Department of Education

National Capital Region

Schools Division of Paranaque City
Self-Learning Modules
ARTS 9 – Second Quarter (Week 7-8)
Arts of the Renaissance and Baroque Period
MODULE 3
Name: ________________________________________ Grade & Section: ___________
Teacher: ______________________________________ Date: ______ Score: ________

Learning Competencies (Essential Competencies)

1. Creates artworks guided by techniques and styles of Renaissance and the Baroque
periods.
2. Explains the influence of iconic artists belonging to the Renaissance and the Baroque
periods.
3. Applies different media techniques and processes to communicate ideas, experiences, and
stories showing the characteristics of the Renaissance and the Baroque periods (e.g.,
Fresco, Sfumato, etc.)
4. Evaluates works of art in terms of artistic concepts and ideas using criteria from the
Renaissance and Baroque periods.
5. Shows the influences of the Renaissance and Baroque periods to the Philippine art form

Objectives
At the end of the lesson, the students should be able to:
1. Reflects on and derive the mood, idea or message from selected artworks
2. Discusses the use or function of artworks by evaluating their utilization and combination
of art elements and principles
3. Uses artworks to derive the traditions/history of an art period
4. Compares the characteristics of artworks produced in different art periods.
Review
The term Baroque was derived from the Portuguese word “barocco” which
means “irregularly shaped pearl or stone.” It describes a fairly complex idiom and focuses on
painting, sculpture, as well as architecture. After the idealism of Renaissance, and the slightly
forced nature of “mannerism”, Baroque art above all reflects the tensions of the age notably
the desire of the Catholic Church in Rome to reassert itself in the wake of the Protestant
Reformation which is almost the same with Catholic- Reformation Art of the period. Although
always in conflict with the simple, clear, and geometric concepts of classicism, the Baroque
existed in varying degrees of intensity, from a simple animated movement of lines and
surfaces, to a rich and dynamic wealth. Baroque was a period of artistic styles in exaggerated
motion, drama, tension, and grandeur. The style started in Rome, Italy and spread to most of
the Roman Catholic Church, highly encouraging the Baroque style for architecture and arts
to impress visitors, express triumph, power, and control. Baroque painting illustrated key
elements of Catholic dogma, either directly in Biblical works or indirectly in imaginary or
symbolic work. The gestures are broader than Mannerist gestures: less ambiguous, less
arcane, and mysterious. Baroque sculpture, typically larger than life size, is marked by a
similar sense of dynamic movement, along with an active use of space. Baroque architecture
was designed to create spectacle and illusion. Thus the straight lines of the Renaissance
were replaced with flowing curves.
Let’s Understand (Study the Concept)
Famous Baroque Artworks and Artists
Michelangelo Merisi or Amerighi da Caravaggio (1571- 1610) He was
better known as Caravaggio. He was an Italian artist who wanted to deviate from the classical
masters of the Renaissance. He was an outcast in his society, because of his own actions
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and the lack of modesty and reverence for religious subjects in his own paintings. Perhaps
he started out as a specialist in his paintings of still life, especially of fruits. Studies of single
figures followed, but they are clumsier than the fruit which gives their savor of originality and
charm. Caravaggio’s models at this period were either himself or young persons who have
an air of being promising but wicked. Among his famous paintings were: Supper at Emmaus,
Conversion of St. Paul, and Entombment of Christ.
Gian Lorenzo Bernini (1598-1680) Bernini was an Italian artist and the first Baroque artist.
He practiced architecture, sculpture, painting, stage design, and was also a playwright. He
was also the last in the list of the dazzling universal geniuses. As a prodigy, his first artworks
date from his 8th birthday. Among his early works were: The Goat Amalthea with the Infant
Jupiter and a Faun, Damned Soul, and the Blessed Soul. He made a sculpture of “David” for
Cardinal Borghese which is strikingly different from Michelangelo’s David because it shows
the differences between Renaissance and the Baroque periods. He was the greatest
Baroque sculptor and architect as seen in his design of the Piazza San Pietro in front of the
Basilica. It is one of his most innovative and successful architectural designs. The famous
“Ecstasy of St. Teresa” was his greatest achievement and the Colonade of the Piazza of St.
Peter’s Rome.

