Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

MAPEH
GRADE 9
MAPEH Grows Through the Years
Quarter 1 Week 3 Module 3

Most Essential Learning Competencies:

1. Relates Medieval, Renaissance and Baroque music to other art
forms and its history within the era;
2. Undertakes physical activity and physical fitness assessments
3. Reflects on and derive the mood, idea, or message from selected
artifacts and art objects
4. Appreciates the artifacts and art objects in terms of their utilization
and their distinct use of art elements and principles
5. Incorporates the design, form, and spirit of Southeast Asian
artifacts and objects in one’s creation
6. Traces the external (foreign) and internal (indigenous) influences
that are reflected in the design of an artwork and in the making of
a craft or artifact
7. Selects health professionals, specialists and health care services
wisely reports fraudulent health services

0
HOW TO USE THIS MODULE

Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below
to successfully enjoy the objectives of this kt. I Have fun!
1. Follow carefully all the contents and instructions indicated in every
page of this module.
2. Write on your notebook the concepts about the lessons. Writing
enhances learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/ guardian assess your answers using the answer
key card.
5. Analyze conceptually the post-test and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations – These are what you will be able to know after completing
the lessons in the module.
• Pre-test – This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
• Looking Back to your Lesson – This section will measure what learnings
and skills did you understand from the previous lesson.
• Brief Introduction – This section will give you an overview of the lesson.
• Activities – This is a set of activities you will perform with a partner.
• Remember – This section summarizes the concepts and applications of
the lessons.
• Check your Understanding – It will verify how you learned from the
lesson.
• Post-test – This will measure how much you have learned from the entire
module.

1
PRE-TEST

Multiple Choices
Directions. Choose the letter of the best answer.
1. In designing a physical activity program, FITT stands for?
A. Frequency, Intensity, Time and Type
B. Factors, Intensity, Time and Type
C. Frequency, Interval, Time and Type
D. Factors, Improvise, Time and Type
2. Physical Fitness component which measures the strength and power of
legs.
A. Zipper Test
B. Stork Balance Test
C. Juggling
D. Standing Long Jump
3. ______ is a substance which discarded after primary use, or is
worthless, defective and of no use.
A. Waste
B. Non-biodegradable
C. Recyclable materials
D. Biodegradable
4. A type of singing performed by one or more singers, either with
instrumental accompaniment, or without instrumental accompaniment
in which singing provides the focus of the piece.
A. Instrumental Music
B. Vocal Music
C. Vocal and Instrumental Music
D. Ballet Music
5. Which of the following is not the cause of improper waste disposal?
A. Throwing garbage everywhere.
B. Lack of manpower.
C. Lack of knowledge about recycling
D. Learning how to recycle used materials.
6. What is the artwork name of the Asian Queen with dark eyes and hair
with fierce expression under the Byzantine painting?
A. Theodoro
B. Theodora
C. Theodara
D. Theodarna
7. If people around the world, continued the improper waste management,
what will happen to our earth?
A. Nothing will happen.
B. Mother earth will be healed.
C. No pollutions in earth.
D. Disease may be acquired by all living things and can be fatal.

2
 8. Paintings have been confined in the illumination of manuscript pages
and the painting of frescoes on the walls.
A. Byzantine Painting
B. Gothic Painting
C. None of the choices
D. Romanesque Painting
9. In 13th century, _________ is the Gothic manuscript illustration.
A. Lady and the Unicorn tapestry
B. Rose window from the North Transcept
C. The Shepherd David
D. Christ in Majesty

10. Group of musicians who performed during the Medieval Period.

A. Troubadours
B. Traudors
C. Badours
D. Trodours

11. Mass songs was considered as sacred music during the Baroque
Period. How many sections does the mass have?
A. 2 B. 6 C. 5 D. 3

12. An agility test which measures the ability of the body to move in
different directions quickly.
A. Zipper Test
B. Stork Balance Test
C. Hexagon Agility Test
D. Standing Long Jump

You may request your facilitator to check your work.

Congratulations and keep on learning!

3
MUSIC 9
LESSON 3: MUSICAL CHARACTERISTICS OF
MEDIEVAL, RENAISSANCE AND BAROQUE PERIOD
(VOCAL AND INSTRUMENTAL)
EXPECTATIONS

You will learn how to differentiate the vocal and instrumental

characteristics of Medieval, Renaissance and Baroque Period. This module
will help you:

• Identify the type of music of each period.

