and use of color,
music.
ARTS
THIRD QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
Process: The learner... The learner...
SCULPTURE and knows that modern sculptors and craftsmen use any
material in their environment to create a 3D work.
3D ASSEMBLAGE Creation of: exhibits in his/her assemblage that the material is not
installation of nature objects of Jun Yee sees that among indigenous groups, it is common to important, but the creativity and imagination of the artist
assemblage of metal parts to create a music create musical instruments, pots and fishing and hunting in creating an artistic assemblage
instrument by Lirio weapons, weave cloths, construct houses, according to
Metal scraps sculpture of Ral Arogante their own distinct. designs using local materials. reports that in indigenous communities, constructing.,
Sack cloth, seeds, shells, buttons Wall hanging by carving, weaving and creating what they need is part of
Ching Abad Mt. Province –bamboo based music instruments and their lifestyle and makes them self-sufficient.
Sculpture- bicycle parts –Picasso metal gongs, Woven baskets for food, rice. Visayas –
guitars, T’boli,- molded bells, jewelry, figurines.Tie-dye looks at his/her own assemblage and those of others
abaca tapestry.Maranaos bronze and he can judge which work is most creative and at the
Putting up a Mini Museum Elements: cast metal jars, gongs, weapons. same time artistic.
TEXTURE observes local craftsmen as they carve or create local
of found and natural objects crafts and note their mastery of the design and material,
SHAPE which was passed on from generation to generation.
organic and natural shapes
Principles:
CONTRAST
EMPHASIS

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... SCULPTURE
gathers material from his and 3D  Picture Analysis  Pictures  OUR WORLD  Art Appreciation  Paper pencil 10 days
surrounding that is considered ASSEMBLAGES  Group Research  Laptop OF MAPEH 1  Cleanliness Test (quizzes,
trash, and with a group,  Early Forms  Group Activity  Speakers by Hazel T.  Neatness in seatworks,
recycles this material to be  Brainstorming  Textbook Copiaco, et.al one’s artwork assignments,
and Traditional
part of an assemblage  Group  Charts  OUR WORLD  Teamwork/ etc.)
Sculpture in the
(plastic bottles, caps; tetra Simulation  Cartolina OF MAPEH 2 Cooperation  Group
packs, straws, tin foil Philippines by Hazel T. Presentation
 Reflections  Manila Paper and  Determination
wrappers, etc..) which will be  Philippine Copiaco, et.al  Practical Tests
 Art Critique Metastrips  Self-discipline
a creative sculpture. Sculptures in  MAPEH k-12  Projects
 Fruit and  Rubrics Checklist  Preservation of
the Modern Vegetable  LCD Projector Curriculum the Philippine (Artworks)
collects pictures of, or Times Sarimanok  Different kinds of Guide Art Heritage
actual 3D artifacts from  Sculpture  Making your paper  ARTS
different parts of the country during the Own Bul-ol  Different kinds of Leaner’s
and research on its source,
American  Making an drawing tools Module and
material, source of design,
Period up to Inventory of  Recycled Teaching
use, and put up a mini- Sculptural Works Materials/Things Guide
museum , where each artifact the Present  Web
at Home, School  Fruits
is displayed and labeled and the References
properly for students to Community (internet)
appreciate.  Interviewing a
Craftsman/ Local
Artist
 Making Junk Art
 Class Exhibit