Peter Paul Rubens (1577- 1640) Rubens was a Flemish Baroque painter. He was well
known for his paintings of mythical and figurative subjects, landscapes, portraits, and
Counter- Reformation altarpieces. His commissioned works were mostly religious subjects,
history paintings of magical creatures, and hunt scenes. His famous works were: Samson
and Delilah, Landscape with a Tower, Portrait of Helene Fourment, and The Three Grace
Rembrandt Harmenszoon van Rijn (1606-1669) Rembrandt was a brilliant Dutch realist,
painter and etcher. He is generally considered as one of the greatest painters and
printmakers in European art. He followed no particular faith, but was interested in spiritual
values and often chose religious subjects. Rembrandt shares with Rubens the revolution
whereby painting came to depict the more personal aspects of the painter: his own home
and his family. No artist has painted himself as often as did Rembrandt. His concept of
himself continued to deepen in grasp and subtlety, while his technique grew more daring.
His well- known work was his “Self portrait in Old Age”. Rembrandt had produced over 600
paintings, nearly 400 etchings, and 2000 drawings.
Diego Velasquez (1599- 1660) Velasquez of Spain developed out of the Baroque. He was
one of the finest masters of composition and one of the most important painters of the
Spanish Golden Age. He worked out solutions to pictorial problems of design that transcend
the style of any period. He was the case of a painter who discovered his avocation almost
at the very start of his career. The passion for still life frequently emerges in Velasquez’s art.
His famous works were: The Surrender of Breda, Las Meninas (The maids of honour), Los
Barachos (The Drinker), and Maria Theresa. He created this work four years before his death
and served as an outstanding example of the European baroque period of art. Margaret
Theresa, the eldest daughter of the new Queen, appears to be the subject of Las Meninas
but in looking at the various view-points of the painting, it was unclear as to who or what was
the true subject; it may be the royal daughter or the painter himself.

Let’s Try (Evaluation) Test Yourself!

A. Answer the following, write only the letter of the correct answer on the
space provided before the number.

2
 1. How are elements and principles of art important in creating an artwork?
A. It gives life. C. It can help artists become artistic
B. It gives creativity in artwork. D. It helps to express feelings, mood,
and meaning through art symbols
2. Which of the following are the principles of art you can use to identify Baroque
style in your artwork?
A. Line and Shape C. Volume and Mass
B. Color and Texture D. Mass and Movement
3. It means “Rebirth”.
A. Renaissance B. Sculpture C. Baroque D. Painting
4. He is known as the greatest Baroque sculptor.
A. Velasquez B. Rembrandt C. Caravaggio D. Bernini
5. How is Renaissance Art different from Baroque Art?
A. Baroque art was produced in the 14th-17th century, while Renaissance art was
produced in the 16th-18th century.
B. Renaissance art is characterized by the fusion of Christianity and science, while
Baroque art is characterized by ornate details.
C. Renaissance art is characterized by ornate details, while Baroque art is
characterized by a fusion of Christianity and science.
D. Renaissance art was full of emotion, while Baroque art was full of happiness.
Let’s Create
“Scenery Spot” (40 points)

Materials: Short bond paper or Oslo paper, permanent marker, paint, paint brush or any
coloring materials.
Procedure: Paint an object in accordance with the principles of art and arrange the objects
and different colours as to background, middle ground, and foreground. Apply color
harmonies to achieve proper contrast and values of colors.
Reflection Questions:
What are the elements of art shown in your painting that depicts Renaissance or Baroque
style?
How are these elements and the principles of art important in creating artwork?
What is the message conveyed in your own painting?
How do you feel about your own work?
RUBRIC:
CRITERIA POINTS SCORE
1. All instructions were followed 10
2. Proper use of materials 10
3. Chosen design was justified by answering all 10
questions.
4. Neatness of the artwork 10
TOTAL 40