• Describe the vocal and instrumental music of Medieval, Renaissance
and Baroque Period.

Let us start your journey in learning more about Different Kinds of Vocal and
Instrumental Music.
Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Guess Who!
Direction: Below are the well-known composers of the Medieval, Renaissance and
Baroque Period. Write the complete name of each composer in the space provided.

1. _________________ 2. __________________ 3. __________________

4
BRIEF INTRODUCTION
Vocal Music- A type of singing performed by one or more singers, either
with instrumental accompaniment, or without instrumental accompaniment,
in which singing provides the main focus of the piece.

The music sheet is a notated Gregorian

Chant written in Neumes.
Early musical notation: in medieval
Europe, an early musical notation that
sometimes indicated only the approximate
shape of a melody.
15th century. Via French < Greek pneuma
"breath"]
During the latter part of the Medieval
Period, secular music which was not bound
by Catholic traditions emerged. Most of these
songs were performed across Europe by
groups of musicians called TROUBADOURS

Troubadour music: (Secular Music)

• Usually monophonic
• Sometimes with improvised
accompaniment
• Tells the chivalry and courtly love
• Originated in France
• Written in French language

5
6
Hallelujah Chorus For Unto Us

7
INSTRUMENTAL MUSIC- An instrumental is a recording without any vocals.
The music is primarily or exclusively produced using musical instruments.

8
ACTIVITIES
Activity 1: Let Us Listen!
Direction: Listen to an example of Gregorian Chant. Answer the guide
questions below.

https://www.youtube.com/watch?v=nK0CE5dIxCc

9
 1. What can you say about the plainchants? What are these
characteristics?
______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. How can you compare it to modern music today? (21st Century Music)
“Kyrie VII (De Angelis)”
______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

REMEMBER

1. Instrumental Music - An instrumental is a recording without any

vocals. The music is primarily or exclusively produced using musical
instruments.
2. Vocal Music- A type of singing performed by one or more singers, either
with instrumental accompaniment, or without instrumental
accompaniment, in which singing provides the focus of the piece.

CHECKING YOUR UNDERSTANDING

Directions. Fill in the blanks with the correct answer.

1. ______________ is the type of music from Medieval Era.

2. ______________is a single musical line, without
accompaniment.
3. ______________ a musical piece that is usually lengthy and
based on some Biblical or religious event.
4. _______________period, which is characterized by
exuberance and exaggerated style of music.
5. ______________ early musical notation.

10
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET 1

Song Analysis
Directions. Listen to the song titled “Now is the month of maying” by
Thomas Morley using the given link below:
https://www.youtube.com/watch?v=9NPFUz-kIu4

Guide Question:
1. What did you feel after listening to the song?
2. What are the elements of music present in the song?

3.

11
ARTS 9
LESSON 3: MEDIEVAL ERA PAINTINGS: BYZANTINE,
ROMANESQUE AND GOTHIC

EXPECTATIONS

You will learn the art styles and concepts of Medieval paintings.
Specifically, this module will help you to:

• Analyze the unique qualities of the Medieval Era Paintings.

• Create an artistic work which shows the prominent features of the
period.

Let us start your journey in learning more about Pre-Historic and Egyptian
Ancient Era Paintings.
Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

1. Method of painting water-based pigments on a freshly applied plaster
usually on a wall surface.
A. Encaustic
B. Fresco
C. Panel Painting
D. Kerch Style
2. Classical Era was divided into two periods namely;
A. Greek and Egyptian
B. Greek and Roman
C. Egyptian and Greek
D. None of the choices
3. Developed to use by Greek ship builders, who used the hot wax to fill
the cracks of the ship.
A. Encaustic
B. Fresco
C. Panel Painting
D. Kerch Style
4. It is an art process where an image is creating using an assemblage of
small pieces of colored glass, stones, or other materials.
A. Mosaic
B. Fresco
C. Painting
D. Tomb Panting

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 5. Paintings during the classical era were most commonly found in the
following except:
A. Vases
B. Panel
C. Tombs
D. Floor

BRIEF INTRODUCTION

Western Classical Art Traditions

Different era different styles, different characteristics and functions of
the arts occurred but all of those contributed in the development and
establishing the importance of arts in our lives today.