ARTS
FOURTH QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
Process: The learner... The learner...
VISUAL ARTS IN
Identifies the unique festivals, dramas, celebrated all creates his/her own festival attire with accessories
DRAMA & FESTIVALS Baguio – Panagbenga Lucban- over the country throughout the year, and state the based on authentic pictures of the festivals and joins the
Pahiyas Bacolod- Maskara Aklan – Ati-atihan Davao – reason for its celebration drama group or festival community to celebrate the event.
Kaamulan Holy Week- Moriones, SantaCruzan Pasyon
Zarzuela –Bulacan & Luzon provinces Moro-moro – knows that the Filipino people love a festival, religious appreciates the innate artistry of the townspeople who
different provinces ritual or drama where they are required to wear special join yearly in the festivities enthusiastically create an
Elements: attires and costumes that show creativity and artistry entirely new costume,accessories and décor every year;
COLOR create a photo-essay about an outstanding local actor in
TEXTURE since this is part of a street or public performance. a festival or drama
costumes, masks, accesories, decor for venue and stage where there is music and dancing.
Principles: defines what makes each of the Philippine festivals
CONTRAST unique by a visual presentation and report. of selected
RHYTHM appreciates the uniqueness of festivals like the festivals representing Luzon, Visayas and Mindanao.
―Pahiyas” which the townsfolk prepare for, weeks in
advance by creating the colorful leaf-like kiping which
hangs as décor for their homes.
LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... VISUAL ARTS IN
PHILIPPINE  Picture Analysis  Pictures  OUR WORLD  Art Appreciation  Paper pencil 10 days
designs with a group the DRAMA AND  Group Research  Laptop OF MAPEH 1  Cleanliness Test (quizzes,
visual components of a school FESTIVALS  Group Activity  Speakers by Hazel T.  Neatness in seatworks,
drama or participates in a  Traditional and  Brainstorming  Textbook Copiaco, et.al one’s artwork assignments,
town fiesta to create: the  Group  Charts  OUR WORLD  Teamwork/ etc.)
Modern
costumes or attire, mask, Simulation  Cartolina OF MAPEH 2 Cooperation  Group
headdresses, and Philippine by Hazel T. Presentation
Drama  Reflections  Manila Paper and  Determination
accessories and décor and  Traditional Metastrips Copiaco, et.al  Self-discipline  Practical Tests
venue and stage design  Philippine  MAPEH k-12  Projects
Drama Analysis  Rubrics Checklist  Preservation of
Festivals Curriculum (Artworks)
 Making Your  LCD Projector the Philippine
reports on the history of the Guide
Own Maskara  Different kinds of Art Heritage and
festival and its evolution and
 School Festival  ARTS Culture
paper
describes how the towns Leaner’s
people participate and
of Talent  Different kinds of
Module and
contribute to its festivity and drawing tools
Teaching
gaiety.  Recycled
Guide
Materials/Things
 Web
analyzes the uniqueness of  Fruits
References
the group that was given (internet)
recognition for its
performance to explain what
component contributed to
their being
PHYSICAL EDUCATION
FIRST QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
The learner... The learner...
FITNESS COMPONENTS, BENEFITS AND TESTING
Physical Fitness demonstrates understanding of the concept and designs and implements a personalized exercise
Concept and Principle principles of physical fitness to improve oneself program to improve and sustain the desired level of
Test and Assessment fitness
Supplemental

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... MEASURING
ONE’S FITNESS  Group Activity  Pictures  OUR WORLD  Self-Discipline  Paper pencil 14 days
recognizes and (Anthropometrics)  Monitoring the  Laptop OF MAPEH 1  Determination Test (quizzes,
appreciates the importance Heart Rate  Speakers by Hazel T.  Cooperation seatworks,
of physical  Finding my  Exercise Log  Textbook Copiaco, et.al  Alertness assignments,
fitness for himself/herself  Designing One’s  Charts  OUR WORLD  Become etc.)
Pulse
differentiates the physical Exercise  OF MAPEH 2 responsible in  Group
fitness components  Levels of Timer /
by Hazel T. Presentation
Program Stopwatch undertaking
promotes the benefits of Exercise Copiaco, et.al  Practical Tests
 Performing the  Tape Measure weaknesses
physical activity e.g. (greater Intensity  MAPEH k-12
Activities in  Ruler  Possess
work capacity, performance  Physical Activity Curriculum
measuring the  Weighing Scale endurance and
enhancement, healthy Index physical fitness Guide
 Meter Stick strength needed
weight, prevention of injuries,  Hypokinetic   PE Leaner’s to respond
cardiovascular diseases and Diseases Module and quickly to have
diabetes for optimal health Teaching
 Cool Down and a peaceful
and fitness) for optimal Guide society
Warm Up
health  Web  Develop the
selects and performs Exercises
References students to
appropriate physical fitness  Assessing (internet) critical thinking
tests that will assess one’s Muscular
towards
fitness level Endurance and responsive
interprets physical fitness Flexibility decision
test results.  Assessing the
selects and performs Skill-Related
fitness activities that will Parameters
improve his/her fitness level
PHYSICAL EDUCATION
SECOND QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
The learner... The learner...
INDIVIDUAL SPORTS (athletics/ swimming)
demonstrates understanding of the benefits that can be performs individual sports regularly to achieve fitness
derived from participating in individual sports

