7

MAPEH
Quarter 1 – Module 7
MAPEH – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 7:
Music: Secular Music
Arts: Relationship of Luzon to Philippine Culture, Tradition and History (Highlands
and Lowlands)
Physical Education: Basic Gymnastics Skills
Health: Health Services in School and Community
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Belinda V. Dela Fuente (Music), Marissa Verzosa Noriega (Arts), Herosan A.
Dela Peña (Physical Education), and Princess Joy M. Nazarita (Health)
Editors: Cleofe Culala, Perla Ragadio, Chinita S. Apostol, Johannsen C. Yap, and
Leonardo P. Dagum Jr
Language Editor: Cristina F. Abanador
Reviewers: Wilhelmina L. Melegrito, Crispin D. Duka, Ma. Nimfa R. Gabertan
Illustrator: Mark Anthony D. Bungalso
Management Team: Jenilyn Rose B. Corpuz, Ceso VI, SDS
Fredie V. Avendano, ASDS
Juan C. Obierna, CID Chief
Heidee F. Ferrer, EPS – LRMS
Crispin D. Duka, EPS – MAPEH
Printed in the Philippines by Schools Division Office – Quezon City
Department of Education – National Capital Region
Office Address : Nueva Ecija St. Bago-Bantay, Quezon City
Telefax : 3456-0343
E-mail Address : sdoqcactioncenter@gmail.com
 7

MAPEH
Quarter 1 – Module 6:
Music: Secular Music
Arts: Relationship of Luzon to
Philippine Culture,
Tradition and History
(Highlands and Lowlands)
P.E: Basic Gymnastics Skills
Health: Health Services in School
and Community
Introductory Message
For the facilitator:

Welcome to the MAPEH 7 Alternative Delivery Mode (ADM) Module on SECULAR

MUSIC, RELATIONSHIP OF LUZON TO PHILIPPINE CULTURE, TRADITION AND
HISTORY (HIGHLANDS AND LOWLANDS), BASIC GYMNASTICS SKILLS, and
HEALTH SERVICES IN SCHOOL AND COMMUNITY.

This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher, or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the MAPEH 7 Alternative Delivery Mode (ADM) Module on SECULAR

MUSIC, RELATIONSHIP OF LUZON TO PHILIPPINE CULTURE, TRADITION AND
HISTORY (HIGHLANDS AND LOWLANDS), BASIC GYMNASTICS SKILLS, and
HEALTH SERVICES IN SCHOOL AND COMMUNITY.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands, we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

 sentences/paragraphs to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity that will

help you transfer your new knowledge or
skill in real-life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!
 What I Need to Know
This module was designed and written with you in mind. It is here to help
you master the secular music, the relationship of Luzon to Philippine culture,
tradition, and history (Highlands and Lowlands), basic gymnastics skills, and
health services in school and community.

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook you
are now using.
The module is divided into four lessons, namely:
 Lesson 1 – Secular Music
 Lesson 2 – Relationship of Luzon to Philippine Culture, Tradition
and History (Highlands and Lowlands)
 Lesson 3 – Basic Gymnastics Skills
 Lesson 4 – Health Services in School and Community
After going through this module, you are expected to;
1. evaluate music and music performances with rubrics on musical elements
and styles;
2. show the relationship of Luzon (highlands and lowlands ) arts and crafts to
Philippine Culture, traditions, and history (Islamic influences, Spanish
heritage, and American legacies in education, business, modernization, and
entertainment, as well as in indigenous practices, fiestas, and religious and
social practices);
3. enumerate the different gymnastics skills;
4. develop self-discipline in executing basic gymnastics skills;
5. demonstrate the rolls and individual stunts that are fundamental skills in
gymnastics; and
6. avail the health services in the school and community to appraise
one’s health.

What I Know
Multiple Choice. Choose the letter of the correct answer. Write the chosen letter
on a separate sheet of paper.
Music:

1. What kind of song conveys a selfless and spiritual attitude, intense love,
longing, caring, devotion, and oneness not only with a romantic partner, but
also with a parent, child, a spiritual figure, or the motherland?
a. Balitaw c. Kumintang
b. Harana d. Kundiman
 2. What is a serenade traditionally sang by a man to express his love for a
lady?
a. Balitaw c. Kundiman
b. Harana d. Polka

3. What kind of music is not religious?

a. Devotional music c. Sacred music
b. Liturgical music d. Secular music

4. What kind of music is performed in elegant evening gatherings at the height

of its popularity during the Spanish colonial period?
a. Balitaw c. Kundiman
b. Harana d. Polka

5. Which among the following songs does not belong to Balitaw music?
a. Arimunding-munding c. Nasaan Ka Irog
b. Bakya Mo Neneng d. Sa Libis ng Nayon

Arts:

6. The ideas, customs, and social behavior of a particular person or

society.
a. History b. Tradition c. Culture

7. The form of interlacing threads, yarns, strands, or strips of some materials.

a. Basket b. Weaving c. Threading

8. A flexible material consisting of a network of natural or artificial fibers.

a. Thread b. Cloth c. Textile

9. It is usually used for storage and transport, harvesting, and a variety of

purposes.
a. Basket b. Pottery c. Textile

10. A remarkable and monumental achievement of the Ifugao people to

exhibit the greatness of their cultural identity by the Bul’ul.
a. Ifugao Ritual b. Lang-ay c. Buntal Festival
Physical Education:

11. These are the types of skills one should learn to upgrade in a much
more advanced types of skills in the future.
a. Advance skills b. Basic skills c. Innate skills d. Social skills

12. Which of the following is NOT a basic skill in gymnastics?

a. Gallop b. Roll c. Stroke d. Tumbling

13. These are gymnastics activities in the form of play that test one’s self on
flexibility, agility, balance, coordination, strength, and endurance.
a. Stunts c. Pyramid Building
b. Tumbling d. Dance
 14. Gymnastics stunts can be categorized into the following, EXCEPT;
a. Crowd c. Individual
b. Dual d. Group

15. It is a physical attribute needed for a gymnast to bend into a greater range of
motion without joint or muscle pain.
a. Balance c. Power
b. Flexibility d. Strength

Health:
16. Which of the following stage in the growth and development is the
Adolescent and Youth Health and Development Program addressed?
a. Adulthood b. Adolescence c. Childhood d. Infancy

17. What is the main objective of the Adolescent and Youth Health and
Development Program?
a. Develop programs and services offer in-country and abroad.
b. Envisions a country with well informed, empowered, responsible and
healthy adolescents who are leaders in society
c. Ensure that all adolescents have access to comprehensive health care
and services in an adolescent-friendly environment
d. Improving the health status of adolescents and enable them to fully
enjoy their health rights.