Western Classical Art Traditions

MEDIEVAL ERA
Byzantine Paintings
The lively styles of paintings which had been invented by Greeks and
Romans lived on in Byzantium but this time for Christian subjects.
By the 11th century, the Greek and Oriental styles seem to blend
together in magnificent, imposing images, which adorned the churches in
large and small forms.

13
 Theodora
was an
Asian
Queen with
dark eyes
and hair
with fierce
expression

The court of Empress Theodora,

mosaic 6th century AD San Vitale,
Ravena

Romanesque Paintings
These are largely placed mosaics on the walls of the churches that
follows a strict frontal pose. It has a remarkable variety of artistic traditions
such as modeling and treatment of faces and draperies.
It also shows traces of Mozarabic influence (Arabic influence) through
elongated oval faces, large staring eyes and long noses, figures against flat
colored bands and heavy outlining.

Christ in Majesty, painting

from the Church of Saint
Clemente, Tahull, Lerida
Spain,
c. 1123 Musue Nacional d’Art
de Catalunya, Barcelona

Gothic Paintings
Paintings have been confined in the illumination of manuscript pages
and the painting of frescoes on the walls of churches in cosmopolitan style,
elegant, mannered and sophisticated.
Subjects usually depicts popular legends and love stories, patterns like
“mille fleur” or thousand flowers show influence which may have been due to
the Crusades. The paintings show some realistic details and shows naive
naturalism

14
 Rose window
from the
North
transcept,
about 1230
Stained glass
windows were
created to
transform the
Lady and the Unicorn tapestry, 1506- 1513 vast stone
interiors with
warm and
glowing color
and at the
The Shepherd same time to
David, 13th instruct
century, Christians in
Gothic their faith.
manuscript
illustration

ACTIVITIES

Activity 1 – Spider Mapping

Directions. In a short bond paper, write their ideas/knowledge about
MEDIEVAL PERIOD ARTWORKS using a spider map

BYZANTINE
PERIOD

ROMANESQ
UE PERIOD MEDIEV
AL GOTHIC
PERIOD PERIOD

REMEMBER

1. Medieval Era was influenced by the Western Classical Traditions which

has three periods namely; Byzantine Period, Romanesque and Gothic.

15
 2. Romanesque Paintings are the largely placed mosaics on the walls of
the churches that follows a strict frontal pose.
3. Gothic Paintings have been confined in the illumination of manuscript
pages and the painting of frescoes on the walls

CHECKING YOUR UNDERSTANDING

LIGHT ME UP!
During the Medieval time it has been one of the prominent features of
every Cathedral built using the Christian themes and symbolisms. In this
activity create an example of a Stained Glass that has practical use.

NOTE: Take a picture of your work and place it in your Portfolio

Materials:
Big empty glass bottle, Black permanent marker, Acrylic paint, Paintbrush,
White glue, Water, Tee light candle.

Procedure:
1. Choose a design for your “Stained Glass” bottle
candle holder. It should be relevant with the
medieval themes and symbolisms. Design samples
for stained glass; you may also use the themes,
motifs and patterns that promotes your Region.
2. Trace your design outside the bottle using the
permanent black marker. Your outline should be
bold and thick.
3. Color your design using acrylic paint.
4. After coloring, re-outline your design with black
marker to make the outline precise and visible.
5. Place the tee light candle inside the bottle and light
so you can see the stained-glass effect.

16
RUBRIC

5 4 3 2 1
Criteria Very
Excellent Good Fair Poor
Good
Composition and design:
-Show the theme and motifs of medieval
stained glass.
Process:
-Follows the instruction in doing the
activity
-Maintains cleanliness in the working
area
Materials used:
-Used proper materials and tools
prescribed in the activity
Behavior:
-Shows enjoyment while doing the
activity.
Overall look of the artwork:
-Depicts a medieval look on the stained
glass
Total

REFLECTIVE LEARNING SHEET

Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET 2

Directions. What are the things that you first notice inside when entering a
museum? If you have seen any object that can be associated with our lesson
in this module, list your findings below.

1.
2.
3.
4.