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... INDIVIDUAL
SPORTS  Group Activity  Pictures  OUR WORLD  Self-Discipline  Paper pencil 14 days
(ATHLETICS)  Group Research  Laptop OF MAPEH 1  Determination Test (quizzes,
describes the Running  Performing the  Speakers by Hazel T.  Cooperation seatworks,
nature/background of  Background/nature Needed  Textbook Copiaco, et.al  Alertness assignments,
individual (athletics or  Basics skills Activities before  Charts  OUR WORLD  Become etc.)
swimming) sports  Rules and and after the  Timer / OF MAPEH 2 responsible in  Group
explains the benefits regulations sport Stopwatch by Hazel T. undertaking Presentation
derived from playing  Officiating  Miniature Track Copiaco, et.al weaknesses  Practical Tests
individual sports and Field  MAPEH k-12  Possess
 Benefits of the
exhibits self - direction by Curriculum endurance and
Sport
correcting himself/herself and Guide strength needed
others (e.g. peers) when  PE Leaner’s to respond
playing individual sports Module and quickly to have
executes proficiently the Teaching a peaceful
basic skills and tactics of the Guide society
sports.  Web  Develop the
officiates practice and References students to
actual games by applying (internet) critical thinking
knowledge of rules and towards
regulations of the sport. responsive
decision
PHYSICAL EDUCATION
THIRD QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
The learner... The learner...
DUAL SPORTS (arnis/ badminton/ table tennis/ tennis)
demonstrates understanding of the benefits that can be performs regularly in dual sports to achieve fitness.
derived from participating in dual sports.

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... DUAL SPORTS
(ARNIS)  Group Activity  Pictures  OUR WORLD  Self-Discipline  Paper pencil 14 days
 Group Research  Laptop OF MAPEH 1  Determination Test (quizzes,
describes the  Performing  Performing the  Speakers by Hazel T.  Cooperation seatworks,
nature/background of dual warm-up and needed  Textbook Copiaco, et.al  Alertness assignments,
(arnis and badminton/table exercises before  Charts  OUR WORLD  Become etc.)
dynamic
tennis/ tennis) sports. and after the  Arnis Stick OF MAPEH 2 responsible in  Group
stretching by Hazel T. Presentation
explains the benefits activity  Body Protector undertaking
exercises  Practical Tests
derived from playing dual  Executing the  Face Mask
Copiaco, et.al weaknesses
sports.  Fundamental  MAPEH k-12
fundamental  Possess
exhibits self - direction by Skills in Arnis skills, striking Curriculum endurance and
correcting oneself and others  Twelve Striking and blocking Guide strength needed
(e.g. peers) when playing dual Techniques in techniques in  PE Leaner’s to respond
sports. Arnis Arnis. Module and quickly to have
executes proficiently the  Blocking  Creating a Teaching a peaceful
basic skills and tactics of the Techniques in Routine of Guide society
sports.
Arnis Movements as  Web  Develop the
officiates practice and used in Arnis References students to
actual games by applying (internet) critical thinking
knowledge of rules and towards
regulations of the sport. responsive
decision
PHYSICAL EDUCATION
FOURTH QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
The learner... The learner...
LOCAL AND INDIGENOUS DANCES
demonstrates understanding of local and indigenous performs skillfully local and indigenous dances as
Philippine dances that promote physical fitness. physical activity that promotes physical fitness.

