Mapeh 9 Module Q2 Sy 2021-22

CAMARINES NORTE COLLEGE INC.
Junior High School Department

Labo, Camarines Norte
S.Y. 2021-2022
LEARNING MODULE FOR MAPEH 9
SECOND QUARTER
Introducing the music of the classical period
Introducing the arts of the renaissance

Period and baroque period
Learning more about social dances for

community FITNESS
Learning more about prevention of

subsTance use and abuse
MAPEH 9// The 21st Century MAPEH in Action 9// S.Y. 2021-2022
1
TABLE OF CONTENTS
WEEK ACTIVITY NUMBER TITLE OF ACTIVITY PAGE
1 Activity 1 Tell Me 5-6
(Music)
1 Activity 1 Tell Me 11-12
(Arts) Activity 2 To Philippines
2 Activity 2 Am I Good? 6-7

(Music) Exercise B.2 Before and After
2 Activity 3
Picture and Answer 12
(Arts) Exercise B.2 Exit card
3 Performance task 7
(Music)
3 Performance Task 12
(Arts)
4 2nd PRELIMINARY EXAMINATION
5 Activity 1 Social Dances 15-16
(P.E) Activity 2 Fitness
Quiz Time
5 Activity 1
Effect
(Health) Activity 2 20-21
Around You
Quiz Time
6
(P.E) Activity 3 Generalization Table 18
Exercise B.2 Before and After 18
6 Activity 3 Read 25
(Health) Exercise B.3 IRF 25
7 Performance Task 17
(P.E)
7
Performance Task
(Health 3
8 2nd DEPARTMENTAL EXAMINATION
GENERAL REMINDERS:
To do Well in this lesson, you need to remember and do the following:
1. Read and follow the instructions very carefully.
2. Answer the pretest. You will write your answer on your old notebook or paper just to have a note of what
you already know. YOU CAN SELF-CHECK THE PRETEST. ANSWERS FOR PRETEST IS GIVEN
ON THE LAST PAGE OF THIS MODULE. YOU WILL NOT SUBMIT THIS TEST.
3. Read your reference book for you to answer the activities that are provided for you. Specific pages of
book are given so that you are guided.
4. Perform all the activities diligently and patiently to help and guide you in understanding the topic.
5. If there are articles included in the module which is needed for the activity. Take time to read.
6. Open and view the indicated videos for supplementary learning. You can copy the link and watch it
directly in YouTube or you can just visit our school website. Supplementary materials for learning are
uploaded there.
7. As much as possible, always do the Transfer Task in your own.
8. ALWAYS FOLLOW THE TIME SCHEDULE INDICATED IN YOUR WEEKLY HOME LEARNING
SCHEDULE.
9. God bless and enjoy learning.
MAPEH 9// THE 21ST CENTURY MAPEH in ACTION 9// S.Y. 2021-2022
2
S.Y. 2021-2022
LEARNING MODULE FOR MUSIC 9
Introducing the Music of

Classical Period
CONTENT STANDARD
The learner demonstrates understanding of characteristic features of Classical Period music.
PEFORMANCE STANDARD
Sings and performs themes of symphonies and other instrumental forms.
COMPETENCIES
• Describes musical elements of given classical period pieces. MU9CLIIa-f-1
• Relate Classical Music to its historical and cultural background. MU9CLIIa-f-2
• Explain the characteristic features of the Classical Music.
• Performs selected music from the Classical period. MU9CLIIb-h-7
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Unit 1: Music of the Classical Period
People of all ages like to listen to music. They listen to music of various genres like pop, rock, ballad,
or even rap sometimes. Despite the variety of modern music genres, people still listen to classical music.
Many children have their first exposure to classical cartoons like “Tom and Jerry”, Popeye”, and many
other old cartoons. Why is classical music a favorite in theatrical performances, ballet, or as background music
to some art exhibits? Why is it also considered classy?
This module is designed for you to analyze the characteristic features present in the Classical Music.
At the end of this, you are expected to answer the question “How do musicians expressed the sudden change
of emotion in Classical Music?”
Unit Concept Map
Wolfgang
Franz Joseph Ludwig van
Amadeus
Haydn Beethoven
Mozart
Classical period
PRETEST
Let us check what you know about the Renaissance and Baroque Period. You do not have to perfect this quiz.
Just try your best! You can check your work afterwards. Answer key is located at the last page of the module.
Direction: Modified True or False. Write TRUE if the statement is correct and change the underlined word/
phrase if the statement is wrong. Write your answer on your notebook. You will not submit this test.
1. The “Heavens Are Telling” is a musical composition made by Ludwig Van Beethoven.
2. Wolfgang Amadeus Mozart became completely deaf in 1816.
3. Classical Music may be described as having contrast in mood like sudden or gradual change in
expression from joy to depression.
4. Composers in classical music expressed different shades in emotion presented through the use of
crescendos and diminuendos.
5. Franz Joseph Haydn composed the musical composition entitled “Joyful, Joyful, we Adore Thee”.
6. Classical Period starts from 1750-1820.
7. Wolfgang Amadeus Mozart is a genius in musical history; He can play the violin at the age of five.
8. The texture of classical music is polyphonic, which changes abruptly from one texture to another.
9. Classical Music may also have a complex harmony or multiple melodies occurring at the same time.
10. Rococo is also called the post- classical style.
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WEEK 1 (EXPLORE)
EXERCISE A: WORD MAZE
Direction: Find and circle each word that you think is related to Classical Music. It may appear horizontally
and vertically. You will not submit this activity. You can write your answer on your old notebook.
M O Z A R T A B N N N M L J D H U K L L C S R B M V H
F F C G H J K L S G F E C C N B C X X D V A C S N J A
K F O N C V V V V S A V X C A N T A T A B S H V Q N Y
L V M N D V L U D W I G V A N B E E T H O V E V W B D
K H P V G X C N H A Y H Y D C H S H S K M D V H E N N
J H O C V B G D F D G D G H Z G A R C N R U D T F D N
H N S S Y M P H O N I E S Y V E C S S D A J R G G S H
F F E F B C B L J V F V F H H W S G O R A T O R I O D
D H R S A R I S T O C R A C Y A S V S T A G B H J N S
D D H X N M U U G N F C S B K S A C C F R D S J U D H
MOZART CANTATA BEETHOVEN SYMPHONIES
ARISTOCRACY COMPOSER ORATORIO HAYDN
1. Are you familiar with the words?
2. What do you think is the genre of music associated with the names in the puzzle?
EXERCISE B.1: BEFORE AND AFTER
Let us see how familiar you are with the topic of this unit.
Direction: Give your insight to the question. Answer only the column “Before”. Make sure to answer this
activity properly. You will submit this once all the column are already filled.
B A
efore the Question fter the
How do musicians express the
discussion sudden change of emotion in discussion
Classical Music?
Please bear in mind this question as you go along in this module.