18. Which of the following international health agency promotes health, keeps
the world safe, and serve the vulnerable?
a. Department of Agriculture c. Department of Health
b. Department of Education d. World Health Organization

19. Which of the following Philippine agency established the Administrative

Order No. 34- A s 2000 also known as “Adolescent and Youth Health and
Development Program.”
a. Department of Agriculture c. Department of Health
b. Department of Education d. World Health Organization

20. The following are examples of program components about adolescent health
and development EXCEPT:
a. Family Planning c. Nutrition
b. Gross Domestic Product d. Oral Health
Lesson
Secular Music
1
Non-religious secular music and sacred music were the two main genres
of Western music during the Middle Ages and Renaissance era. The oldest written
examples of secular music are songs with Latin lyrics. However, many secular
songs were sung in the vernacular language, unlike the sacred songs that followed
the Latin language of the Church.

What’s In

Let’s Recall!
Answer the following questions for you to review the previous lesson.
1. What is performed or composed for religious gatherings and fellowships?
2. What is the Philippine narrative of the Passion, Death, and Resurrection of
Jesus Christ?
3. What is the Latin term for Lamb of God which is the part of a Catholic mass?
4. What is a sacrament of the Eucharist mostly celebrated by the Roman
Catholic Church?
5. What is a hymn that accompanies music observance and rituals?

Notes to the Teacher

This lesson will help the students to understand the secular as well
as to evaluate music and music performances with rubrics on
musical elements and style.
 What’s New

Secular Music Defined

Secular music refers to any music that is not religious.

Activity 1.1 Word Hunt

Find five (5) words given in the grid below. Words can be formed across, up, down,
or diagonal.

A C B D F A C E R T
N E K S U O P L I B
S A U K B T O E W B
G H M R A M L C B E
H J I U L A K B V C
K U N D I M A N F G
T S T N T U M L J H
F H A R A N A H E R
N J N G W U G T R D
E U G A C B N K L V

1. List down the words you found in this grid.

2. What do you think of these words you have found? Why?

What is It

After checking your previous knowledge about secular music, let us further
study history, composers, and sample music for you to improvise simple
rhythmic/melodic accompaniments to a selected music from the Lowlands of
Luzon.

Harana
Harana is a serenade traditionally sung by a man to express his love for a lady. It
is sung with emotion and usually accompanied by a guitar. Such popular Filipino
harana songs are “Ang Tangi Kong Pag-big,” “0 Ilaw,” and “Dungawin Mo Hirang.”
Harana is in duple or quadruple meter in danza menor or habanero tempo.
Kumintang
Kumintang originated from Balayan, Batangas. This song is in triple meter with
themes of love and courtship.

In 1926, when Pasig became the venue of carnival performances, Nicanor Abelardo
was inspired to compose the “Mutya ng Pasig” in kumintang tempo. In this song,
the mutya expresses her feelings under the light of the moon. She is mourning the
loss of her love, which symbolizes the country’s loss of freedom.

Pandanggo
Pandanggo is a dance form that can be found in the different islands of Luzon such
as Batanes, Ilocos, Tarlac, and parts of the Visayas. It is a variation of the Spanish
word fandango. It became popular in the 19th century among the elite of Manila
and was later adapted among the local communities. A form of entertainment in
the Tagalog region called Pandangguhan is performed during social celebrations.
Pandanggo is a courtship dance but it can also refer to a type of song to entertain
the farmers in the rice field. The singers of this folk song are called pandanggeros
and pandanggeras.

Polka
Polka originated from a Bohemian dance that became popular in Europe and
America in the early 19th century. In the Philippines, it was performed in elegant
evening gatherings at the height of its popularity during the Spanish colonial
period.
The tempo is in quick duple meter while the melody is supported by the
chords/harmonies of tonic (I), dominant (V), and sub-dominant (IV). Some
Philippine folksongs are in polka rhythm like Pamulinawen (“Stonehearted”),
Magtanim Ay „Di Biro (“Planting Rice Is Never Fun”), and Leron-leron Sinto (“Leron
the Beloved”).

Balitaw
Balitaw is a dialogue or courtship song in triple meter, mostly in 2 and 3 part
forms and arranged with counter melodies. Some of the examples are: “Sa Libis ng
Nayon,” “Bakya Mo Neneng,” composed by Santiago Suarez, and “Arimunding-
munding,” composed by Severino Reyes.

Kundiman (Art Song)

Kundiman came from the words “kung hindi man.” Through its melody, lyrics, and
expressive singing, the kundiman conveys a selfless and spiritual attitude, intense
love, longing, caring, devotion, and oneness not only with a romantic partner, but
also with a parent, child, a spiritual figure, or the motherland.

Some famous Filipino kundiman composers are Francisco Santiago, Nicanor

Abelardo, Bonifacio Abdon, Francisco Buencamino, and Angel Peña.
Among the famous kundiman performers in the early 1900’s are Atang de la Rama,
Jovita Fuentes, Conching Rosal, and Ruben Tagalog.