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... PHILIPPINE
FOLK DANCES  Group Activity  Pictures  OUR WORLD  Self-Discipline  Paper pencil 14 days
discusses the (TINIKLING)  Group Research  Laptop OF MAPEH 1  Determination Test (quizzes,
nature/background of local  Origin of the  Dance Step  Speakers by Hazel T.  Cooperation seatworks,
and indigenous dances. Analysis  Textbook Copiaco, et.al  Alertness assignments,
Tinikling
explains significant benefits  Creating a  Charts  OUR WORLD  Accuracy etc.)
dance
to health and fitness when Dance Routine  OF MAPEH 2   Group
folk dancing.  Dance CD tape of the
by Hazel T.
Become
Presentation
 Portfolio Tinikling Song responsible in
performs basic steps Formations Copiaco, et.al  Practical Tests
undertaking
peculiar to each dance.  Dance  MAPEH k-12 weaknesses
executes rhythmic patterns Patterns, Curriculum  Possess
of selected local and Figures and Guide endurance and
indigenous dances through Routines  PE Leaner’s strength needed
various ways. Module and to respond
describes costumes, props Teaching quickly to have
and accessories of local and Guide a peaceful
indigenous folk dances.  Web society
interprets dance figures References  Develop the
correctly following the step by (internet) students to
step instruction of the teacher.
critical thinking
performs figures of the
dance with grace, form and towards
responsive
sense of rhythm.
decision
HEALTH
FIRST QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
The learner... The learner...
Holistic health
- Concept demonstrates understanding of holistic health and appropriately manages concerns during puberty to
- Dimensions management of health concerns during puberty achieve holistic health

Changes in the health dimensions during puberty
- Physical
- Mental/intellectual
- Emotional
- Social
- Moral-spiritual

Management of health concerns during puberty
- Poor eating habits
- Lack of sleep
- Lack of physical activity
- Dental problems (dental caries,

malocclusion, halitosis, gingivitis, periodontal disease)
- Body odor
- Postural problems

Health appraisal procedures
- Height and weight
- Self-breast examination for girls
- Testicular examination for boys
- Vision screening
- Scoliosis test
- Health exam
- Dental exam

Development of self-awareness and self-management
skills
LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... GROWING
HEALTH  Class Discussion  Pictures  OUR WORLD  Self-Discipline  Paper pencil 14 days
discusses the concept of  Brainstorming  Health OF MAPEH 1  Determination Test (quizzes,
holistic health  Are you really  Picture Analysis Information by Hazel T.  Cooperation seatworks,
- explains the dimensions of  Poster/Slogan Charts Copiaco, et.al  Alertness assignments,
healthy?
holistic health (physical,  Laptop  OUR WORLD  etc.)
mental/ intellectual,  Changes in Contest Accuracy
 Group
Adolescents  Concept  Overhead OF MAPEH 2  Become
emotional, social, and moral- Mapping Projector by Hazel T. responsible in Presentation
spiritual)  Dealing with Copiaco, et.al  Pre-
 Survey  Manila Paper undertaking
- analyzes the interplay Health
 Situational  Drawing Tools  MAPEH k-12 weaknesses Assessment
among the health dimensions Concerns Analysis Curriculum  Develop the  Projects
in developing holistic health  Health  Group Guide students to
- practices health habits to Appraised and Simulation  HEALTH critical thinking
achieve holistic health Amazed Leaner’s
recognizes that changes in  Panel towards
Discussion Module and responsive
different health dimensions Teaching decision
are normal during puberty Guide
- describes changes in  Web
different aspects of growth References
that happens to boys and girls (internet)
during puberty
- explains that the pattern of
change during puberty is
similar but the pace of growth
and development is unique for
each adolescent
applies the self-
management skills in dealing
with health concerns during
puberty, such as poor eating
habits, lack of sleep, lack of
physical activity, dental
problems, body odor, and
postural problems
analyzes myths, fallacies
and beliefs
related to adolescent health
concerns
explains the importance of
health appraisal procedures
during puberty in order to
achieve holistic health (height
and weight measurement,
self-breast examination for
girls, testicular examination
for boys, vision screening,
scoliosis test, health exam,
and dental exam)
avails of health services in
the school and community in
order to appraise one’s health