“Music should strike fire from the heart of a man and bring tears from the eyes of woman”
WEEK 1 FIRM UP
- Music.
On the first quarter, you learned about the History of Western LudwigHavevan
youBeethoven
learned something? Classical Music is known for its features. Let’s describe first Use One whole Sheet of Paper
the famous compositions made by the prominent musicians during this Era. for the FIRM UP activities.
ACTIVITY 1: TELL ME
On your textbook, search the following title mentioned in this activity.
Direction: Study the staff on your textbook. Describe the music of Classical Era by completing the matrix in this
activity. You may refer on your textbook page 30-39. An example is given. You will submit this activity.
Title Harmony Rhythm Tempo
The Heavens are Telling (Franz Joseph Haydn)
Missa (Amadeus Mozart)
Joyful, Joyful, We Adore Thee (Beethoven) Piano 4-time 4 Moderato

signature
5
Let’s take a quick glimpse about the history of Classical Music. Reflect on this and answer the question.
The term ‘classical’ refers to the period that took place roughly from 1750 to 1820. Central Europe in the
mid-18th century was going through a time of change. The remaining part of the Holy Empire had fragmented
into small but semi-self-governing municipalities.
This consequently became a competition for identity and recognition. Political leadership of small city-states
like Salzburg, Vienna, and Prague was in the hands of wealthy aristocrats. Their wealth allowed them to hire
artists and musicians for purposes of amusement, inspiration, and entertainment.
1. What can you say about the rhythm of the three musical composition?
2. Does all music have the same tempo? Fast? Moderate? Or slow?
3. Are they all similar to each other when it comes to musical elements?
4. Do you think there is a connection between aristocracy and classical music? Why?
Well, done! You have finished the first part of this module. Take a short break and answer the
assessment below.
I can…
I can describe the musical elements on selected

musical pieces in Classical Period.
I can relate the classical music to its history.
Franz Joseph Haydn life can be described as “from rags to riches”. His music reflects his personality:
mainly calm, balance, serious with a touch of humor. Clarity, balance, and transparency are the hallmarks of
Mozart’s work, but simplistic notions of its delicacy mask the exceptional power of his finest masterpieces.
Other traits of Beethoven’s musical personality: great energy and strength, dynamic, almost never sentimental,
special sense of humor. In history, music is considered a social status. Only the aristocrats and influential families
during those times can afford to watch a musical performance.
You are done with the first part of this module. The Classical music is now introduced to you. Let’s now
find out more about this era.
WEEK 2 (DEEPEN)
ACTIVITY 2: AM I GOOD?
Use One whole Sheet of Paper
Copy the link below or you may visit the school website to watch the videos.
for the DEEPEN activities.
Direction: Watch and analyze the following musical compositions below.
Haydn: Symphony n0 104 ‘London Symphony’

https://www.youtube.com/watch?v=FTT8siNGDX4
Mozart: Magic Flute
https://www.youtube.com/watch?v=YuBeBjqKSGQ
Beethoven: Fideleo
https://www.operanorth.co.uk/news/fidelio-in-a-nutshell/
Noli Me Tangere
https://www.youtube.com/watch?v=8UEQyfb5TKg
These musical compositions are one of the masterpieces of Haydn, Mozart and Beethoven. Did you enjoyed
watching it? If yes. It’s great to know that you appreciate these kinds of musical performances. Let’s measure
your understanding about this topic by answering the questions below. If you cannot access the internet, try to
study the musical elements of the following given musical composition on the next page.
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Title Harmony Rhythm Tempo
Mozart: Magic Flute Soprano, Piano 4-time 4 signature Allegro
Bohemian Rhapsody for violin, viola, cello, harp, 4-time 4 signature Adagietto
Symphony orchestra and oboe, clarinet
Solo Viola
Pirates of the Caribbean Sea oboe, clarinet, trumpet, horn, 3-time 4 signature Moderate
(Auckland Symphony harp, viola, violin, cello and
Orchestra) xylophone.
Medley Naruto Cello, violin, clarinet 4- time 4-signature Moderately fast
1. Are you familiar in school DLC band? Explain how the conductor in DLC and in in Bohemian Rhapsody
Symphony gives color to the performance.
2. How do the different musical instruments affect the harmony?
3. What emotions are portrayed in the musical composition “The Magic Flute”? How do these emotions are
express using the musical elements?
4. Explain the characteristic features of Classical Music.
Direction: You’re almost done! After completing the task in this module, write what you have learned in the
column “After”. Use the same answer sheet from Exericise B.1. Now that all the columns are already filled,
you will now submit this activity.
B A
efore the Question fter the
How do musicians express the
discussion sudden change of emotion in discussion
Classical Music?
(SCAFFOLD FOR TRANSER 2) Before a song becomes a music, it is a poem.

As part of your preparation for the “Lyric Opera”, you have to choose your masterpiece. A great poem can
determine your performance. With proper facial expressions and gestures, you can ace this activity. Congrats in
advance!
Direction: Individually, create or browse for a short poem with a theme about Classical Era or any theme of your
choice. Practice your piece with a partner to check on your gestures and facial expression. Choose properly. This
will be your guide on your performance task
WEEK 3 (PERFORMANCE TASK)

You are almost done. In this activity you will showcase your talent in
rapping, singing or reciting with an appropriate musical background choice.
Direction: Perform your chosen piece.
1. You may recite, rap or sing the poem that you have chosen from Scaffold 1.
2. Choose an appropriate musical background for your performance.
(Classical music)
3. Your video presentation must be the following:
a) Recorded
b) One minute presentation
(Example: Melody of Beethoven’s Symphony No. 9, “Ode to Joy”)
Optional Activity for those students who do not have any gadgets:
1. Choose from the following Classical Music:
a. Divertimento in G Minor (Franz Joseph Haydn)
b. String Quartet No. 14 in G Major, K. 387 (Wolfgang Amadeus Mozart)
c. The Creatures of Prometheus (Ludwig Van Beethoven)
2. Complete the table below.
Title Time Signature Tempo Texture Pitch Dynamics
3. Make a 3-paragraph essay answering the following questions: (500 words)

a. What are the musical elements present on your chosen piece?
b. Compare your chosen piece to the other composition made by the same composer.
c. Why is it important to study Classical Music?
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S.Y. 2021-2022
LEARNING MODULE FOR ARTS 9
Introducing the Arts of the