17
PHYSICAL EDUCATION 9
LESSON 3: PHYSICAL FITNESS TESTS
(AGILITY, BALANCE, COORDINATION, FLEXIBILITY
AND POWER)
EXPECTATIONS

You will learn how to design a physical activity program suitable

to your body and health needs. Specifically, this module will help you to:

• Recognize that physical fitness test is essential knowing the capacity

one’s strength and weaknesses.
• Perform the physical activities with proper protocols and recording
for assessment.

Let us start your journey in learning more about Physical Fitness.

Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

A. 40-meter sprint
B. Stick Drop Test
C. Sit and Reach
D. Push-up
E. Basic Plank

_________1. Measures strength/stability of the core muscles.

_________2. Measures the strength of the upper extremities.

_________3. Measures the time to respond to a given stimulus.

_________4. Test the flexibility of the lower back extensor and the hamstring

muscles.

_________5. Measures running speed.

18
BRIEF INTRODUCTION

Physical activities as a choice in living healthy

Physical activities play a vital role in the holistic development of a person.

Fitness activities usually depend on individual’s choice, age, and ability. Health-
related fitness ensures cardiovascular fitness and thus helps them in the process of
aging, while skill-related fitness can develop to become more athletic.

Designing a Physical Activity Program

Are you ready to take your physical activities to the next level? Or do you
simply want to begin incorporating exercise into your daily routine? Then you should
consider using the FITT principle.

FITT stands for frequency, intensity, time, and type. These are the factors that
may determine what kind of impact physical activities will have on your body.

• Frequency - the number of times you exercise per week. Frequency

should always be determined by the type of activity you’re engaging in.
• Intensity - degree of intensity is based on the amount of work you have
to put in.
• Time - length of time you spend exercising. This has directly impacted
by the other three components of the FITT model.
• Type - type of physical activity you choose lies at the heart of the FITT
principle.
Physical Fitness Protocols for the following fitness tests:

• Hexagon Agility Test

• Juggling
• Standing Long Jump
• Stork Balance
• Zipper Test
Hexagon Agility Test - measures the ability of the body to move in different
directions quickly.

Test Protocol

Equipment - Tape measure, Stopwatch, chalk, or masking tape

19
 • Hexagon Size - Length of each side is 18 inches high school. Each angle
is 120 degrees
For the Performer:

• Stand with both feet together inside the hexagon facing the marked
starting side.
• At the signal 'Go', using the ball of the feet with arms bent in front,
jump clockwise over the line, then back over the same line inside the
hexagon. Continue the pattern with all the sides of the hexagon.
• Rest for one (1) minute.
• Repeat the test counterclockwise.
For the Partner:

• Start the time at the signal go and stop once the performer reached the
side before the side where he/she started.
• Record the time of each revolution.
• Restart the test if the performer jumps on the wrong side or steps on
the line.
• Scoring – Add the time of the two revolutions and divide by 2 to get the
average. Record the time in the nearest minutes and seconds.
Score interpretation

Juggling measure the coordination of the eyes and hands.

Test Protocol

• Equipment - Sipa (washer weighing 4 gms. with 5 inches straw)/20 pcs.

bundled rubber bands/any similar local materials weighing 4 gms. and
Stopwatch

20
For the Performer:

• Hit the sipa/rubber band/similar local material alternately with the

right and left palm upward. The height of the tossed material should
be at least above the head.
• For the Partner:
• Count how many times the performer has hit the material with the
right- and left-hand maximum in 2 minutes
• Stop the test if the material drops or after 2 minutes.
• There shall be three (3) trials.
• Scoring – Record the highest number of hits the performer has done.
Score interpretation

Standing Long Jump - measure the explosive strength and power of the leg muscles.

Test Protocol

• Equipment - tape measure/meter stick/any measuring device

For the Performer:

• Stand behind the take-off line with feet parallel to each other, the tips
of the shoes should not go beyond the line.
• Bend knees and swing arms backward once, then swing arms forward
as you jump landing on both feet. Try to jump as far as you can.
• Do not control the momentum of the jump (continuously move
forward).
• Must land on both feet.
• Perform the test twice in succession.
For the Partner:

• Place zero (0) point of the tape measure at the take-off line.

21
 • After the jump, spot the mark where the back of the heel of either foot
of the performer has landed nearest to the take-off line.
• Record the distance of the two trials.
• Scoring - Record the best distance in meters.