Reference: Learner’s Material, Teacher’s Guide, Expressions: Worktext in Music,Arts, Physical

Education and Health, Pictures from Google website https://www.slideshare.net/JoanaBernasol/arts-
of-renaissance-and-baroque-period-118992898

3
 Department of Education
National Capital Region
Schools Division of Paranaque City
Self-Learning Modules
P.E. 9 QUARTER 2
MODULE 3 WEEK 6-8
Name: ________________________________________ Grade & Section: ___________
Teacher: ______________________________________ Date: ______ Score: ________

Learning Competencies (Essential Competencies)

Executes the skills involved in the dance (PE9RD-IIb-h-4)
Objectives
1. Describe the origin of Swing
2. Execute and create different steps in Swing
3. Differentiate Swing from Cha cha cha dance
Let’s Recall (Review)
Construct a paragraph using the words about cha cha cha.
1. cha-cha-cha 6. early 1950’s
2. Cuba 7. danzon-mambo
3. composer 8. shuffling sound of the dancers feet
4. violinist 9. 4 time
5. Enrique Jorrin 4
10. four beats
Let’s Understand (Study the Concept)
Swing dance is a group of dances that developed with the swing style of jazz music in the 1920s–
1940s, with the origins of each dance predating the popular "swing era". During the swing era, there
were hundreds of styles of swing dancing, but those that have survived beyond that era include: Lindy
Hop, Balboa, Collegiate Shag, and Charleston. Today, the best-known of these dances is the Lindy
Hop, which originated in Harlem in the early 1930s. While the majority of swing dances began
in African American communities as vernacular African American dances, some influenced swing-era
dances, like Balboa, developed outside of these communities.
"Swing dance" was not commonly used to identify a group of dances until the latter half of the 20th
century. Historically, the term "Swing" referred to the style of jazz music, which inspired the evolution
of the dance. Jitterbug is any form of swing dance, though it is often used as a synonym for the six-
count derivative of Lindy Hop called "East Coast Swing". It was also common to use the word to
identify a kind of dancer (i.e., a swing dancer). A "jitterbug" might prefer to dance Lindy Hop, Shag,
or any of the other swing dances. The term was famously associated with swing era band leader Cab
Calloway because, as he put it, [The dancers] look like a bunch of jitterbugs out there on the floor due
to their fast, often bouncy movements."
The term "swing dancing" is often extended to include other dances that do not have certain
characteristics of traditional swing dances: West Coast Swing, Carolina Shag, East Coast
Swing, Hand Dancing, Jive, Rock and Roll, Modern Jive, and other dances developed during the
1940s and later. A strong tradition of social and competitive boogie woogie and Rock 'n' Roll in Europe
add these dances to their local swing dance cultures.
Swing Basic dance Steps for Gentlemen
1 & 2: Triple step to the left
3 & 4: Triple step to the right
5: Right foot backward
6: Left foot in place, weight shifts to it.

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Swing Basic dance Steps for Ladies
1 & 2: Triple step to the right
3 & 4: Triple step to the left
5: Right foot backward
6: Left foot in place, weight shifts to it.