Renaissance Period and
Baroque Period
CONTENT STANDARD
The learner demonstrates understanding of arts elements and processed by synthesizing and applying prior
knowledge and skills.
PERFORMANCE STANDARD
Performs/participates competently in a presentation of a creative impression (verbal/non-verbal) of a particular
artistic period.
COMPETENCIES
• Identifies distinct characteristics during the Renaissance and Baroque Period. A9EL-IIa-3
• Shows the influences of the Renaissance and Baroque Periods on the Philippine artform. A9ELIIb-1
• Analyze art elements and principles in the production of work following a specific art style. A9EL-IIa-2
• Create artworks guided by techniques and styles of the Renaissance and the Baroque Period. A9PRIIc-e-2
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Unit 1: Arts of the Renaissance and Baroque Period
Arts of the Renaissance Period covers artwork produced during the 14th, 15th, and 16th Century in
Europe. The word renaissance comes from the word “renascita”, which means rebirth. It pertains to arts,
particularly in Italy, such as sculpture, paintings, music, architecture, and literature. The most common subject
of this period is human philosophy.
The arts of the Baroque Period are more elaborate and fuller of emotion. They developed in Europe in
the 1600’s. This type of artform was highly encouraged by the Catholic church to propagate dogma.
This module is designed for you to identify and analyze the artistic elements present in these periods.
At the end of this, you are expected to answer the question, “How do artists during these periods expressed
their emotion through arts?”
Unit Concept Map
Renaissance Baroque
PRETEST
Let us check what do you know about the Renaissance and Baroque Period. You do not have to perfect this quiz,
just try your best! You can check your work after. Answer key is located on the last page of the module.
Direction: Matching Type. Match column A to column B. Write only the letter of your answer on your old
notebook. You will not submit this activity.
_________ 1. It is the French translation of renaissance. A. Baroque

__________2. This painting is a good example of B. chiaroscuro
symmetrical balance. C. renascita
_________ 3. He is considered pioneer of the renaissance D. The Last Supper
period when it comes to painting. E. Masaccio
__________4. This period is known for the use of curve linear
and swirling lines.
__________5. It pertains to the effect of light and shadow to
the subject
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WEEK 1 (EXPLORE)
EXERCISE A: NAMES
Direction: Name the following Filipino artist and their paintings. You will not submit this, yet it is important for
you to comply in this activity. Write your answers on your notebook.
1. Are you familiar with the artist and their artworks?

2. Based from the pictures, what are the common themes used in their painting.
3. Why do you think could be the reason why they chose to study arts in Europe?
EXERCISE B.1: ENTRANE-EXIT CARD

Let us see how familiar you are with the topic of this unit.
Direction: Give your insight about the question. Write your answer on a one whole sheet of paper.
Question:
Why do you think could be the reason why they chose to study arts in Europe?
Answer:
Please bear in mind this question as you go along in this module
Creativity takes courage.
WEEK 1 (FRM-UP)
Art as part of our culture, it becomes integral in our society. But how does
art become popular? Who were the artists who play an important role in this? And
what artworks are still considered a masterpiece until today?
In today’s lesson let’s find out the artworks that becomes prominent during
the Renaissance and Baroque period.
Use One whole Sheet of Paper for
ACTIVITY 1: TELL ME (SCAFFOLD FOR TRANSFER 1) the FIRM UP activities.
Renaissance and Baroque is an important period in art. But as time
passed by, different styles, ideas and techniques were created by contemporary artists. It is because, millennials
have different perceptions and ideals that affected the arts of today.
Let’s go back to history and take a closer look on the artworks produced in these periods.
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Direction: Identify the artworks that is being describe in the statements below. On your answer sheet, write
only the title of the artwork that is being referred. Read the lesson on your textbook page 118-128.
Mary Magdalen Apollo and Daphne The Last Supper The Nightwatch
Expulsion from
The Birth of Venus Mona Lisa
Paradise
1. This painting shows a great example in the use of tenebrism.
2. The subtle use of interconnecting lines, forms and shapes is clearly seen in this sculpture
3. It shows a perfect example of symmetrical balance in painting.
4. This artwork illustrates the artists preference for strongly drawn outlines.
5. It reflects the revival of the classical culture and strong belief in individualism.
6. This painting is the result of Da Vinci’s interest in chiaroscuro.
7. This artwork shows a great of emotion of repentance.
The statements that have been mention in this activity are the distinct characteristics of arts in
Renaissance and Baroque period. It tells us how rich and fascinating the culture of these periods. Artists in
this era have different ways to portray the ideas and emotions in their artwork, that’s how their masterpiece
become known until today.
ACTIVITY 2: TO PHILIPPINES
Spoliarium by Juan Luna is the manifestation of

the Romantic period primarily because of the
visual representation depicted in the painting.
Now that you can identify some of the

distinct characteristic of arts during the
Renaissance and Baroque period. Let’s try to
describe the influence of this tradition to the Philippine art by answering the questions provided in this activity.
Are you familiar in the picture above? Try to study the picture and take notes on elements used in the artwork.
1. What technique in using the light and dark does Juan Luna used in his Spoliarium? Is it tenebrism or
chiaroscuro? Explain.
Direction: Use this T column as your guide in doing a reflective journal. This activity will help you to reflect on
your own learning. It will also help you to make connections about what you already know and what have you
learned in your art class.
What do I really understand about the characteristic What questions do I still have about this topic?
features of the Renaissance and Baroque arts?
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WEEK 2 (DEEPEN)
Last time you take a glimpse on the general characteristics of the Renaissance and Baroque period.
So today, the next step for this activity, you have to analyze these pictures in terms of their artistic elements. It
will help you understand more the art during the Renaissance and Baroque period.
ACTIVITY 3: PICTURE AND ANSWER PORTION
Direction: Study the pictures below.
Renaissance Period Baroque Period
Monalisa La Belle Jardiniere The Nightwatch