Stork Balance Test assess one’s ability to maintain equilibrium

Test Protocol

• Equipment: flat, non-slip surface and stopwatch

For the Performer:

• Remove shoes and place hands on the hips.

• Position the right foot on the side of the knee of the left foot.
• Raise the left heel to balance on the ball of the foot.
• Do the same procedure with the opposite foot.
For the Partner:

• Start the time as the heel of the performer is raised off the floor.
• Stop the time if any of the following occurs:
o the hand(s) come off the hips
o the supporting foot swivels or moves (hops) in any direction
o the non-supporting foot loses contact with the knee.
o the heel of the supporting foot touches the floor.
• There shall be three (3) trials
• Scoring – Record the time taken on both feet in the nearest seconds then
divide the score to two (2) to get the average percentage score.
Scoring interpretation

22
Zipper Test measures upper arm and shoulder girdle joints flexibility.

Test Protocol

For the Performer:

• Stand erect.
• Raise your right arm, bend your elbow, and reach down across your back as
far as possible, extend your left arm down and behind your back, bend your
elbow up across your back and try to reach/cross your fingers over those of
your right hand as if to pull a zipper or scratch between the shoulder blades.
• To test the left shoulder, repeat procedures a and b with the left hand over the
left shoulder.
For the Partner:

• Observe whether the fingers touched or overlapped each other. Between the
middle fingers of both hands.
• Record the score taken the distance in centimeter.
• Scoring – record zipper test to the nearest 0.1 centimeter
Score interpretation

40-meter sprint - measure running speed

• Due to the pandemic brought about by Covid-19, we can’t execute this

test at home.
This test needs open spaces and larger areas.

23
ACTIVITIES

Activity 1. “PFT Testing Week 3”

In this activity you must find a partner (it may be your siblings, parents or
whoever you are with at home) that will help you in performing the tests. Also, you
must wear light and comfortable clothes.
At your convenience at home, perform the following fitness test:
Hexagon Agility Test, Juggling, Standing Long Jump, Stork Balance and
Zipper Test

• Prepare for the test.

• Review the procedures in conducting the Physical Fitness Test.
• Do the warm-up exercises on your own or with your partner at home.
• Re-orient yourself on the proper execution of the tests and recording of
test results.
• Observe safety.
• Perform the test with a partner
• Record your test results

REMEMBER

1. Fitness activities usually depend on individual’s choice, age, and ability.

2. In designing a physical activity program, there are factors needed to be
determined, these are frequency, intensity, time, and type or known as FITT.
3. Hexagon Agility Test - measures the ability of the body to move in different
directions quickly
4. Juggling measures the coordination of the eyes and hands.
5. Standing Long Jump measures the explosive strength and power of the leg
muscles.
6. Stork Balance Test assess one’s ability to maintain equilibrium
7. Zipper Test measures upper arm and shoulder girdle joints flexibility.

24
HEALTH 9
LESSON 3: KINDS OF REFUSE (IMPROPER WASTES
DISPOSAL)

EXPECTATIONS

You will realize the harmful effects and negative effects of

improper waste disposal to the environment. Specifically, this module
will help you to:

• Enumerate the different kinds of refuse and ways to lessen the waste
disposal.
• Explain the causes of the improper ways disposal.
• Realize that every person should be responsible in taking good care
the environment.

Let us start your journey in learning more about Community and

Environmental Health.
Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

1. Refers to the waste products of the human digestive system and the human
metabolism, namely feces and urine.
A. Human Excreta
B. Garbage
C. Disease Control
D. Dumps

2. Which of the following is NOT a good practice to control the spread of the
diseases?
A. Washing your hands with soap and water, thoroughly and frequently.
B. Covering your nose and mouth when you sneeze or cough.
C. Disinfecting frequently touched surfaces in your home and workplace.
D. Close contact to the sick people.

3. What is the best statement which will describe peace and order?
A. is an occurrence of harmony characterized by the lack of violence, conflict
behaviors and the freedom from fear of violence.
B. Not essential things we need to make us thrive.
C. Depends on the place you are residing with.
D. Weapons should be used to attain peace and order.

25
 BRIEF INTRODUCTION
Waste is unwanted or unusable materials. It is any substance which
discarded after primary use, or is worthless, defective and of no use.