Let’s Apply
Invite family members in your home to be your dance partner and interpret the steps in Swing.
Play the music of swing and dance to the beat. Record and submit your video via messenger or
G-mail.
1.Basic 6-Step Swing Step
The key to the basic swing step is the swing.
The swing has a basic 6-stroke step and a basic 8-stroke step. Next, we explain the basic step
of 6 beats and then the 8 beats. Make a setback with two beats, then mark step 3 and 4 with the
same foot forward, and then mark step 5 and 6 with the opposite foot backward and repeat the
series successively.
2. 8-Step Basic Swing Step
After you have learned the 6-stroke step you can learn the 8-stroke step so that you can
combine them on the track. Here's the basic 8-stroke step.
The basic 8-stroke step is marked in the same way as the 6-stroke step, but after the first
four steps another setback is marked on the opposite side and then two steps back are marked by
6 and 7. The chain of this 8-stroke basic is setback (1 and 2), step forward (3 and 4 with the same
foot), setback starting with the opposite foot (5 and 6) and two more steps backwards marking the
(7 and 8).
3.Single Step of Swing
First, two steps are marked, one on the left and one on the right and then the setback, and so
on. It is very important to be able to internalize this step well as it is used constantly in the different
combinations of swing steps, and especially when marking step changes.
3. Girl's turn at the basic pass
After learning the basics they play the twists and turns and is that the twists are
one of the most popular figures in any dance style. It marks a setback, and then
the boy marks a twist to the 2-stroke girl with the same foot and 2 more steps
are marked with the opposite foot to back off.
4. Displacement at the waist or what are called "promenades"
You start by marking a setback and then the couple goes around with 2 steps and sliding
their arms around the waist, and to finish the series you mark another setback and you can
chain it with the basic swing step.
For more information visit https://www.youtube.com/watch?v=-FvsnqL124Q
Let’s Analyze
Differentiate Swing dance from Cha cha cha dance by answering the venn diagram. Copy and
answer the diagram and send it to your teacher in online or offline model.
Let’s Create: Create your own 8 figure steps of Swing dance aside from the basic steps given.
Encourage your family members to be your partner so it will be easier to perform. Your performance
will be submitted via messenger or G-mail and you will be graded based on the following rubrics:
Rubrics 5-Excellent 4-Good 3-Fair 2-Needs Improvement
Executes excellent Executes some knowledge Executes some knowledge There is no mastery on the
Mastery movements and free from of movements with few of movements with many performance
errors errors errors
The mechanics show a The mechanics shows a The mechanics show an The mechanics given is not
Originality large number of original large number of original attempt at originality. original
ideas. ideas
Exceptionally accurate in Accurate in beat, tempo, Little accurate in beat, The performer is offbeat.
Rhythm beat, tempo, and rhythm and rhythm tempo, and rhythm

Shows great effort while Shows effort when Shows little effort while Shows no effort while
Effort performing the dance performing the dance performing the dance performing the dance

5
Let’s Try (Evaluation)
True or False. Read the sentence carefully. Write true if the sentence is correct and False if
it is incorrect. Write your answers on the space provided.
___________ 1. Swing dance was originated in Harlem N.Y.
___________ 2.Time signature used in swing dance 3 /4
___________ 3. Social dancing is only for senior citizens.
___________ 4. Ballroom dance is done both socially and as a sport in which
people compete.
___________ 5. Swing music originated in the 1920s'-1940s.
___________ 6. When a gentleman invites the lady by telling “May I have this
dance?”, he shows respect.
___________ 7.Cha cha cha, swing and salsa are classified as Modern
Standard Dances.
___________ 8. Participation in Social dancing can improve fitness.
___________ 9. The step pattern used in swing are quick, quick, slow, slow.
___________ 10. In dancing swing the ladies will starts with her left foot.
References:
https://en.wikipedia.org/wiki/Swing_(dance)
https://www.goandance.com/en/blog/swing/128-5-basic-swing-steps-you-must-learn-to-start-dancing
https://www.youtube.com/watch?v=-FvsnqL124Q

https://www.google.com/search?q=venn+diagram&tbm=isch&ved=2ahUKEwies9C13czrAhWVAaYKHX-
0DjYQ2-
cCegQIABAA&oq=venn&gs_lcp=CgNpbWcQARgAMgcIABCxAxBDMgUIABCxAzIICAAQsQMQgwEyCAgAEL
EDEIMBMggIABCxAxCDATICCAAyAggAMgIIADICCAAyAggAOgQIABBDUMv9PljahT9gxpU_aABwAHgAgAG
qAYgBywSSAQMwLjSYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=BL9QX56hJZWDmAX_6Lqw
Aw&bih=640&biw=1007&hl=en#imgrc=tyNTDVrCAK-_QM