Apollo and Daphne
Direction: Analyze the elements of the artworks by answering the questions in this activity.
1. How does the chiaroscuro in Mona Lisa helps in portraying the calm yet mysterious atmosphere of the
artwork?
2. Illustrate the influence of Leonardo Da Vinci in the “La Belle Jardinière” of Rapahel.
3. In Rembrandt’s artwork “The Nightwatch”, how does the tenebrism help in showing the theatrical effect
of the painting?
4. How does Bernini achieve the life like movement of his artworks? (Apollo and Daphne)
5. How do the artistic elements help in portraying the differences and uniqueness of artwork in each period?
Entrance-Exit Ticket
Direction: You are almost done. Now, with the learnings you’ve got in this module, answer again the question
below. Use the same answer sheet from EXERCISE B.1. You will now submit this activity.
Entrance-Exit Ticket
Question:
How do the artist express their emotion through arts?
Answer:
Activity: Stencils
Direction: Please be guided accordingly.
(Stencils) - During the Renaissance period, stenciling was very popular among
Europeans who couldn’t afford an exquisite sculpture or decorated furniture
Materials: Rigid stencil paper or thin cardboard, a short-haired brush, thick paint,
a pencil, a piece of paper, a craft knife (Be careful in using this)
Procedure:
1. Draw a simple design on stencil paper or cardboard with a pencil.
2. Cut out the shape with a craft knife.
3.Tape the stencil to the sheet of paper. Using an almost-dry brush, stipple the point over the hole in the stencil,
making sure that you go right up to the edges.

One last task and you’re done. “Brings the Joy of Art” is a program of your community to promote the style and
techniques used during the Renaissance and Baroque period. However, materials are too expensive and resources are
limited. So, we have to be resourceful for this to work.
Direction: Present your art in a non-verbal manner. Your stencil output must be attached here.
Choose among the given activities.
a. Creative writing
Explaining the elements and principles used on your stencil output.
b. Photo Collage
On a long bond paper, create a collage using the pictures of your stencil. (Be creative
12
S.Y. 2021-2022
LEARNING MODULE FOR P.E 9
Learning More About Social

Dances for Community
Fitness
CONTENT STANDARD
The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
The learner maintains an active lifestyle to influence the physical activity participation of the community
fitness.
COMPETENCIES
• Describe the nature and background of the dance as part of community fitness.
• Enumerate the health benefits of social dance to your fitness.
• Explain how social dances promotes active life style.
• Involves oneself in community service through dance activities in the community. PE9PFIIg-h-41
13
Lesson1: Social Dances for Community Fitness
In order to attain a physically fit body, you need to have not only good nutrition but also to engage in
physical activities such as dancing, running, biking and etc.
To promote community fitness, your physical activities must also involve the community as well.
Dancing is one activity that can be done individually, with a partner, or in groups. Dances that are performed
with a partner or in groups are called social dance.
This module is designed for you to explain how social dances promotes an active lifestyle. At the end
of this, you are expected to create your own Zumba step.
Unit Concept Map
Social Dances Fitness
PRETEST
You do not have to perfect this quiz, just try your best! Answer key is located at the last page of the module.
Direction: Multiple choice. Read the following questions carefully. Write the letter of your answer on your
notebook.
1. Dancing improved the condition of the heart and __________________.

a. bones b. lungs c. kidney d. muscles
2. Dancer tends to have a stronger bones and good posture, which illness is associated to bad posture?
a. osteoporosis b. rickets c. osteomalacia d. piaget’s disease
3. Which set of skills related fitness is involved in dancing?
a. coordination, strength and flexibility c. coordination, agility and flexibility
b. balance, coordination and strength d. body composition, endurance and strength
4. Dance is classified according to?
a. step b. choreography c. purpose d. instruction
5. It is a social dance which the movements interpret or depict or tell a story and emotion.
a. ballroom b. creative dance c. festival dance d. ceremonial dance
6. All are definitions of dancing, EXCEPT.
a. It gives financial stability.
b. It is an art that involves movement through rhythm and is oftentimes accompanied by music.
c. It is a social activity, a type of communication, and a form of recreation.
d. It can tell a story, can be used to explore emotion, or serve as a form of self- expression.
7. This dance is a recreation perform in schools, offices, community parks and in open spaces.
a. cha-cha b. pangalay c. zumba d. folk dance.
8. What illnesses are reduced due to dancing?
a. kidney failure, stroke and diabetes c. heat stroke, diabetes and obesity.
b. high-blood, stroke and kidney failure. D. heart diseases, diabetes and obesity.
9. It is the ability to maintain an upright position while standing and moving.
a. strength b. balance c. coordination d. endurance
10. It refers to the linking of senses through the brain to the different parts of the body.
a. body composition b. strength c endurance d. coordination
14
WEEK 5 (EXPLORE)
EXERCISE A: What kind of dance do you perform well?
Direction: Look at the pictures. Identify which of these dances you have tried dancing. You will not submit this,
however it is important for you to comply in this activity.
BALLROOM FESTIVAL DANCE BREAK DANCE FOLK DANCE

1. What do you think are the purpose of dancing?
2. Does dancing help in maintaining a healthy body?
Fit is not a destination; it is a way of life.