Improper wastes disposal, inefficient wastes collection and lack of

disposal facilities are among the dominant concerns in the country’s solid
waste management. Unless these are addressed, the wastes generated from
various sources will continually lead to health hazards and serious
environmental impacts such as ground and surface water contamination,
flooding, air pollution and spread of diseases.

REFUSE are dump, food waste or discarded materials

KINDS COMPOSITION SOURCES

Garbage Waste from preparation, cooking and serving Households,

of food, market wastes, wastes from handling, restaurants,
storage and sale of produce. institutions, stores,
markets

Rubbish COMBUSTIBLE: paper, cartons, boxes, Same as garbage

barrels, wood, excelsior, tree branches, yard
trimmings, wood furniture, bedding, dunnage

NON – COMBUSTIBLE: metals, tin cans,

metal furniture, dirt, glass, crockery, minerals

Ashes Residue from fires used for cooking and Same as garbage
heating and from on – site incineration

Street refuse Sweepings, dirt, leaves, catch-basin dirt, Streets, sidewalks,

contents of litter receptacles alleys, vacant lots

Dead animals Cats, dogs, horses, cows Same as street refuse

Demolition Lumber, pipes, bricks, masonry and other Demolition sites to be

wastes construction materials from razed buildings used for new buildings,
and other structures renewal projects,
expressways

Construction Scrap lumber, pipes, other construction New construction.

wastes materials remodeling

Special wastes Hazardous solids and liquids; explosives, Household, hotels,

pathological wastes, radioactive materials, hospitals, institutions,
batteries stores, industry

26
Sewage treatment Solids from coarse screening and from grit Sewage treatment
residue chambers; septic – tank sludge plants, septic tanks

• Improper waste disposal is the disposal of waste in a way that has

negative consequences for the environment.
• Examples include littering as well as hazardous waste that is dumped
into the ground and water.

Negative Effects of the Improper Removal and Disposal of Waste

Soil Contamination
• Some wastes that end up in landfills excrete hazardous chemicals that
leak into the soil. Take the case of plastic bottles.
• When they eventually break down, they release DEHA (Diethyl
hydroxylamine), a carcinogen that affects our reproduction systems,
causes liver dysfunction, and weight loss.
• Soil contamination does not only affect plant growth, it is also
unhealthy to humans and animals feeding on those plants.

Air Contamination

27
 • Some papers and plastics are burned in landfills, emitting gas and
chemicals that hurt the ozone layer.
• Waste that releases dioxins are also dangerous and pose a health risk
when they diffuse into the air that we breathe. Add to that the methane
gases that decomposing wastes release.
• Landfill gas produced by the decomposing wastes, can be explosive and
can harm nearby communities

Water Contamination
• Hazardous wastes in the environment leech into the ground, and
ultimately, into ground water. This water is used for many things, from
watering the local fields to drinking. Toxic liquid chemicals from waste
can also seep into water streams and bodies of water.
• Untreated sewage can threaten marine life that comes into contact with
the contaminated water. It can destroy and suffocate marine habitats,
such as corals.
• Contaminated water is also dangerous and harmful to humans who
consume fish and other marine life.
•
Bad Impact on Human Health

• Improper disposal of waste can greatly affect the health of the

population living nearby the polluted area or landfills.

• Workers in these landfill facilities are at a greater risk.

• Exposure to improperly handled wastes can cause skin irritations,

blood infections, respiratory problems, growth problems, and even
reproductive issues.

Impact on Animals and Marine Life

 Animals likewise suffer the effects of pollution caused by improperly

disposed wastes and rubbish.

 Styrofoam and cigarette butts have been known to cause deaths in

marine animals who consume them.

28
  Animals who consume grasses near contaminated areas or landfills are
also at risk of poisoning due to the toxins that seep into the soil.

Disease-Carrying Pests

• Mosquitoes and rats are known to live and breed in sewage areas, and
both are known to carry life-threatening diseases.

• Mosquitoes breed in cans and tires that collect water, and can carry
diseases such as malaria and dengue.

• Rats find food and shelter in landfills and sewage, and they can carry
diseases such as leptospirosis and salmonellosis.

Disease-Carrying Pests

• Mosquitoes and rats are known to live and breed in sewage areas, and
both are known to carry life-threatening diseases.