In a musical context, kundiman usually starts in a minor key then goes to the
major key and in triple meter. Some examples of the kundiman are:

 “Pilipinas Kong Mahal” by Francisco Santiago

 “Nasaan Ka Irog” and “Huling Awit” by Nicanor Abelardo
 “Jocelynang Baliwag” by an unknown composer inspired the
revolutionaries in Bulacan during the 1896 revolution
 “Sa Sariling Bayan” by V. Tolentino
 “Iyo Kailan pa Man” by Angel Peña

What’s More

Activity 1.2 Listening Activity

O Ilaw https://www.youtube.com/watch?v=DiOGLiPBfik
Sa Libis ng Nayon https://www.youtube.com/watch?v=iX4ulhyu9Zs
Pilipinas Kong Mahal https://www.youtube.com/watch?v=RAjHJ65cAh8
Leron Leron Sinta https://www.youtube.com/watch?v=firHRhLsprc
Mutya ng Pasig https://www.youtube.com/watch?v=hegm_WDSYe4

1. Listen to the selected secular music then, answer the following questions:
a. How did you find the tempo? Was it fast, slow, or moderate? Why?
b. How did you find the melody? Was it high, low, or just the right pitch for
you?
c. Do you remember what meter is? Identify the meter of the song. Is it
duple or triple meter?
d. What can you say about the timbre of the song?
e. Did you hear the texture of the song? How did it sound like?
Rubric for the Listening Activity

CATEGORY 4 3 2
Elements in Music The student can The student Student can explain
explain musical expresses some a few of the musical
elements, styles, musical elements/styles
and support elements/styles and used in a given
opinions about supports his/her song or music and
music choices. opinions. unable to support it
with valid criteria
 What I Have Learned

1. Music refers to any music that is not religious is _________.

2. A serenade traditionally sung by a man to express his love to a lady is
_____________.
3. Kumintang is a song in triple meter with themes of ___________ originated
from Balayan, Batangas.
4. A dance form of entertainment performed during the social celebration,
courtship dance and also to entertain the farmers in the rice field
is____________.
5. The _____________ originated from a Bohemian dance that became popular in
Europe and America in the early 19th century.
6. Balitaw is a dialogue or courtship song in ___________ meter, mostly in 2 and
3 part forms and arranged with counter melodies.
7. The ______________ conveys a selfless and spiritual attitude, intense love,
longing, caring, devotion, and oneness not only with a romantic partner, but
also with a parent, child, a spiritual figure, or the motherland.

What I Can Do

Create a Video Presentation!

Select a song from secular music, then use the improvise instrument while doing
the activity.
Rubric for the Video Presentation

CATEGORY 4 3 2

Beat The student Students maintain a The student

maintains a steady steady beat while maintains mostly
beat while improvising using steady beat while
improvising without visual aids. improvising using
the use of visuals or visual aids and/or
teacher guidance. with teacher
guidance.

Rhythmic and The student The student The student

Content successfully includes successfully includes successfully includes
the rhythm being the rhythm being known rhythms but
studied and studied and does not include the
incorporates 3 or incorporated at least rhythm being
more known 2 other known studied.
rhythms. rhythms.
 Assessment

Multiple Choice. Read the following statement and select the letter of the correct
answer.
1. What is a serenade traditionally sung by a man to express his love for a
lady?
c. Balitaw c. Kundiman
d. Harana d. Polka

2. What kind of music is not religious?

c. Devotional music c. Sacred music
d. Liturgical music d. Secular music

3. What king of song conveys a selfless and spiritual attitude, intense love,
longing, caring, devotion, and oneness not only with a romantic partner, but
also with a parent, child, a spiritual figure, or the motherland?
a. Balitaw c. Kumintang
b. Harana d. Kundiman

4. Which among the following songs does not belong to Balitaw music?
a. Arimunding-munding c. Nasaan Ka Irog
b. Bakya Mo Neneng d. Sa Libis ng Nayon

5. What is the music performed in elegant evening gatherings at the height of

its popularity during the Spanish colonial period?
a. Balitaw c. Kundiman
b. Harana d. Polka
Lesson Relationship of Luzon Arts to
Philippine Culture, Tradition
2 and History (Highland and
Lowlands)

What’s In

The culture of the Philippines comprises a blend of traditional Filipino and

Spanish Catholic traditions with influences from different parts of the world. The
Filipinos are family-oriented and mostly religious with an appreciation for arts. For
one thing, the Philippines is very rich in culture, aside from the fact that Filipinos,
are known to be hospitable. They also take pride in their families (close family ties),
one of the unique traditions and most outstanding cultural values that Filipino
have.

Filipinos value traditions and culture. They need to celebrate special

events and occasions. Most Filipinos appreciate arts, fashion, music, and food.
Festivals and annual calendar events are packed with combined costumes and
rituals from the nation’s Christian past with Catholic beliefs and ideology of the
present days.

What’s New

Poem Analysis: Pilipinas kong Tinatangi

Pilipinas kong mahal, Perlas ng silanganan,

Abot kamay ninuman, tangan ko kailanman:

Likas yamang pinagmamalaki, tinatangi ng nakakarami,

Mga sining at kultura na madalas nakikita,

 Sa mga tanghala‟y kaigaigaya, binibigyang halaga dahil sa ganda:

Halina‟t bisitahin mga lugar sa Hilaga, natatangging bahay adobe ang gawa,

Kawayang lalagyan ng mga dalahin

Bunga ng mga kamay ng mga taong malikhain

Palayok, tela at alahas nag sisimbolo ng tatag na produkto

Na nagpakilala sa lahing Pilipino, mula noon hanggang ngayon

Kasama sa kasaysayan, gawi at kultura, alagaan natin tuwina.

Pilipinas kong natatangi, pagod ko‟y napapawi.

Guide Questions: In a separate sheet, answer the following questions:

1. How did you find the poem? Did it catch your interest?
2. Are you proud to be a Filipino? How can you show that you are proud to be one?

What is It

Culture and Traditions:

Culture is the art and other manifestations of human intellectual
achievement regarded collectively. It is also the ideas, customs, and social behavior
of a particular person or society. While tradition is the transmission of customs or
beliefs from generation to generation or the fact of being passed on this way.
The works of arts and crafts had functions of production and consumption
and strong aesthetic value. Therefore, the traditional arts and crafts are not only
heritage and valuable wealth left by our ancestors but also an important link in the
continuous development of traditional culture.
Traditional arts and crafts are the important form and parts of our traditional
culture, the artistic form of history and culture.