Before doing the activites in this module. Try to answer this question. This will guide you as you go along on this
topic. Goodluck!
Direction: Give your insight to the question. Answer only the column “Before”. Make sure to answer this
acivity properly. Submit it all once all the columns are already filled.
B Question A
efore the How do social dances promote an
fter the
discussion active lifestyle? discussion
Are you done with activity 2? Now that you have answer this, let’s proceed to the lesson proper.
WEEK 5 (FIRM-UP)
Welcome to the first part of the lesson. In this phase you will be provided with
activities that will activate your prior knowledge about social dances.
Physically fit does not necessarily means having a good body. At your age, your
body is young, healthy and flexible that it can easily adapt to various changes. However,
as time passed by it also get older. Without proper care your bones and muscles will
gradually weaken. With balance diet, enough exercise and proper lifestyle your life will get longer better that you
expected. But how can you achieve this? What exercises or recreations do you need to do?
Do you know that dancing is a good form of exercise? It has lots of benefits which can be good to our
body physically, socially, emotionally and sometimes financially.
Use One whole Sheet of Paper for
ACTIVITY 1: SOCIAL DANCES the FIRM UP activities.
Direction: Copy the diagram on your answer sheet. Think of any word/ phrase that can describe the social
dance. You can add circles if necessary.
ACTIVITY 2: FITNESS
Direction: Copy the fitness triangle below. The base indicates the contribution of social Social
dance to your fitness. All you need to do is to enumerate the fitness benefits you can think Dance
of and write them inside the triangle.
FITNESS
_____________________
_____________________
_____________________
Social Dance
15
IT’S QUIZ TIME
Direction: Matching Type. Write only the letter of the correct answer.
1. This can be defined as a social activity, a type of a. Osteoporosis
communication, and a form of recreation.
2. This kind of dance focuses in the participation b. Dance
and not on the performance of the dancers.
3. It refers to the dance which is directly participated c. Social Dance
by the people who have the same values and
differences far from other communities. d. Balance
4. It is the ability of the body to maintain an upright
position while standing and moving.
5. An illness which makes the bones weakened. e. Community Dance
WEEK 6 (DEEPEN)
Direction: Read and analyze the articles.
Article 1
Title: Dancing Improves Life
Link: http://www.integritydancecenter.com/dancing-improves-life/
The CDC recommends that children and adolescents do at least 60 minutes (1 hour) or more of physical
activity each day. This can easily be met by adding dance classes into your weekly routine. Like making new
friends, participating in a creative, beautiful and unique art form, learning dance technique, expressing emotion
and working in a group. Dance can also open new opportunities in terms of future careers. There are numerous
professions in dance from dancing, teaching, and choreography. In addition to this, people work in the dance
industry as; community dance performers, promoters, producers, designers, publicists, technicians,
physiotherapists, medical and alternative practitioners, therapists, writers and academics.
Dancing also develops skills that can translate to many non-dance career paths. The confidence gained
through achievements in dance builds social skills, increases self- esteem and the ability to communicate well in
a group. Dance allows people to be more active, socialize and develop creative and physical skills. Just a few of
the benefits increased exercise dancing can give you are; reduced stress levels, improved relaxation, stronger bones
& muscles, weight control and a healthier brain.
Article 2
Title: Social Fitness
See Full text here Link: https://delta.dance/2019/01/why-ballroom-dance-is-your-
best-fitness-program/
Ballroom dancing is a group activity and connects people beautifully in a world that is increasingly
disconnected. Social Media is not the same as social interaction. Being in a room with others who share your
interest provides a sense of connectedness that can’t be matched by going on Facebook or Instagram..
Studies have found that social media actually contributes to an increased sense of loneliness, leading to
growing rates of depression. Partner dancing, on the other hand, creates a sense of belonging and community that
reduces loneliness and brings people together.
Ballroom dance lessons offer you a great opportunity to expand your social circle. Lessons and social
dancing builds connections. They let you engage with people in a low-pressure environment, where there are no
expectations. It’s perfect for younger singles who want to step up their dating game, couples looking to reconnect,
and for adults who want to build a new life skill. Since the people you meet all share your passion for dance, these
interactions often transition into lasting friendships.
After reading the articles above. What have you found out regarding social dance as part of social fitness?
Do you think you can engage yourself in social dancing? Now that you have understand the articles, answer our
focused question using the generalization table.
Essential Question Article 1 Article 2

“Dancing Improves Life” “Social Fitness”
How do social dances promote an Answer: Answer:

active lifestyle?
16
Supporting Texts: Supporting Texts:
Reason: Reason:
Your Conclusion
Social Dances is important because ____________________.
I understand that ___________________________________.
ACTIVITY 3: GENERALIZATION TABLE

“Sweat out the fats” is a famous tagline nowadays. Then, walking at least half a mile or jog around your
community is a basic physical activity. However, due to restrictions, all things are limited.
People have their own way to cope up with these changes. Physical activities that required gatherings are
prohibited because of COVID19. In this, Zumba fitness becomes a trend today. Aside from the easy step it also
accessible regardless of age, gender and culture. As this new normal set up also becomes a long-term trend,
recorded Zumba on the internet fade its popularity. In this, Zumbathon opened their Facebook page for new entry
in Zumba step. In preparation for this, you are going to choose your music and find the rhythm so your body can
easily find its step as you go along with the music.
Rhythmically Inclined (SCAFFOLD FOR TRANSFER 2)

Direction: Follow the instruction below. This activity is part of your performance task.
1. You may choose the music you like to listen.
2. While listening, identify and feel the rhythm.
3. When you have adapted to the music, do the following activities.
a. Clap your hands in accordance with the rhythm.
b. Once you gained the rhythm, stomp your feet and simultaneously do it with clapping.
c. Do it again and again so that you can master the step and the rhythm.

Direction: You’re almost done! After completing the task in this module, write what you have learned in the
“After” column. Use the same answer sheet from Exercise B.1. You will now submit this activity.
B Question A
efore the How do social dances promote an
fter the
discussion active lifestyle? discussion

Welcome to transfer part of the lesson. This activity will display and enhance your dancing skills. You
will learn that dancing is fun and exciting, without knowing that you are also improving your fitness. Goodluck!
Hurray! You’re almost done in this module.
In this part, after familiarizing yourself with the music. Dance step for your Zumba Entry must be finish. Your
performance is almost around the corner. I can’t wait to watch your video. Goodluck!
Direction: Create your own Zumba step using your favorite music. It must be:
a. One minute video
b. With proper exercise clothes
c. Recorded
Optional Activity for those students who do not have any gadgets:
1. Search for any articles about how social dances promotes an active lifestyle. This can be on magazines,
newspapers, or internet.
2. Make a 3-paragraph reflection paper about this.
3. The article must be attached on your reflection paper.
4. HANDWRITTEN.
17
S.Y. 2021-2022
LEARNING MODULE FOR HEALTH 9
Learning More About

Prevention of Substance Use
and Abuse
CONTENT STANDARD
The learner demonstrates understanding of the dangers of substance use and abuse on the individual, family,
school, and community.
The learner shares responsibility with community members through participation in collective action to prevent
and control substance use and abuse.
COMPETENCIES
• Discuss the harmful short- and long-term effects of substance use and abuse on the individual, family,
school and individual. H9S-IId-20 H9S-IIe-f-21
• Identifies the types of drugs/substances of abuse H9S-IIc-18
• Analyze situations regarding the drug use and abuse.
• Create a campaign through participation in poem writing, drawing, and compositions showing your
responsibility with the community members regarding in the prevention and control of drug use and
abuse.
18
Unit 1: Prevention of Substance Use and Abuse
You have probably heard a lot of issues about drugs. The Philippine government has pursued serious
campaigns against using and selling of illegal drugs. Many government and school officials, business and
community leaders, and even sport and movie celebrities encourage young people not to try the use of
prohibited drugs. Do you know why drugs are bad for you? Let’s find out in this module.
This module is designed for you analyze situations regarding the substance use and abuse. At the end
of this, you are expected to answer the essential question “As a student, what are your responsibility regarding
the substance use and abuse?”.
Unit Concept Map
Short and Long Term Effect of Drugs