HEALTH
SECOND QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
The learner... The learner...

Nutritional guidelines demonstrates understanding of nutrition for a healthy makes informed decisions in the choice of food to eat.
- Food selection based on adolescent’s nutritional needs. life.
- The food pyramid guide or my plate model
- Nutritional guidelines for Filipinos appropriate during
puberty
- Nutritional problems

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... CONTROL and
PREVENTION  Class  Pictures  OUR WORLD  Self-Discipline  Paper pencil 12 days
follows the appropriate (COMMUNICABLE Discussion  Health OF MAPEH 1  Determination Test (quizzes,
nutritional guidelines for DISEASE)  Brainstorming Information by Hazel T.  Cooperation seatworks,
adolescents for healthful  Infectious  Picture Analysis Charts Copiaco, et.al  Alertness assignments,
eating  Poster/Slogan  Laptop  OUR WORLD  Accuracy etc.)
disease
- explains the need to select Contest  Overhead OF MAPEH 2  Become  Group
food based on the nutritional process by Hazel T. Presentation
 Concept Projector responsible in
needs during puberty  Prevention Copiaco, et.al
Mapping  Manila Paper
- analyzes one’s current strategies  Survey  Drawing Tools  MAPEH k-12 undertaking  Pre-
nutritional status  Common  Making a Venn Curriculum weaknesses Assessment
- computes one’s caloric need Communicabl Diagram Guide  Develop the  Projects
- evaluates one’s diet in e Diseases  Screening Test  HEALTH students to
terms of sugar sodium fat,  Health Leaner’s critical thinking
fiber, etc.
 Emerging
Screening Module and towards
- follows the Food Pyramid communicabl Teaching responsive
Contract
guide for , adolescents or the e diseases
 Health Plan of Guide decision
My Plate model in choosing Action  Web
foods to eat  Situational References
discusses the nutritional Analysis (internet)
problems of adolescents  Group
- describes the signs, Simulation
symptoms, prevention, and
 Panel
control of malnutrition
Discussion
(underweight and
 Canteen
overweight), and
Visitation
micronutrient deficiencies
- explains the characteristics,
signs, symptoms, prevention
and control of eating
disorders (anorexia nervosa,
bulimia nervosa, compulsive
eating disorder)
HEALTH
THIRD QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
The learner... The learner...

Ecology of health and disease demonstrates understanding of the ways to prevent consistently demonstrates healthful practices in order
Common beliefs about the cause of diseases and control communicable diseases to prevent and control communicable diseases
General factors that influence the health equilibrium
(host, agent, and environment)
Factors that influence disease transmission
The chain of infection
The stages of infection
General methods of disease prevention and control
- The three levels of
- prevention
- Specific preventive
- measures
Skin diseases as adolescent health concern: nature,
prevention, and
control
- Acne
- Warts
- Tinea (ringworm, jock
- itch, athlete’s foot)
Development of self-monitoring skills