Clothing and textile:

Clothing and costumes are very much related to our culture that brings
together the strings of Philippine history, the weavers and their artistry are forever
preserved through civilization. There is a major collection of the weaving process. It
is a celebration of weaving tradition and a tribute to the indigenous women of the
Philippines who have created a textile of refined craftsmanship and distinction.
Filipino artistry and creativity are evident in various art forms but what makes the
weaving culture distinct is its power to unite people as strong, resilient
communities bound by living tradition and colorful textile patterns and motifs.
Also, this is being celebrated by the rich colorful traditions that define each of the
country’s festivals.

Inabel Festival Yakan Weaving Festival Ragrag-O Festival

Basketry

Basketry is an ethnic tradition of weaving and one of the functional art of many nations. The intricate
patterns on the weaves are repeatedly done creating harmony and rhythm. Machines manufacture
some baskets; however, part of the tradition is that baskets are defined as receptacles that are woven
by hand of vegetable fibers. Although baskets may have distinct bottoms and tops, and they are
essentially continuous surfaces. Baskets are part of the heritage of nearly every native people and
types of construction differ as radically as other customs and crafts. Uses for baskets may be the most
uniting feature.

Basketry making Basket Weaving

Uses of Baskets

Pottery

Pottery is clay that is molded, dried, and fired to make a vessel or a decorative object. Clay is a
natural product that can be dug from the earth's surface. Clay bodies are clay mixed with additives
that gives the clay different properties when done and fired. Ancient potters partially solved the
process of pottery by burnishing the surfaces with a rock or hardwood before firing. Early potters
created pots that can be used for a practical purpose as well as represented their fertility gods or
anitos. Ancient pottery is the mirror of our civilization, potters express their skills, creativity, and
emotions. Creativity is best expressed as it shines through the imagination of artistic potters. Pots
were also being used during rituals and celebrations in more ethnic groups.
 Pottery
Then (Used for cooking, storage) Now (Used as Home décor, cookware)

Pottery used for Celebration and Festivals

Festivals in the Philippines showcasing the Arts and Crafts through dance and
embracing the Culture, Traditions, and History.
Lang-ay Festival of Mountain Province.
This is a week-long agro-industrial trade,
tourism, and cultural fair with tribal dances,
using their woven cloth and songs. Lang-ay
is a native term which describes the tradition
of the people of Mountain Province celebrate
festivities for a bountiful harvest, share
happiness, foster family solidarity,
hospitality, and nurture friendship of toast-
Lang-ay Festival

Buntal Hat Festival started in 2004 to renew the

tradition of buntal hat weaving their famous
product and industry of Baliuag, Bulacan. It has
been a lack of interest from the next generation to
come up with this kind of celebration because of
their hard time making a buntal hat. This Festival
is more than the hat but the beautiful values
associated with weaving.
Buntal Hat Festival
 Ifugao Ritual a remarkable and monumental achievement of the Ifugao
people to exhibit their greatness and know their cultural identity by the Bul’ul
sculpture. This is considered as an indigenous kind that deserves the right to be
intrinsically important to the Ifugao cultural existence. Bul’ul sculpture was
acknowledged as an integral part of the festive agriculture drama. Bul’ul is not an
ordinary object among the Ifugao. It plays a very significant role in Ifugaos rice
agriculture during the safekeeping of the harvest inside the granary or Ifugao
house.

Pampanga Festivals

Festivals in Pampanga are mostly related to

Catholic religious practices. The remaining
traditions are made to a good harvest and bountiful
year of the farmers and fishermen. Most of the town
made annual celebrations to promote their products
and preserve the Kapampangan.

Ligligan Parul (Giant Lantern Festival)

What’s More

Picture Parade
The picture shows how the people of the Highlands and Lowland Luzon
used their arts and crafts through:

Sculpture: Bul’ul Dance: Ullalim Festival

Pottery: Burnay as Storage Basketry: Basket Weaving

 What I Have Learned

In your notebook, answer the following questions:

1. What have I learned from the lesson?
2. What did I understand?
3. How can I help in promoting our Philippine Arts and Crafts?

What I Can Do

Activity 8.1: Complete Me

Based on the lesson you have learned, complete the table below Give the
relationship of Luzon Arts to our Culture and Traditions.

Luzon Arts and Crafts Culture and Tradition

Textile and Clothing

Basketry

Pottery

Carving

Paper Cutting/Design

Assessment

TRUE OR FALSE: Write True if the statement is correct and False if it is wrong.

1. Lantern festivals of Pampanga are mostly related to Catholic religious traditions

and practices.
2. Ifugao ritual is considered an integral part of Ifugao's cultural existence.
3. History is an art and other manifestations of human intellectual achievement.
4. Traditional arts and crafts are important forms and part of our traditional
culture and artistic form of history.
5. Basketry is an art that is molded, dried, and fired to make a vessel or a
decorative object.
6. Textiles are part of the heritage of nearly every native people and it constructs
different crafts for customs and traditions.
 7. Filipino artistry and creativity are evident in various art forms and unite people
by living tradition and culture.
8. Tradition is the transmission of customs or beliefs from generation to
generation.
9. Clothing and costumes are very much related to our culture that brings
together the springs of Philippines history.
10. Buntal hat festival is a traditional dance of Mountain Province.

Additional Activities

Activity: My Scrapbook

Make a scrapbook using old and used materials for designs. Cut and paste pictures of
different Arts and Crafts of Luzon. Identify their relationship to our Culture,
Tradition, and History.

Materials: Pictures, bond paper, scissors, paste, or glue.