Classifiacation
Effects of Drugs Around You
You do not have to perfect this quiz, just try your best! You can
PRETEST check your work after. Answer key is located at the last page of the module.
Direction: Supply the missing words. Copy the statements on your answer sheet and supply the missing
information to complete the paragraph. Do this on your old notebook.
Stimulants are substance, also referred to as ___________. When the stimulant wears off, the user will
feel fatigue, weakness, sleepiness, deep sadness and depression. This stage is called __________.
Depressants are _________________, which depress the central nervous system. These substances slow
down the brain activity. They are so called the ________________.
Narcotics are also known as pain killers, are drugs which slow down the central nervous system and
often prescribed by physicians as analgesics or drugs that ____________________.
Hallucinogens are psychedelic drugs that interfere with our ______________, alter _______________,
and cause _____________.
Inhalants that produce vapor, affecting mood and behavior when inhaled. Non-medical inhalants are
uncontrolled drugs. Good examples of this are _____________ and ______________.
WEEK 5 (EXPLORE)
EXERCISE A: DRUGS
Direction: Read each statements below. Respond by checking the column whether you are Agree, Disagree or
Not sure. You will not submit this activity.
Agree Disagree Not Sure

Drug cases in the Philippines are decreasing.
Filipino males are more prone to drug use than females.
Teenagers are in danger to drug use, misuse and abuse.
All medicines are drugs but not all drugs are medicines.
Drugs change the way the brain thinks and process information.
There are many healthy alternatives to combat drug use and abuse.
Shabu is one of the commonly used and abused drugs in the Philippines.
19
What can you say about the statements in the table?
Did you know that according to the 2012 United Nations report, the Philippines had the highest rate of
methamphetamine (shabu) abuse among countries in Southeast Asia; about 2.2% of Filipinos between the ages
16-64 years old were methamphetamine users.
EXERCISE A.1: IRF

Direction: Answer the question below. Put your answer on the first ladder (Initial). Make sure to answer this
activity properly. This will be submitted once all the ladders are filled. Use one whole sheet of paper for this
activity
As a student, what are your responsibility regarding the substance use and abuse?
FINAL
REVISE
INITIAL
WEEK 5 (FIRM-UP)
How high can it take you?
The word “high” is sometimes associated with drugs especially the effect of this in an individual. High
refers to the feelings given by this. But no matter how euphoric, it is just an escape from reality.
Reality as of today is working from home, online schooling, lockdown and restrictions. As a result, many
individuals are suffering from depressions, insomnia and anxiety due to this so-called reality. According to WHO,
people who suffer from this is more likely to be engage in drug abuse.
ACTIVITY 1: EFFECTS Use One whole Sheet of Paper
Direction: Read the lesson on your textbook page 288-303. Copy the diagram for the Firm up activities.
on your answer sheet. Discuss the classification of drugs, and the short- and long-term effects on the individual.
Short Term Effects Classification Long Term Effects
Inhalants
Depressants
Narcotics
Hallucinogens
Inhalants
ACTIVTIY 2: AROUND YOU

Direction: Discuss the effects of Drug Abuse in the family, school and community Family
using the diagram below. You may refer on your textbook pages 303-305.
Drug use and abuse does not only affect the person concerned. School
The immediate family, school, and community, where the person belongs to,
are also affected by the addiction.
Community
For your information
According to the reports, drug use and HIV-AIDS are often than
not related. In the Philippines, injecting drug users (IDU’s) is one of the known
modes of transmission for the Human Immunodeficiency Virus which is the
causative agent that causes the AIDS.
SCAFFOLD FOR TRANSFER 1

Direction: Cut and paste two drug-related accidents/injuries/crimes from any local newspaper, magazines or
internet. Analyze each article using the format below.
A. The 5 ‘Ws’ and ‘H’
1. Who are involved? _________________________________
2. What happened? _________________________________
20
3. When did it happen? _________________________________
4. Where did it happen? _________________________________
5. Why did it happen? _________________________________
6. How did it happen? _________________________________
B. How does the article affect you? Discuss in at least five complete sentences.
____________________________________________________________________________
EXERCISE A.2: IRF