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Modules
HEALTH 9 QUARTER 2 WEEK 3-4
MODULE 3
Name: ___________________________________ Grade & Section: _________________
Teacher: _________________________________ Date: ____________ Score: ________
Learning Competencies (Essential Competencies)
• Identifies the types of drugs/substances of abuse
• Corrects myths and misconceptions about substance use and abuse
• Recognizes warning signs of substance use and abuse
Objectives
● Describe how drug of abuse are classified
● Classify drugs of abuse according to their effects on the body
● analyze myths and misconceptions about substance use and abuse
● describe signs and symptoms of possible substance use and abuse among adolescents
● make an advocacy brochure about the truth of drug use and abuse and the signs and
symptoms of drug use and abuse
Let’s Understand (Study the Concept)
Classification of Drugs of Abuse
The Dangerous Drugs Board listed three major drugs of abuse in the Philippines. These are
methamphetamine hydrochloride or “shabu”, cannabis sativa or “marijuana” and inhalants better known as
“solvents”. These drugs of abuse are included in the six classifications of drugs.
The six classifications of drugs are the following:
1. Gateway drugs
- Gateway drugs such as cigarettes and alcohol are legal drugs that a non-drug user might try, which
can lead him/her to more dangerous drugs such as marijuana and shabu. Teenagers who engage in early
smoking and early drinking have a higher chance of using and experimenting with dangerous drugs of abuse.
2. Depressant drugs
- Depressant drugs slow down a person’s central nervous system (CNS). The Central nervous
system includes the brain, spinal cord, and nerves. Doctors commonly prescribe depressant drugs to help
certain persons to be less angry, less stressed or tensed. Depressant drugs relax muscles and nerves. These
drugs also make patients feel sleepy and light-headed. Depressant drugs include alcohol, barbiturates, and
tranquilizers.
3. Stimulant drugs
- Stimulant drugs speed up a person's central nervous system. Stimulant drugs have the opposite
effect of depressants. Stimulants make a person’s energy high. Negative effects of stimulants include
depression and tiredness. Stimulants include amphetamines which include shabu, caffeine, nicotine, and
cocaine.
4. Narcotics
- Narcotics are drugs which relieve pain and induce sleepiness. In medicine, these drugs are
administered in moderation to patients with mental disorders and those in severe pain like cancer. Narcotic
drugs include cocaine, heroin, and marijuana. These drugs are illicit and dangerous if taken.
5. Hallucinogens
- Hallucinogens are drugs which distorts reality and facts. It affects all senses and makes a user see,
hear, and feel things that do not exist in the time being. The name hallucinogen came from the word
hallucination which is to perceive illusions. Hallucinogens include lysergic acid diethylamide, psilocybin
obtained from mushrooms and mescaline.
6. Inhalants
- Inhalants are found in ordinary household chemical products and anesthetics. It is readily available
and accessible to young children. Inhalant intoxication is like the signs and symptoms of alcohol intoxication.
One difference is the foul smell of chemicals sniffed, inhaled, or huffed by the user. Continuous use and
abuse lead to delusions, brain damage, liver damage, coma, and death. Examples of household products
used as inhalants are acetone, rugby or solvent, ordinary and spray paint, cleaning fluids and air conditioner
fluid (Freon).

7
 Myths and Misconceptions about Drugs of Abuse
People give several reasons for taking drugs. Some believe that these drugs can make them feel and look
good. Certain drugs of abuse produce pleasure or euphoria. Euphoria is the high sensation of feeling good and
extremely relaxed. Euphoria is a sensation brought about by the chemical reactions of the neurotransmitters in the
brain. Thus, drugs affect your brain process.
Continuous and prolonged drug use has a very bad effect in a person. It can alter his behavior, and his mental,
physical, and psychological condition. Most importantly, drug dependence results in drug abuse, drug tolerance,
problems with society and law, withdrawal symptoms, severe health problems, poor of quality of life and eventually
death.
You must understand that it is not easy to know and feel the effects of drugs on the body. Effects are not
always the same with drug users. A small amount of a substance may create a feeling of pleasure to a person, but
the same amount may cause restlessness, stress, or even immediate death to another person. It is important to
remember that everyone’s brain capacity and function and total body chemistry are different from other persons,
thus we have different reactions to drugs and substances
Myths and Misconceptions about Drugs of Abuse
Myths and Facts about Drugs of Abuse
Misconceptions
Drugs of abuse Drugs of abuse shut down proper brain functioning. Certain drugs stimulate the brain but do not really
improve memory. help improve memory. Most drug users claim they think better and clearly after taking drugs but tests
on performance and cognition have proven that they have performed worst.
Drugs of abuse do not improve memory.
Drugs of abuse Certain drugs of abuse stimulate the production of stomach acids. Constant exposure to higher than
help in the normal acid level damages stomach linings which can result to ulcers.
digestion of food. Drugs of abuse do not help in the digestion of food.