Rubrics:
Criteria 5 4 3 2

Quality of Artwork All instructions were 1-2 instructions were 3-4 instructions were Most of the
followed correctly not followed correctly not followed correctly instructions were not
followed correctly

Visual Impact The artwork conveys Artwork mostly Artwork somehow The artwork did not
the idea conveys the idea conveys the idea orderly conveys the
idea

Neatness of Artwork The artwork Artwork neat and The artwork The artwork
presentation was presentation was presentation was presentation was
orderly mostly neat and somehow neat and disorderly
orderly orderly

Descriptive Rating Score/ Points

Excellent 13-15

Very Good 11-12

Good 8-10

Fair 6-7

Poor 5 and below

Lesson

3 Basic Gymnastics Skills

In playing any sport, learning and developing skills help athletes improve in
the game. These skills are essential in physical training and game strategies.
Moreover, individuals who play the sport for leisure or exercise purposes must also
learn these skills to improve the quality of their game or workout and avoid
injuries.
This module will help you perform the basic gymnastics skills that might
interest you to learn and play the sport. After all, our main goal is to be physically
fit through sports and other physical activities

What’s In
Analyze the illustrations below and answer the following questions.

Scenario: Yasmin performs a gymnastic exercise using a stick/wand. After 1

hour and 3 minutes of exercise which mainly involves muscle groups from her lower
extremity, she experiences pain in her right leg.
(Draw your answer here)
My leg
hurts!

2
I am good
at this!

*Images were drawn by the writer.

What do you think happened before Yasmin executes the exercise that
causes her legs to hurt? Draw your answer on the space provided.

What’s New
Read the description and identify the person in the
picture below.

I M E B E S

She is one of the most decorated female athletes in Rio

2016, winning five medals in total in which four of them are
gold and her amazing performances made her an instant
Olympic legend. Who is in the picture?
 What is It
What is sport skill? Sport skills are voluntary, coordinated tasks applied to
sport-specific situations and objectives. Learning basic skills is the first step toward
effective athletic performance and enjoyment in sports.
Sport skills may be divided into two; technical skills and tactical skills.
Technical skills are the basic or fundamental skills needed to play the sport. These
are also required to advance in degree or level of specific sports. On the other hand,
tactical skills are decision-making skills or strategies used in different game
situations. These are based on the coach’s game strategy, athletes’ understanding,
and level of play with the opponent’s team or participant. Below are some of the
technical skills of running, swimming, and gymnastics;
Basic Gymnastics Skills
Gymnastics performance incorporates simple skills to add to the complexity
and thrill of the sport and the creativity and effect of a routine. These skills can be
performed in every degree and level of difficulty. Below are some of the most basic
gymnastics skills;
Table 4. Basic Gymnastics Skills
Skill Description Sample Picture
Stunts Stunts are activities in the form of play that test
one’s self on flexibility, agility, balance,
coordination, strength, and endurance.
There are different types of stunts; individual,
dual, and group stunts.
Tumbling It is both a gymnastic skill and gymnastic
discipline where gymnasts jump, twists, and
3
flips placing only the hands and feet on the
ground. A tumbling may be subdivided into flips
and rolls.

Flips It is an acrobatic move in which the gymnast

rotates one or more times in the air, with hips
passing over the head and without hands
touching the ground.

Rolls It is similar to flip but the rotation of the roll is

usually made on the ground.

Split It is a position in which the legs are in line with

each other and extended in opposite directions.

Mount It is a term used to describe the first skill in a

gymnastics routine. It also means to get up onto
a gymnastics apparatus.
Dismount It is a term used to describe the last skill in a
gymnastics routine. It means to get down onto
the gymnastics apparatus.

What’s More
The activities below allow you to perform various gymnastics individual
stunts and preparatory exercises for tumbling which covers the basic gymnastic
rolls. Perform a warm-up exercise at the beginning and a cool-down exercise at the
end of the session. Follow the protocol for safety. Make sure to record your heart
rate and answer the questions below;
1. Wear exercise attire which is comfortable for you. It could be a shirt/Sando,
shorts/jogging, and proper shoes.
2. Look for a spacious area and prepare a soft cushion and clean mat.
3. You can set up music through speakers while doing the activity.
4. Perform a general warm-up exercise at the start of the session and general cool-
down exercise at the end.
5. Monitor and record your heart rate before and start the exercise session.
6. If available, take pictures and video yourself while doing the activity.
7. Know your limitations while doing the workout. Enjoy and have fun.

1 2 3 4

1. Crab walk: Execute a bridge stand. Walk using your arms first (left and right)
and legs (left and right).
2. Dog walk: Execute the position in which your arms support your legs by placing
it on the ground. Walk using your arms first (left and right) and legs (left and
right).
3. Turk Stand: Perform an Indian sit while arms are in the opposing elbows. Slowly
stand up while not changing the initial position.
4. Inchworm: In a push-up position, slowly move your arm and legs forward (left
and right) with arms first and followed by the legs. Once the knees are bent
repeat the same movement.
 5. Ankle Hold Walk: Hold your ankle
while making sure your knees didn’t
bend. Walk-in this position.
6. Egg Roll: Execute a tuck position.
Roll to each side while not changing
the initial position.
7. Ball Get-up: Lie down in supine
position. Slowly reach the ball
5 6
positioned above your head.
8. Wand rowing: Using a wand,
perform a rowing-like movement
while sitting and legs are extended
forward.

7 8

Preparatory exercise before Tumbling;

Floor roll. The following routines require you to
have a soft cushion and a mat. Safety is the
utmost concern that’s why you have the choice
to pick the exercise you know you can perform.
1.1
1. Practice the starting positions first.
1.1 Tuck position: From a sitting position where
the head and the knees are closer to each other,
slightly raise your legs by supporting it with both
hands. Hold the position for eight counts.
1.2 Sitting Pipe Position: Start by raising both 1.2
arms upward. Slowly extend the arms forward as far
as possible until the head is closer to the ground.
Hold the position for eight counts.
1.3 Standing Pipe Position: In a sitting position
with heels touching the bottom and arms on the
ground, slowly stand up while extending the legs
without removing the arms. Hold the position for 1.3
eight seconds.