• Mosquitoes breed in cans and tires that collect water, and can carry
diseases such as malaria and dengue.

• Rats find food and shelter in landfills and sewage, and they can carry
diseases such as leptospirosis and salmonellosis.

Causes Extreme Climate Changes

 Decomposing waste emits gases that rise to the atmosphere and trap
heat.

• Greenhouse gases are one of the major culprits behind the extreme
weather changes that the world is experiencing.

• From extremely strong storms and typhoons to smoldering heat, people

are experiencing and suffering the negative effects of greenhouse gases.

It is Slowly Killing the Planet

We only have one planet, and our careless handling of waste is harming
it.
Taking care of the environment is everyone’s responsibility, for
ourselves, for our planet, and for our children.

29
ACTIVITIES

ACTIVITY 1 - Catch and Match

Column A indicates the different kinds of refuse. Write down examples of
these refuse in Column B. Choose from the box below

Leftover food, Empty bottle, Dead dog,

Residue from fires, Metal scraps, Construction materials,
Cigarette butts, Unwanted cars, Dead batteries,
Septic tank sludge

A. Kinds of Refuse B. Examples

Rubbish

Sewage treatment residue

Abandoned automobiles

30
Incinerator Residue

Dead animals

Street sweepings

Special waste

Demolition materials

Garbage

REMEMBER
1. Improper wastes disposal, inefficient wastes collection and lack of
disposal facilities are among the dominant concerns in the country’s
solid waste management.
2. Refuse are dump, food waste or discarded materials
3. Negative effects of the improper removal and disposal of waste might
result to soil contamination, air contamination, water contamination,
bad impact on human health and impact on animals, disease-carrying
pests and causes extreme climate changes
4. We only have one planet, and our careless handling of waste is harming
it. Taking care of the environment is everyone’s responsibility, for
ourselves, for our planet, and for our children.

31
 CHECKING YOUR UNDERSTANDING
Write specific unhealthy practices that cause different harmful
effects on people’s health and environment.

(effects) (effects)

(effects) (effects)
(effects) (effects)

(unhealthy practices)

(unhealthy
(unhealthy
ti )

Improper
Disposal of
Garbage

32
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET 3

The following are examples of different refuse. What will you do to TURN them
INTO SOMETHING NEW AND USEFUL? Please specify. Write your answer on
the space provided.

1. ____________________________

2. _____________________________

3. ______________________________

4. ______________________________

5. ______________________________

33
POST-TEST
Multiple Choices
Directions. Choose the letter of the best answer.

1. In zipper test, if the student just touched the fingers, what is the score
and interpretation?
A. 3 – Good
B. 5 – Excellent
C. 4 – Very Good
D. 1 – Needs Improvement
2. Which is not correct among the test protocol for stork balance test.
A. Remove shoes and place hands on the hips.
B. Position the right foot on the side of the knee of the left foot.
C. Raise the left heel to balance on the ball of the foot.
D. You can place your other foot on the floor within the test.
3. The well-known chant in the Medieval Era.
A. Gregorian Chant
B. Gregorio’s Chant
C. Gragorian Chant
D. Grago’s Chant
4. How many trials are allowed in standing long jump test?
A. 5 trials
B. 6 trials
C. 2 trials
D.1 only
5. Which of the following best describes the characteristics of Renaissance
music?
A. Polyphonic, imitation among the voices is common.
B. It has a mass song and secular music.
C. It has oratorio and cantata.
D. Monophonic, usually based on Latin Liturgy
6. During Renaissance, _______ is an instrumental music by Michael
Praetorious.
A. “Bouree”
B. “Fugue”
C. “Estampee”
D. None of the choices
7. Which of the following is not the Negative effect of the improper waste
disposal.
A. Soil contamination
B. Causes extreme climate change
C. No diseases can be acquired.
D. Bad impact on human health.

34
8. What is the name of this artwork?