Drugs of abuse Certain drugs of abuse remove shyness and inhibition. In psychology, normal inhibition prohibits a
make a person person to do unacceptable things, thoughts, and desires. Normal inhibition includes not taking other
bold and brave. people’s things, not crossing a busy street, and knowing what is right from wrong. The temporary
courage brought about by taking drugs is a dangerous one as it makes a drug user lose normal
judgment which is part of the person’s normal inhibition.
Drugs of abuse place a user in a dangerous and life-threatening situation.
Drugs of abuse Drugs of abuse are not the solution to problems and worries people encounter. Some people believe
remove life’s that using drugs eliminate one’s problems and worries in life. The truth is drugs of abuse will only
problems and worsen the scenario and further add more problems some of which are even harder to solve.
worries. Drugs of abuse worsen life’s problems and worries.
Drugs of abuse Drug users believe that certain drugs cause the blood to become warmer which makes the body
heat up the body. temperature rise. In cold countries, drugs are used to heat the body. The truth about this is far from
reality. Drugs dilate blood vessels in the skin which makes the blood to flow nearer to the skin which
enhances convection of heat from the body to the outside environment. Convection transfer heat from
inside the body to the outside. Through convection of heat, body heat is lost faster than normal.
Drugs of abuse do not heat up the body; instead, they make the body lose heat faster than
normal.
Profile of a Drug Abuser
The Dangerous Drugs Board listed the following signs and symptoms of drug abuse. It is
important to note that having a few of these signs does not immediately make a person a drug user.
Therefore, observations of physical, mental, emotional, and social behaviors must be carefully done to
confirm if a person is a drug user.
Below are some of the signs and symptoms of drug abuse:
• Declining interest in studies and work • Reddish eyes
• Identification with known drug users • Sudden loss in weight
• Negative outlook in life • Frequent complaints of headache and
• Uncontrolled irritation stomach pains
• Paranoia (fear that people always stalk and talk about • Convulsions
him/her) • Frequent attacks of cough and runny nose
• Severe feeling of depression and loneliness • Brown stains on fingertips
• Complains of over fatigue (psychological or • Foul body smell
physiological) • Wearing of sunglasses even at night
• Frequent involvement in petty fights and crimes • Loss of balance
• Frequent changes of mood and extreme mood swings • Loss of interest in sports and hobbies
• Lousy physical appearance • Poor judgment and loss of inhibition
• Loss of concentration
REFERENCES:
Doria, Jose P., Gonzales, Madonna C., Sedilla Lawrence Jay, Cagulang, Janeth, Mabiling, Raffy, Yap, Johannsen, de la Torre,
Jorie,(2014) Health Learner’s Material Grade 9; pp. 116-127

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Let’s Apply
Activity 2: COMPLETE THE CONCEPT MAP
Copy the figure below and complete the concept map by filling out the boxes. (1pt. each)