1 2 3 4 5
2. Forward roll in tuck position: Starting from a tuck position, slowly crouch down.
Place your hand shoulder-wide apart and facing downward. Tuck your chin to your
chest and place back the head on the mat. Push off the floor with the legs and
rotate over your head on the back. Press your feet onto the floor and whips the
arms forward to bend knees at 45°.

1 2 3 4 5

3. Forward roll in standing pipe position: Starting from a standing position, slowly
crouch down. Place your hand shoulder-wide apart and facing downward. Tuck
your chin to your chest and place back the head on the mat. Push off the floor with
the legs and rotate over your head on the back. Spread your legs wide apart and
press it onto the floor and whips the arms forward to stand.

1 2 3 4 5

4. Backward roll in tuck position: Start in a squat position with arms in front.
Lower and lean back slightly until your bottom reaches the floor. Continue this
momentum and rollover your back onto your shoulders. Place hands next to your
shoulders and tuck your head into your chin. The hands then push the mat
strongly and straighten the body over the head. The feet are placed on the floor and
bend knees at 45°.
5. Backward roll in sitting pipe position: Start in a sitting with arms upward.
Extend your arms. Lower and lean back slightly until your bottom reaches the
floor. Continue this momentum and rollover your back onto your shoulders. Place
hands next to your shoulders and tuck your head into your chin. The hands then
push the mat strongly and straighten the body over the head. The feet are placed
on the floor and bend knees at 45°.

1 2 3 4 5
Heart Rate Before: After:
Rate your exercise session by shading the emotion scale below;  
Which specific activities you perform and you did not perform?
__________________________________________________________________________________________
What are your thoughts while doing the activity?
__________________________________________________________________________________________
__________________________________________________________________________________________
 What I Have Learned
Create a mind map that shows the different basic skills of gymnastics.
Provide drawings and keywords on each concept. Follow the format below;

Example:

What I Can Do
Create simple stunts and tumbling routines using the template below. Use
your pictures taken while doing the activities, arrange it at your discretion, and
submit to your teacher online. You may also choose to draw each exercise on each
box. Do it in your P.E notebook.
Start here

End here

Assessment
Read each item carefully. Encircle 5. It is a type of stunt which is
the letter of the best answer. performed by two gymnasts.
1. Which of the following terms is a. Crowd c. Individual
used to describe the first skill b. Dual d. Group
in a gymnastics routine? 6. Execute a bridge stand. Walk
a. Entrance c. Mount using your arms first (left and
b. Getting-on d. Dismount right) and legs (left and right).
2. It is similar to flip but its Which individual stunt does it
rotation is usually made on the refer to?
ground. a. Crab walk c. Inchworm
a. Tumbling c. Roll b. Dog walk d. Turk stand
b. Lying d. Stunt 7. Perform an indian sit while
3. It is a type of stunt which is arms are in the opposing
performed by a single gymnast. elbows. Slowly stand up while
a. Crowd c. Individual not changing the initial
b. Dual d. Group position. Which individual
4. Stunts are activities in the form stunt does it refer to?
of __________. a. Crab walk c. Inchworm
a. Exercise c. Play b. Dog walk d. Turk stand
b. Performance d. Test
 8. It is a type of stunt which is a. Flip c. Split
performed by more than three b. Rolls d. Stunts
gymnasts. 12. It is a position in which the legs
a. Crowd c. Individual are in line with each other and
b. Dual d. Group extended in opposite directions.
9. It is both a gymnastic skill and a. Flip c. Split
gymnastic discipline where b. Rolls d. Stunts
gymnasts jump, twists, and 13. It means getting up onto the
flips placing only the hands gymnastics apparatus.
and feet on the ground. a. Entrance c. Mount
a. Rolls c. Stunts b. Getting-on d. Dismount
b. Split d. Tumbling 14. It means to get down onto the
10. It is an acrobatic move in gymnastics apparatus.
which a gymnast rotates one or a. Entrance c. Mount
more times in the air. b. Getting-on d. Dismount
a. Flip c. Split 15. Which of the following terms is
b. Rolls d. Stunts used to describe the last skill in
11. It is similar to flip but the a gymnastics routine?
rotation of the roll is usually a. Entrance c. Mount
made on the ground. b. Getting-on d. Dismount

Additional Activities
Answer the questionnaire below as honestly as possible. Put check (√) on
your corresponding answer. Keep a weekly journal of your simple fitness program
which is a reflection composed of 4 to 5 sentences. Use your PE notebook.
EXERCISE PROGRAM MONITORING QUESTIONNAIRE
1. Did you perform your exercise program this  YES  NO
week?
If your answer to item 1 is YES, proceed to item 3. If your answer is NO, proceed to item 2.
2. Which of the following factors influence you NOT to perform it? Multiple reasons
are allowed.
 Lack of time. My day is so busy now.
 Social influence. None of my family members or friends likes to do anything
active.
 Lack of energy. I’m just too tired after school to get any exercise.
 Lack of willpower. I just can’t seem to get started.
 Fear of injury. I am afraid I can get hurt.
 Lack of skill. I don’t know how to execute the exercise.
 Lack of resources. I don’t have access to a spacious area where I can
exercise.
3. How do you feel accomplishing this week’s  HAPPY  SAD
program?

MY SIMPLE FITNESS PROGRAM

(A Journal)
Week 5:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Lesson
Health Services in School and
4 Community

Being holistically healthy is one of the highest attainable standards and

fundamental rights of every human being regardless of what stage of growth and
development. For adolescence, many studies show that there is a well-established
link between student health and performance with successful and sustainable
health programs and policies. Since then, the Department of Education through
the help and initiatives of the government and non-government organizations has
been working on programs and services that promotes and protects the health and
well-being of all Filipinos.

What’s In

From the previous lesson, you already recognize the proper health appraisal
procedures and screening tests that help you achieve holistic health. This lesson
will help you deepen your learning and familiarize the different health services in
the school and community to appraise one’s health.