A. “Theodora
B. “Rose window”
C. “Christ in Majesty”
D. None of the choices

9. Painting that shows some realistic details and shows naive naturalism.
A. Gothic Painting
B. Romans Painting
C. Romanesque Painting
D. Byzantine Painting
10. What do you think is the best way to solve the problem of the improper
waste disposal?
A. Assign more street sweepers in each town.
B. People should learn how properly segregate kinds of refuse
and do recycling.
C. Throw garbage everywhere.
D. None of the choices
11. Which of the following statements is NOT TRUE about improper waste
disposal except:
A. Improper waste disposal is not a big deal in the community.
B. Refuse are dump, food waste or discarded materials.
C. Greenhouse gases are one of the major culprits behind the extreme
weather changes that the world is experiencing.
D. Taking care of the environment is everyone’s responsibility

12. The lively styles of paintings which had been invented by Greeks and
Romans lived on in Byzantium but this time for Christian subjects.
A. Gothic Painting
B. Romans Painting
C. Romanesque Painting
D. Byzantine Painting

You may request your facilitator to check your work.

Congratulations and keep on learning!

35
References

Burkholder,Peter, et.al. (n.d.) Norton Anthology of Western Music. Vol.1:

Ancient to Baroque 5th Edition.
Kamien, Roger (n.d.). Music Appreciation.9th Edition. The Hebrew University
of Jerusalem
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale
University.
http://www.anthonyjosephlanman.com/?p=580&cpage=1#comment-18642
www.onlinesheetmusic.com
https://www.youtube.com/watch?v=B7F71KXq-1M
https://www.youtube.com/watch?v=nK0CE5dIxCc
https://www.youtube.com/watch?v=zNNm-wnfZ-U
https://www.youtube.com/watch?v=cE_7aqtgquo
https://www.youtube.com/watch?v=9NPFUz-kIu4
https://www.youtube.com/watch?v=NdSJYgjMIfQ
https://www.youtube.com/watch?v=QJtmNmh01gg
https://www.youtube.com/watch?v=ZdCuA7SbzaM
Historyofrchitecture. “Pre-historic Architecture” Accessed May 12,2020.
http://historyofrchitecture.blogspot.com/2010/12/prehistorian-
architecture.html
Medievalchronicles. “Medieval Architecture” Accessed May 14, 2020.
https://www.medievalchronicles.com/medieval-architecture/
Richlyadorned. “Pre-historic Art” Accessed May 11, 2020.
https://richlyadorned.wordpress.com/2017/01/31/hairdos-in-prehistoric-
europe/
Slideshare. Classical Architecture” Accessed May 11, 2020.
https://www.slideshare.net/dangdeleon/mapeh-g9-1st-grading-art-painting
Slideshare. “Western Classical Art” Accessed May 12, 2020.
https://www.slideshare.net/JULIANCHASE/paintings-from-different-
periods-ancient-classical-and-medieval-period-mapeh-art-grade-9-quarter-
1-complete
Timeforlearning. “Stonehenge” Accessed May 10, 2020.
http://www.timeforlearning.net/wpcontent/uploads/2013/07/Stonehenge2
.jpg
Physical and Health Learning Materials 9 pp. 222 – 230
https://www.google.com/search?q=animation+image+of+houses+on+estero
&sxsrf=ALeKk01KhIqZp_A3EZ534RbJJtCJJzaQoA:1589436863940&source
=lnms&tbm=isch&sa=X&ved=2ahUKEwiotqvd2bLpAhVME4gKHR60AdgQ_A
UoAXoECAwQAw&biw=1366&bih=657#imgrc=2p_ybqSMzYxA8M&imgdii=EF
6ciq3n0avxmM
https://legalcareerpath.com/what-is-environmental-law/

36
Acknowledgment
DEVELOPMENT TEAM OF THE MODULE
Management Team:
Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS

MUSIC 9
Writers: Rebecca C. Vargas & Michael G. Dela Pena
Editors: Luis M. Anchilo
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Rebecca C. Vargas & Michael G. Dela Pena
ARTS 9
Writers: Aubrie Ann C. Patdu & Joanna Dionisio
Editors: Sol D. Cayaban, MT-I & Ma. Agie O. Amar HT-III
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Darwin M. Reginio
Layout Artist: Aubrie Ann C. Patdu
PHYSICAL EDUCATION 9
Writers: Federico S. Legaspi, Jay-ar T. Rapiz, & Christian Mark S. Solayao

Editors: Conrado S. Contreras Jr., HT-VI

Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)

Layout Artist: Federico S. Legaspi
HEALTH 9
Writers: Nilda S. Dayrit & Eden J. Penaranda
Editors: Normita R. Okafor, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)

37