DRUGS

CLASSIFICATION CLASSIFICATION CLASSIFICATION CLASSIFICATION CLASSIFICATION CLASSIFICATION

POSITIVE EFFECT POSITIVE EFFECT POSITIVE EFFECT POSITIVE EFFECT POSITIVE EFFECT POSITIVE EFFECT

HARMFUL EFFECT HARMFUL EFFECT HARMFUL EFFECT HARMFUL EFFECT HARMFUL EFFECT HARMFUL EFFECT

PROCESSING QUESTION:
1. What is the importance of knowing the classifications of drugs and its positive and harmful effects? (2pts.)
______________________________________________________________________________________
______________________________________________________________________________________
Let’s Analyze
Activity 3: PRESS CONFERENCE
Pretending you are one of the Dangerous Drug Board Commission, and you were asked to answer some
questions by the Media Reporter regarding some issues on drugs of abuse and drug abuse in the country. What
will be your answer?
1. How are you going to enlighten people especially the youth about the myth and misconception, and facts
about drug use, drug abuse and drugs of abuse? (5pts)
___________________________________________________________________________________

2. Do you agree on legalizing marijuana in our country? Why? (5pts)

___________________________________________________________________________________

Let’s Evaluate
Directions: Write the letter of the best answer in the space provided.
___ 1. These are drugs which relieve pain and induce sleepiness.
A. Inhalants C. Gateway
B. Narcotics D. Hallucinogens
___ 2. These are drugs which distorts reality and facts. It affects all senses and makes a user see, hear, and feel
things that do not exist in the time being.
A. Hallucinogens C. Gateway
B. Narcotics D. Inhalants
___ 3. There are drugs that speeds up a person's central nervous system. These drugs have the opposite effect
of depressants. It makes a person’s energy high.
A. Hallucinogens C. Narcotics
B. Gateway D. Stimulant

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 ___ 4. The list given are Facts about Drugs of Abuse except:
A. Drugs of abuse do not improve memory
B. Drugs of abuse do not help in the digestion of food.
C. Drugs of abuse remove life’s problems and worries.
D. Drugs of abuse do not heat up the body; instead, they make the body lose heat faster than normal.
___ 5. The list given are Myths and Misconceptions except:
A. Drugs of abuse do not improve memory
B. Drugs of abuse remove life’s problems and worries.
C. Drugs of abuse help in the digestion of food.
D. Drugs of abuse heat up the body
Let’s Create
Activity 4: ADVOCACY BROCHURE
You have learned the classifications of drugs, the myths, misconceptions, and signs and symptoms of drug
use and abuse, create an advocacy brochure about drug use and abuse and their signs and symptoms.
RUBRICS FOR BROCHURE
CRITERIA 5 4 3 2 1
Accuracy of All information is Almost all Much of the Not much of the Information is not
content true and correct. information is information is true information is true true and correct.
true and correct. and correct. and correct.
Visual Format and lay-out Format and lay- Format and lay-out Format and lay-out Format and lay-
attractiveness are exceptionally out are are organized. lack organization. out are
attractive. attractive. disorganized.
Graphics and Graphics and Graphics and Graphics and Graphics and No graphics and
pictures pictures go well with pictures are pictures are good pictures do not go pictures are used
the content and good but are too but are too few that well with the text in the making of
information. many that they texts dominate the making the material the material.
dominate the material. disorganized.
material.
Grammar and No grammatical 1-3 grammatical 4-6 grammatical 7-9 grammatical 10 or more
spelling errors and/ or errors and/ or errors and/ or errors and/ or grammatical
misspelled words. misspelled misspelled words. misspelled words. errors and/ or
words. misspelled words.
Writing All parts of the Almost all parts Most parts of the Only a small part of Writing is
organization material have a of the material material have a the material has a unorganized
beginning, middle have a beginning, middle beginning, middle which makes it
and an end. beginning, and an end. and an end. hard to convey the
middle and an message.
end.
TOTAL /25
REMARKS:
__________________________________________________________________________________________
__________________________________________________________________________________________
REFERENCES:
Doria, Jose P., Gonzales, Madonna C., Sedilla Lawrence Jay, Cagulang, Janeth, Mabiling, Raffy, Yap, Johannsen, de la Torre, Jorie,(2014)
Health Learner’s Material Grade 9; pp. 116-12

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