What’s New

Activity 4.1 Word Search

Directions: Find the following words in the puzzle below. Words are arranged
horizontally, vertically, and from left to right or right to left direction.

Drugs Abuse Prevention Mental Health STI

Family Planning Oral Health HIV
Tobacco Control Nutrition Immunization
 What is It

Due to increasing health risks behavior among Filipino adolescents, the

Department of Health (DOH) issued Administrative Order No. 34-A, series of
2000 also known as the Adolescent and Youth Health and Development
Program (AHDP) that aims to uplift the welfare of adolescents with the help of both
government and non-government organizations. This program is also dedicated to
ensuring that all related government agencies and partners are working together
for the betterment of adolescents in the country.

According to the DOH, AHDP envisions a country with well informed,

empowered, responsible and healthy adolescents who will be future leaders of the
society and nation in general. Furthermore, its mission is to ensure that all
adolescents have access to comprehensive health care and services in an
adolescent-friendly environment, aligned with the program objective of improving
the health status of adolescents and enable them to fully enjoy their health rights.

Major program components about the adolescent health and development

program and services offered in schools and communities in the Philippines are:

 Nutrition  Harmful Use of Alcohol

 National Safe Motherhood  Tobacco Control
 Family Planning  Mental Health
 Oral Health  Violence & Injury Prevention
 National Immunization Program  Women and Children
 Dangerous Drugs Abuse Prevention Protection
and Treatment  HIV-AIDS and other STIs
 On the other hand, the following are government, non-government, local,
private organizations, and international development partners related to the
implementation initiatives of AHDP.

 Department of Education  Society of Adolescent Medicine in

 National Youth Commission
 Commission on Higher Education
 Commission on Population
 Council for the Welfare of
Children
 Department of Social Welfare and
Development
 Department of Interior and Local
Government
 Linangan ng Kababaihan
(Likhaan)
 The Family Planning Organization
of the Philippines
 Technical Education and Skills
Development Authority
 Woman Health Philippines
 Save the Children
 ACT! 2015 Alliance
 Youth Peer Education Network
the Philippines Inc.
 Micronutrient Initiatives
 Child Protection Network
 National Nutrition Council
 Philippine National AIDS Council
 Philippine Society of Adolescent
Medicine Specialist
 United Nations for Children’s
Fund
 United Nations Population Fund
 United Nations Programme for
HIV and AIDS
 United States Agency for
International Development
 World Health Organization

What’s More

Activity 4.2 Which Agency?

Direction: Identify the following partners and government agencies that are related
to Adolescent Health and Development Programs and Services in the Philippines.

__________1. It is the primary health agency in the Philippines that is responsible

for ensuring access to basic public health services to all Filipinos.
__________2. The Department is responsible for the policies, plans, programs,
and projects ensuring access to, promoting equity in, and improving
the quality of basic education in the Philippines.
__________3. This agency main goal is to ensure the protection of the social welfare
of the rights of Filipinos and to promote social development.
__________4. It is an international health agency that promotes health, keeps the
world safe, and serve the vulnerable.
__________5. It is the world's leading independent children's organization - has been
working in the Philippines for over three decades and is dedicated to
helping children.
 What I Have Learned

Directions: Search for articles related to different health services in the

school and community health appraisals that best depict the following
statements we learned today.

1. The Adolescent and Youth Health and Development Program of the

Department of Health is dedicated to ensuring that all related agencies and
partners are working together in uplifting the welfare and betterment of
adolescents in the country.
2. Major program components about the adolescent health and development
program and services offer in school and community in the Philippines focus
on Nutrition, National Safe Motherhood, Family Planning, Oral Health,
National Immunization Program, Dangerous Drugs Abuse Prevention and
Treatment, Harmful Use of Alcohol, Tobacco Control, Mental Health,
Violence & Injury Prevention, Women and Children Protection and HIV/STI.
3. Different related government, non-government, other local and international
development partners, and private organizations are working together to
ensure that all objectives of the program are implemented, monitored, and
evaluated aligned with the program mission and vision.
 What I Can Do

Activity 4.3 Adolescent Client Satisfaction Survey

Direction: Using the satisfaction survey adapted from the Department of Health,
rate your overall satisfaction with the services and initiatives of your community
that you have already experienced.
Name of Agency or Office: ____________________________City: ____________________
Age: ____________ Gender: _________________ Average Rating: __________

1. What service/s did you avail?

1 2 3 4

Please check the box that corresponds to Strongly Disagree Agree Strongly
your answer Disagree Agree

2. Services were helpful

3. Explanations were understandable
4. Service providers made me feel welcome
5. I was assured that info will be
confidential

6. I did not feel judge or discriminated

7. I would avail this service again
8. I would recommend my friends to come
here.
 Assessment

Direction: Choose the letter of the best answer.

1. Which of the following Philippine agency established the Administrative Order
No. 34- A s 2000 also known as “Adolescent and Youth Health and Development
Program”.
a. Department of Agriculture c. Department of Health
b. Department of Education d. World Health Organization

2. What is the main objective of the Adolescent and Youth Health and Development
Program?
a. Develop program and services offer in-country and abroad.
b. Envisions a country with well informed, empowered, responsible and
healthy adolescents who are leaders in society
c. Ensure that all adolescents have access to comprehensive health care and
services in an adolescent-friendly environment
d. Improving the health status of adolescents and enable them to fully enjoy
their health rights.