LEARNING
LEARNING LEARNING INSTRUCTIONAL
EXPERIENCE/ EVALUATION/
COMPETENCIES/ CONTENT/ MATERIALS/ REFERENCES VALUES TIME FRAME
PERFORMANCE ASSESSMENT
OBJECTIVES TOPICS RESOURCES
TASK
The learner... CONTROL and
PREVENTION  Class  Pictures  OUR WORLD  Self-Discipline  Paper pencil 12 days
(COMMUNICABLE Discussion  Health OF MAPEH 1  Determination Test (quizzes,
analyzes the common DISEASE)  Brainstorming Information by Hazel T.  Cooperation seatworks,
beliefs about disease  Infectious  Picture Analysis Charts Copiaco, et.al  Alertness assignments,
causation  Poster/Slogan  Laptop  OUR WORLD  Accuracy etc.)
disease
discusses the factors that  Concept  Overhead OF MAPEH 2  Become  Group
affect disease transmission process by Hazel T. Presentation
Mapping Projector responsible in
explains the different  Prevention Copiaco, et.al  Pre-
 Situational  Manila Paper undertaking
elements of the strategies  MAPEH k-12 Assessment
Analysis  Drawing Tools weaknesses
chain of infection  Common Curriculum  Projects
discusses the stages of Communicabl  Group Guide  Develop the
infection e Diseases Simulation  HEALTH students to
recommends actions to  Emerging  Panel Leaner’s critical thinking
prevent and communicabl Discussion Module and towards
control the spread of Teaching responsive
e diseases
communicable Guide decision
diseases  Web
explains the nature of References
common skin (internet)
Diseases during
adolescence
practices ways to prevent
and
control skin diseases
demonstrates self-
monitoring skills to prevent
communicable diseases
common during adolescence

HEALTH
FOURTH QUARTER
CONTENT: CONTENT STANDARDS: PERFORMANCE STANDARDS:
The learner... The learner...

Community and environmental health issues and their demonstrates understanding of environmental health to consistently demonstrates healthful practices in order
impact on people’s health attain community wellness to prevent and control common community and
- Pollution environmental health problems
- Pests and rodents
- etc.
Utilization of community resources to address
community health problems
Prevention and management of common community
and environmental health issues
LEARNING
LEARNING INSTRUCTIONAL
LEARNING EXPERIENCE/ EVALUATION/ TIME
COMPETENCIES/ MATERIALS/ REFERENCES VALUES
CONTENT/ TOPICS PERFORMANCE ASSESSMENT FRAME
OBJECTIVES RESOURCES
TASK
The learner... COMMUNITY
HEALTH  Class  Pictures  OUR WORLD  Self-Discipline  Paper pencil 12 days
conducts a survey of the  Pollution Discussion  Health OF MAPEH 1  Determination Test (quizzes,
pressing  Waste  Brainstorming Information by Hazel T.  Cooperation seatworks,
Management  Picture Analysis Charts Copiaco, et.al  Become assignments,
environmental problems in  Poster/Slogan  Laptop  OUR WORLD responsible in etc.)
 Housekeeping  Group
the community  Concept  Overhead OF MAPEH 2 undertaking
- water supply and sanitation by Hazel T. Presentation
Mapping Projector weaknesses
- food supply Prevention and Copiaco, et.al  Pre-
 Situational  Manila Paper  Develop the
- disease control control of pests,  MAPEH k-12 Assessment
insects and Analysis  Drawing Tools students to
- sanitation and  Group Curriculum critical thinking  Projects
beautification rodents Guide
Simulation towards
- peace and order
 Panel  HEALTH responsive
- health and medical care
Discussion Leaner’s decision
- moral and spiritual Module and 
 Group Activity Openness of
- recreational program Teaching one’s thoughts
- drug abuse prevent and Guide and actions
control  Web  Cleanliness and
- pollution References Orderliness
- pests and rodents (internet)  Caring of our
- community disaster
Nature
preparedness
critically analyzes the
impact of community and
environmental issues and
problems on people’s
health
locates, evaluates and
uses community health
resources to help solve
community health problems
- Community recycling
- Community resources and
policies
- Health education and
promotion
- Strict implementation of
environmental laws