Direction: Answer the question below. Put your answer on the second ladder (Revise). Use the same answer
sheet from EXERCISE A.1.
As a student, what are your responsibility regarding the substance use and abuse?
FINAL
REVISE
INITIAL
When using drugs, a user may just be after the immediate effect, usually the high, the energy, the relaxing
effect, and others. Users usually are not considering the effects of the drugs in the long run. Sometimes, the
realization comes too late that the damage caused by the drugs are irreversible; other times the realization never
come at all because the drugs had caused too much damage.
QUIZ TIME!
Direction: Identify the terms that is being referred to. Write only the answer on your answer sheet.
__________1. This refers to the psychedelic drugs that interfere with our senses, alter perception, and cause
hallucinations.
__________2. This substance is also known as “pain killers”.
__________3. It is an addictive stimulant, known as the “poor man’s cocaine”.
__________4. The effect of this drug are mental disorder, sleepiness, irritability, confusion, blood and liver
disease, depression, chronic fatigue, sexual and sleep problems, diabetes and weight gain.
__________5. The effect f this drug are anxiety, vomiting, panic, impaired memory, irrational thought patterns,
hallucinations, changes in sense of time.
WEEK 6 (DEEPEN)
These are research-based articles. The following reading material discuss the
population of drug abuse on teenagers, it’s effect to the individual, some factors contributing
to drug abuse and connection of drugs to the crime rate. Analyze each article and answer
the guide questions provided in this activity.
Use One whole Sheet of Paper
ACIVITY 4: READ
for the DEEPEN activities.
Direction: Read and analyze the articles.
Article 1
Title: World Population Review
See Full text here Link: https://worldpopulationreview.com/country-rankings/crime-rate-by-
country
Afghanistan is the world’s largest opium producer with 80% of the drug originating in the country. While
most of the drugs are sent abroad, heroin has taken a heavy toll on Afghanistan, too. According to the 2015
Afghanistan National Drug Use Survey, about 11.1% of the local population was drug positive. A scene of small
groups of men, their heads covered with scarves, squatting while inhaling drugs, has become part of the landscape
of many Afghan cities. Drug use and abuse increased following the U.S. invasion in 2001. At that time, poppy fields
covered roughly 74,000 hectares, by 2019 that had increased to 160,000 hectares. Afghanistan has the fourth-highest
crime rate. Crime is present in various forms, including corruption, assassinations/contract killings, drug trafficking,
kidnapping, and money laundering. After the Soviet withdrawal from Afghanistan, opium poppy cultivation and
drug trafficking increased, and Afghanistan is now the largest illicit opium producer. Since the downfall of the
Taliban, crime rates have increased in Kabul, its capital city. Widespread unemployment also fuels much of the
21
country's crimes, such as robbery and assault. The U.S. Department of State issued a Level 4 travel advisory for
Afghanistan, advising travelers not to go to the country due to civil unrest, armed conflict, crime, and terrorism.
Article 2
Title: Rise in Prescription in Drug Misuse and Abuse Impacting Teenager
See Full text here Link: https://www.samhsa.gov/homelessness-programs-resources/hpr-
resources/rise-prescription-drug-misuse-abuse-impacting-teens
The fastest-growing drug problem in the United States isn’t cocaine, heroin, or methamphetamines. It is
prescription drugs, and it is profoundly affecting the lives of teenagers. According to National Institute on Drug
Abuse (NIDA) Drug Facts, prescription drug misuse and abuse is when someone takes a medication inappropriately
(for example, without a prescription). Sadly, prescription drug misuse and abuse among young people is not an
insignificant problem. According to National Survey on Drug Use and Health (NSDUH) data on youth and young
adults, more than 5,700 youth in 2014 reported using prescription pain relievers without a doctor’s guidance for the
first time. These impacts can be particularly harmful to a developing adolescent brain and body. Our brains continue
to develop until we reach our early- to mid-twenties. During adolescence, the pre-frontal cortex further develops to
enable us to set priorities, formulate strategies, allocate attention, and control impulses. The outer mantle of the
brain also experiences a burst of development, helping us to become more sophisticated at processing abstract
information and understanding rules, laws, and codes of social conduct. Drug use impacts perception—a skill
adolescent brains are actively trying to cultivate—and can fracture developing neural pathways. Additionally, as
our brains are becoming hardwired during adolescence, the pathways being reinforced are the ones that stick. If
those pathways include addiction, the impact may lead to life-long challenges. As with any type of mind-altering
drug, prescription drug misuse and abuse can affect judgment and inhibition, putting adolescents at heightened risk
for HIV and other sexually transmitted infections, misusing other kinds of drugs, and engaging in additional risky
behaviors.
Article 2
Title: Majority of Drug Users in the Philippines are Teenagers
See Full text here Link: http://www.xinhuanet.com/english/2020-10/20/c_139454432.htm
The Dangerous Drugs Board (DDB) of the Philippines released on Oct. 14 the survey on the patterns and
trends of drug abuse results conducted from December 2019 to February 2020.
In a televised address to the nation late Monday night, Duterte cited the survey that around 1.67 million or two out
of 100 Filipinos aged 10 to 69 are using illegal drugs.
The DDB said the survey estimates the current user prevalence rate at 2.05 percent, significantly lower than the
2018 global estimates of 5.3 percent published in the World Drug Report 2020.
The DDB said the survey "shows a clear significant decline which can be attributed to the success of the
government's anti-drug campaign and steadfast priority given by the government to create drug-free communities"
under the Duterte administration.
According to the survey, cannabis or marijuana is the most commonly abused dangerous drug, followed by
methamphetamine hydrochloride.
The survey finds that, for lifetime users, the average age when most of them started trying drugs is 22 years old.
"Of the current users, on the other hand, most belong to the age group of 18 to 59 years old, 65 percent of it -is
young people." the DDB said.
Guide Questions:
1. How do drugs affect the security of the nation?
2. How do prescriptive drugs become a source of drug misuse and abuse?
3. Why do you think teenagers engage in drug abuse?
4. As a student, how can you demonstrate your responsibility regarding the use and abuse of drugs?
SCAFFOLD FOR TRANSFER 2

Drug Abuse is a hazard to the community because it can be a source of chaos just like what you have found
from Scaffold 1. From this, how can you raise awareness about your responsibility regarding to this?
Make a creative interpretation about your responsibility regarding the use and abuse of drugs. Choose only one
among the given activities below.
a. Poem writer
b. A composer
c. A writer
d. An artist
22
EXERCISE B.3 IRF
Direction: You are almost done in the second part of this module! Answer the question below. Put your answer
on the third ladder (Final). Use the same answer sheet from EXERCISE A.1. You will now submit this activity.
As a student, how can you demonstrate your responsibility regarding the substance use and abuse?
FINAL
REVISE
INITIAL

Welcome to transfer part of the lesson. This activity will make you understand that you also have a
responsibility to the community members regarding the issue of drugs. Now that you are aware on the effects of
drugs in the body, in school and your community. Let’s take an action on this issue!
Goal: Your task is to make a campaign regarding your responsibility regarding the use and abuse of
drugs.
Role: You are a poet, writer, composer and an artist.
Audience: The target audiences are the teenagers, the parents and Grade 8 teachers
Situation: According to the United Nation on Drugs and Crime (UNODC) COVID 19 has dire impact on
the drug trade worldwide. Realizing this effect, your community promoted an activity which will
raise awareness on the citizen’s responsibility in this issue.
Product: You can choose ONE from the following variation of activities:
A. Poem Writer- Write a poem about drug use and abuse and the effects of drug abuse. The
poem must have a minimum of 20 lines.
B. Composer- Compose an Anti-Drug Campaign song. The song must be at least three stanzas
(A video presentation that will be sent through messenger)
C. Writer- Write an article about substance abuse. All information must be fact-based.
D. Artist- Make a poster about the effects of drugs in a developing teenage body and illustrations
of resistance skills
MUSIC ANSWER KEY

PRETEST FIRM UP
1. Franz Joseph Haydn The Heaven’s are Telling (Franz Joseph Haydn)
2. Ludwig Van Beethoven Harmony- Soprano, Alto, Tenor, Bass
3. TRUE Rhythm- 4 time 4 siganture
4. TRUE Tempo- Allegro
5. Ludwig Van Beethoven Missa (Wolfgang Amadeus Mozart)
6. TRUE Harmony- Oboi, Fagotti, Trombone, Timpani C.G, Violin I, Violin
7. TRUE Violin II, Soprano, Alto, Tenor, Bass
8. HOMOPHONIC Rhythm- 3 time 4 signature
9. TRUE Tempo- Andante
10. Pre classical
ARTS ANSWER KEY
PRETEST FIRM UP
1. C 1. Nightwatch
2. B 2. Apollo and Daphne
3. E 3. The Last Supper
4. A 4. Birth of Venus
5. B 5. Expulsion from Paradise
6. Monalisa
7. Mary Magdalene
P.E ANSWER KEY
PRETEST FIRM UP
1. B Word/ phrase that can describe social dance.
2. A * for entertainment
3. B * non-competitive
23
4. C * recreation
5. B * social activity
6. A * self-expression
7. C
8. D
9. B
10. D
HEALTH ANSWER KEY
PRETEST
Stimulants are substance, also referred to as uppers. When the stimulant wears off, the user will feel fatigue,
weakness, sleepiness, deep sadness and depression. This stage is called down period or crash.
Depressants are anti-psychotic drugs, which depress the central nervous system. These substances slow down
the brain activity. They are so called the downers.
Narcotics are also known as pain killers, are drugs which slow down the central nervous system and often
prescribed by physicians as analgesics or drugs that relieves pain.
Hallucinogens are psychedelic drugs that interfere with our senses, alter perceptions, and cause hallucinations.
Inhalants that produce vapor, affecting mood and behavior when inhaled. Non-medical inhalants are
uncontrolled drugs. Good examples of this are rugby and nail polish remover.
FIRM UP
Short Term Effects Classification Long Term Effects
Very high energy that users forego Inhalants Psychosis, paranoia, severe dental
sleep and food, loss of appetite, This are chemicals that produce problems, changes in brain
sleep disorder, repetitive behavior. vapor, affecting the mood, and structure, stroke, heart problems,
behavior when inhaled. Non- increased blood pressure, death
medical inhalants are uncontrolled
drugs.
Poor coordination, disorientation, Depressants Mental disorders, sleepiness,
slurred speech, decreased alertness, Anti-psychotic drugs, which irritability, confusion, blood and
nausea, visual disturbances, depress the central nervous system. liver disease, depression, chronic
confusion, lowered blood pressure. These substances slow down the fatigue, sexual and sleep problems,
brain activity. insomnia, diabetes and weight gain
Restlessness, small pupils, cold, Narcotics Constipation, temporary sterility
moist and bluish skin, slowed These drugs slow down the central and impotence, convulsions, coma,
breathing, and death. nervous system and often and death
prescribed by physicians as
analgesics or drugs that relieve
pain.
Anxiety, vomiting, panic, impaired Hallucinogens Delusions, severe changes in
memory, irrational thought These are psychedelic drugs that behavior, memory loss, speech
patterns, hallucinogens, changes in interfere with our senses, alter problems, depression, memory loss
sense of time, sleep problems, loss perceptions and cause and weight loss
of appetite. hallucinations.
Confusion, disorientation, Inhalants Memory impairment, inability to
aggressive behavior, hallucinations These are chemicals, that produce think, muscle cramps, inability to
and delusions, impaired judgment, vapor, affecting mood and behavior think, abdominal pain, damage to
hostility, lack of coordination, when inhaled. the brain, heart, lungs, kidneys, and
death from suffocation. liver, death from heart failure.
ACTIVITY 2: AROUND YOU

Family
• Family pain
• Physical health problems
• Separation of family members
• Financial troubles
• Negligence of duties and responsibilities
• Dishonor and embarrassment to the family
School
• Reduced academic performance and achievement
24
• Increased violence in school
• Disrespectful to school policies and authorities
Community
• High prevalence of crimes
• Increased number of accidents
• Government fund loss to drug-related operations
25

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CAMARINES NORTE COLLEGE INC.

Junior High School Department

LEARNING MODULE FOR MAPEH 9

Introducing the music of the classical period

Introducing the arts of the renaissance

Learning more about social dances for

Learning more about prevention of

2 Activity 2 Am I Good? 6-7

LEARNING MODULE FOR MUSIC 9

Introducing the Music of

Unit Concept Map

Please bear in mind this question as you go along in this module.

Missa (Amadeus Mozart)

Joyful, Joyful, We Adore Thee (Beethoven) Piano 4-time 4 Moderato

I can describe the musical elements on selected

Haydn: Symphony n0 104 ‘London Symphony’

(SCAFFOLD FOR TRANSER 2) Before a song becomes a music, it is a poem.

WEEK 3 (PERFORMANCE TASK)

3. Make a 3-paragraph essay answering the following questions: (500 words)

LEARNING MODULE FOR ARTS 9

Introducing the Arts of the

Unit Concept Map

_________ 1. It is the French translation of renaissance. A. Baroque

1. Are you familiar with the artist and their artworks?

EXERCISE B.1: ENTRANE-EXIT CARD

Please bear in mind this question as you go along in this module

Creativity takes courage.

Spoliarium by Juan Luna is the manifestation of

Now that you can identify some of the

Monalisa La Belle Jardiniere The Nightwatch

WEEK 3 (PERFORMANCE TASK)

LEARNING MODULE FOR P.E 9

Learning More About Social

Unit Concept Map

Social Dances Fitness

1. Dancing improved the condition of the heart and __________________.

BALLROOM FESTIVAL DANCE BREAK DANCE FOLK DANCE

Fit is not a destination; it is a way of life.

of and write them inside the triangle.

Essential Question Article 1 Article 2

How do social dances promote an Answer: Answer:

ACTIVITY 3: GENERALIZATION TABLE

Rhythmically Inclined (SCAFFOLD FOR TRANSFER 2)

EXERCISE B.2: BEFORE AND AFTER

WEEK 7 (PERFORMANCE TASK)

LEARNING MODULE FOR HEALTH 9

Learning More About

Unit Concept Map

Short and Long Term Effect of Drugs

Agree Disagree Not Sure

EXERCISE A.1: IRF

ACTIVTIY 2: AROUND YOU

SCAFFOLD FOR TRANSFER 1

EXERCISE A.2: IRF

SCAFFOLD FOR TRANSFER 2

WEEK 7 (PERFORMANCE TASK)

MUSIC ANSWER KEY

ACTIVITY 2: AROUND YOU

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