3. The following are examples of program components about adolescent health and
development EXCEPT:
a. Family Planning c. Nutrition
b. Gross Domestic Product d. Oral Health

4. It is an international health agency that promotes health, keeps the world safe,
and serve the vulnerable.
a. Department of Agriculture c. Department of Health
b. Department of Education d. World Health Organization

5. Which of the following stage in the growth and development is AHDP addressed?
a. Adulthood b. Adolescence c. Childhood d. Infancy
 Answer Key

What I Know
Music Arts P.E. Health
1. D 6. C 11. B 16. B
2. B 7. B 12. C 17. C
3. D 8. C 13. A 18. D
4. D 9. A 14. A 19. C
5. C 10. A 15. B 20. B

Music

Assessment What's More What's New

1. B Use the rubric provided In any order:

2. D for the activity Kumintang
3. D Balitaw
4. C Kundiman
5. D Harana
Polka
Arts
Assessment: True or False
1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. True
10. False

P.E

Assessment What's More

1. C 11. B Based on the student’s
2. C 12. C results.
3. C 13. C
4. C 14. D
5. B 15. D
6. A
7. D
8. D
9. D
10. A

Health

Assessment What’s More What's New

6. C 1. Department of
7. D Health
8. B 2. Department of
9. D education
3. Departent of
10. B
Social welfare and
Development
4. World Health
Organization
5. Save the Children
References

Music
Leron Leron Sinta | Traditional Filipino Song | robie317. (2020, June 30). Retrieved
from https://www.youtube.com/watch?v=firHRhLsprc
O, Ilaw Ruben Tagalog. (2020, June 30). Retrieved from Youtube:
https://www.youtube.com/watch?v=DiOGLiPBfik
Pilipinas Kong Mahal by Francisco Santiago. (2020, June 30). Retrieved from
https://www.youtube.com/watch?v=RAjHJ65cAh8
Sa Libis ng Nayon Sylvia la Torre. (2020, June 30). Retrieved from
https://www.youtube.com/watch?v=iX4ulhyu9Zs
Secular Music Wikipedia, The Free Encyclopedia. (2020, June 25). Retrieved from
https://en.wikipedia.org/wiki/Secular_music
Siobal, L. R., Capulong, M. A., Rosenberger, L. G., Santos, J. M., Mendoza, J. C.,
Samoy, C. P., . . . Aldeguer-Roxas, J. T. (2017). Music and Arts - Grade 7
Learner's Material First Edition. Pasig City: Department of Education-Bureau
of Learning Resources (DepEd-BLR).
Arts
https://fineartamerica.com/featured/igorrote-farm-in-luzon-philippines-from-the-
history-of-mankind-vol1-by-prof-friedrich-ratzel-hans- meyer.html?product=art-
print
https://www.mapsofworld.com/philippines/provinces/ilocos-norte.html
https://www.philatlas.com/luzon/r01.html

https://www.ourawesomeplanet.com/awesome/2011/08/captivating-calle-
crisologo-in-vigan.html

https://aleteia.org/2019/10/26/the-church-of-saint-agustin-of-paoay-in-the-
philippines-a-great-example-of-earthquake-baroque-architecture/
https://www.pinoyadventurista.com/2013/07/basey-samar-banig-mats.html

https://arceta.com/post/79572295913/burnay-jars-in-vigan-ilocos-sur-february-
2012
https://windowseat.ph/whang-od-buscalan/
https://journal.com.ph/lifestyle/people-and-places/recognition-kalinga-master-
tattooist-whang-od
https://wesaidgotravel.com/abra-philippines-tingguians-bamboos-art-dyeing/

https://theberntraveler.wordpress.com/2014/11/22/abra-in-colours-the-
tingguians-bamboos-and-the-art-of-dyeing/
https://startupfashion.com/fashion-archives-ikat-weaving/

https://pabromichaelagmail.home.blog/2018/10/16/the-national-museum-of-
the-philippines/
http://balita.net.ph/2018/04/16/lang-ay-festival-ng-mountain-province/
https://www.pinoyadventurista.com/2013/07/basey-samar-banig-mats.html

https://arceta.com/post/79572295913/burnay-jars-in-vigan-ilocos-sur-february-
2012
https://www.preview.ph/fashion/inabel

https://www.choosephilippines.com/go/heritage-sites/72/falling-

love-paoay-church

https://www.ourawesomeplanet.com/awesome/2011/08/captivatin

g-calle-crisologo-in-vigan.html

https://www.philatlas.com/luzon/r01.html

http://www.traveltrilogy.com/2018/12/pampanga-

christmas-lanterns-star-wonders.html

https://www.flickr.com/photos/nccaofficial/18049526723

Physical Education
 Cotteral B. and Cotteral D. (1936) The teaching of stunts and tumbling. A. S.
Barnes and Company. New York, USA
 Flores, Mojica, Tolentino (2002) Edukasyong Pangkatawan, Pangkalusugan,
Musika at Sining 1. JO-ES Publishing House, Inc.
 Grossfield, M (1997) The basics of our sport. USAGO: USA Gymnastics
Magazine Online, USA

Online references
 https://www.sports-training-adviser.com/sport-skills.html
 https://www.asics.com/us/en-us/blog/article/how-we-run-the-gait-cycle-
explained
 https://www.livestrong.com/article/475175-phases-of-sprinting/
 https://gymnasticszone.com/tag/gymnastics-skill/
Image sources

 Simone Biles: https://bit.ly/simonebilesmodule

 Stunts: https://bit.ly/stuntsmodule
 Tumbling: https://bit.ly/tumblingmodule
 Flip: https://bit.ly/Flipmodule
 Roll: https://bit.ly/rollmodule
 Split: https://bit.ly/splitmodule
 Mount: https://bit.ly/mountmodule
 Dismount: https://bit.ly/dismountmodule

Health
ADOLESCENT HEALTH AND DEVELOPMENT PROGRAM. n.d.
https://www.doh.gov.ph/Adolescent-Health-and-Development-Program
(accessed June 25, 2020).

"DOH Adolescent Health and Development Program Manual of Operations." n.d.

https://www.doh.gov.ph/sites/default/files/publications/WHO_DOH_2017_
12082017_full.pdf (accessed June 25, 2020).
Pabelico, Naida C., Fernan Lanzaderas, Mark Kenneth Camiling, and Alcar E.
Saraza. Physical Education and Health - Grade 7 Learner's Material First
Edition. Ground Floor Bonifacio Bldg., DepEd Complex Meralco Avenue,
Pasig City, Philippines 1600: Department of Education-Bureau of Learning
Resources (DepEd-BLR), 2016.
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph