MAPEH 7 Module

7
MAPEH
Unang Markahan
DO-Q1_MAPEH7_Music_Lesson1-5
DO-Q1_MAPEH7_Arts_Lesson1-3
DO-Q1_MAPEH7_PE_Lesson1-3
DO-Q1_MAPEH7_Health_Lesson1-3
i
MAPEH - Grade 7 Learner’s
Alternative Delivery Mode
QUARTER 1
Material Second Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education Secretary:

Development Team of the Module
Writers: Cristina P. Guzman, Eduardo Biñas
Gerlyn C. Galicia, Renato Cabanganan
Editors: Arnel Almazan, Marilyn M. Cabungcal

Michelle Cruz, Glenn Rivera, Glenn R. Baltazar,
Rubilyn V. Leona, Mercedita C. Sto. Domingo
Reviewers: Roy M. Suratos, Glenn D. Rivera, Glenn R. Baltazar,

Mercedita C. Sto. Domingo, Marilyn M. Cabungcal
Alfredo A. Galicia, Education Program Supervisor - MAPEH
Illustrator:
Layout Artist: Rubilyn V. Leona, Jerus I. De Jesus/ Raphael A. Lopez
Management Team:
Dr. Meliton P. Zurbano, Assistant Schools Division Superintendent, OIC-SDS
Mr. Filmore R. Caballero, Chief, Curriculum Implementation Division
Mrs. Jean A. Tropel, Division Education Program Supervisor- LRMS and ADM
Alfredo A. Galicia, Education Program Supervisor - MAPEH
Printed in the Philippines by: ____________________________________

Department of Education – National Capital Region
Office Address: Pio Valenzuela Street, Marulas, Valenuzuela City, 1440

Telefax: (02) 292 – 32 – 47
E-mail Address: sdovalenzuela@deped.gov.ph
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Parent’s Guide
Mga Mahal naming Magulang,
Sa inyong mga kamay po nakasalalay ang paghubog sa pagkatao ng inyong anak.

Mahalaga ang inyong papel sa kanilang edukasyon at pag-aaral. Kaya naman, ang
inyong pakikiisa sa pagpapatuloy ng edukasyon sa anumang sitwasyon, ay
positibong hakbang na nagpapatotoo sa inyong paniniwala na “edukasyon ang
pinakamahalagang pamana ng magulang sa anak.” Narito po ang ilang hakbang
upang magabayan ninyo ang inyong anak sa pag-aaral ng Modyul na ito:
1. Siguraduhing nagkaroon ng sapat na tulog at nakakain ang inyong anak bago

pasimulan ang anumang gawain sa modyul na ito.
2. Upang hindi mabagot ang bata, magtakda ng araw at oras sa pagsasagot ng
mga modyul sa iba’t-ibang asignatura o subjects.
3. Maglaan ng isang maayos na lugar para sa pagsagot ng Modyul. Siguraduhing
may komportableng patungan o sulatan at upuan ang bata.
4. Magbigay lamang ng sapat na tulong sa pagsagot sa modyul. Maaaring mag-
message sa guro para sa karampatang pagpapaliwanag.
5. Makakatulong ang pagtatakda ng gawain tulad ng paghuhugas ng plato,
paglalaba, paglalampaso, atbp. Upang magkaroon ng variety ang gawain ng
anak sa bahay.
6. Bigyan ng sapat na motibasyon o pabuya ang anak sa pagtatapos ng mga
takdang gawain at modyul. Ang simpleng pagbati ng “very good!” sa anak ay
makakatulong sa kanyang motibasyon. Maaari ring bawasan ang kanyang
gawain bahay kagaya ng paghuhugas ng plato bilang reward.
7. Bilang magulang, kasama sa pagmamahal sa inyong anak ay ang pagdisiplina
sa kanya. Kung hindi natapos ang mga takdang gawain ng modyul sa sapat
na panahon, maaaring gumamit ng “warning system” hanggang dalawa o tatlo,
bago magbigay ng positibong pagdidisiplina. Maaaring bawasan ang oras sa
panonood ng telebisyon o paggamit ng cellphone hanggat hindi natatapos ang
modyul.
8. Umaasa po kami na sa pamamagitan ng modyul na ito ay magpatuloy ang pag-
aaral at edukasyon ng inyong anak sa loob ng inyong mga tahanan ng ligtas
at malayo sa panganib ng COV.ID-19. Maraming salamat po sa inyong
pakikiisa.
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TABLE OF CONTENTS
MUSIC
Music of Lowland Luzon ……………………………………………………….. 1
Lesson 1: Elements of Music ………………………………............ 3
Lesson 2: Folksongs …………………………………………………… 4
Lesson 3: Liturgical & Devotional Songs………………………….. 4
Lesson 4: Secular Music……………………………………………… 5
Lesson 5: Instrumental Music………………………………………. 6
ARTS
Arts And Crafts Of Luzon Highlands And Lowlands …………………… 9
Lesson 1: The Arts and Crafts of Ilocos Region and Cordillera
Administrative Region (CAR)………………………………………………….. 11
Lesson 2: The Arts and Crafts of Cagayan Valley and
Central Luzon ………………..………………………………………………….. 14
Lesson 3: The Arts and Crafts of Calabarzon and Bicol region…. 22
Physical Education
Lesson 1: Health-Related Fitness And Skill-Related Fitness ……… 26
Lesson 2: Introduction to Running ……………………………………. 41
Lesson 3: Introduction to Rhythmic Gymnastics……………………. 48
Health
Growth and Development………..……………………………………..…. 51
Management of Health Concerns During Adolescents …..………... 59
Health Appraisal…………………………………………………………….. 61
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MAPEH-7
Quarter Music of Lowland Luzon
1
Content Standard:
Demonstrates understanding of the musical characteristics of representative
music from the lowlands of Luzon
Performance Standard:
Performs music of the lowlands with appropriate pitch, rhythm, expression
and style.
Most Essential Learning Competencies:
1. Describes the musical characteristics of representative music
selections from the lowlands of Luzon after listening MU7LU-Ia-1
2. Analyzes the musical elements of some Lowland vocal and
instrumental music selections; MU7LU-Ia-2
3. Identifies the musical instruments and other sound sources from the
lowlands of Luzon MU7LU-Ib-3
4. Explores ways of producing sounds on a variety of sources that is
similar to the instruments being studied; MU7LU-lb-f-4
5. Improvises simple rhythmic/melodic accompaniments to selected
music from the Lowlands of Luzon; MU7LU-Ic-f
6. Performs music from Luzon lowlands with own accompaniment;
MU7LU-Ia-h-7
7. Evaluates music and music performances with rubrics on musical
elements and styles. MU7LU-Ic-h-10
Pre-Assessment
Name: __________________________________________Section: __________________
I. Identify the musical symbols illustrated below. Write the answer on the
space provided. Choose the answer from the word bank.
crescendo eight note C-clef staff time Signature
fortissimo G-Clef half Rest sharp whole Note
1
II. Word Classification: Arrange the titles of songs below according to
different Philippine Music Styles.
1. Alay 4. Dungawin Mo, Hirang 7. O, Ilaw
2. Atin Cu Pung Singsing 5. Mutya ng Pasig 8. Pasyon
3. Dios Te Salve 6. Nasaan Ka, Irog 9. Sarung Bangi
Folk Songs Harana Kundiman Devotional
Activity Module in Music for Grade 7

Learner’s Home Weekly Learning Task and Individual Monitoring Plan
1. Date Lessons Activities/ Seat Written Performance Scores
Accom works Scores
plished
1 1: What is Music
Music
2: Getting Ready!
Elements
2 3: Listening Activity
Folksongs
3 4: Listening Activity
Liturgical
& 5: Defining Moment
Devotional Music
6: Listening Activity
4 7: Video Tula
Secular Music
5 8: Defining Moment 2
Instrumental Music 9: Hear-it
10: Seat Work No. 5
Seat Work 11: Seat Work No. 4
12: Seat Work No. 3
13: Seat Work No. 2
14: Seat Work No. 1
TOTAL:
Unit Test
Periodical Test
2
Collated by: Recorded by:
________________________________________________
Printed Name & Signature of the Student ____________________________________
Date MAPEH Teacher
Accomplished:______________________________ Date Received: _____________________

Verified by: Remarks:
_______________________________________________
Printed Name & Signature of Student’s Parent
Date Signed:
Teacher’s Feedback:
Introduction
Many people believe that music plays an important role in our lives. Music
may make you happy and sad, it can make you laugh and cry, sometimes it makes
you inspired and motivated, sometimes it drags you down. Music is the language
of the soul.
Lesson Element of Music

1
Now that you are in Grade 7, let us review the elements of music you have
discussed and learned during your elementary years. Try to take note and
remember of each elements as it will help you analyze and enjoy various music
lessons in your high school. Let us start with an activity.
Activity 1: What is Music?
1. In two sentences, write your own definition of music.
2. Imagine a world without music, in one word describe a world without

music.
3. Give two reason, why music is important in our life as human being?
Activity 2: Getting Ready! – Identify the Elements of Music, its Definition, use
your own words in filling-in its description.
Elements of Music Definition
Rhythm
Melody
Harmony
Texture
Dynamics
Tempo
3
Timbre
Unit 1: Music of Luzon Lowlands
Lesson Folksongs
2
The Philippines has a rich folk song tradition which tells about the lives of the
people in a particular community or region. Folk songs are passed on orally and
are usually used to accompany the daily activities of the people.
Activity 3: Listening Activity

Check the songs provided online and listen to it. Fill-in the table by
comparing and contrasting the songs using the Elements of Music.
Tempo Melody Timber Texture
Folksongs (Fast, (High or low (Female: (Monophonic,
Moderate, pitch?) Soprano, Polyphonic,
Slow) Alto / Male- homophonic)
Tenor, Bass)
Atin Cu pong
Singsing
Pamulinawen
Magtanim ay di biro
Sarung Banggi
Answer the following questions and remember it.
1. What is the definition of folksong?
2. What are the characteristics of folksong?
Lesson Liturgical & Devotional Songs

3
When Spaniards colonize our country, they brought with them their catholic
religion and beliefs. The Spanish influenced were well entrenched in our cultural
and religious practices, it is particularly evident in our sacred or religious music.
1. Check our online platform and listen to the songs that are usually used in
Catholic Mass.
2. You have to identify the title of the song in English first, then in Filipino.
3. To help you in identifying the song we will be using this table.
Latin English Filipino

Kyrie
Gloria
Credo
4
Sanctus
Agnus Dei
Activity 5: Defining Moment! Describe the meaning of the following events that uses
devotional music:
1. Pastores:____________________________________________________________
2. Pasyon:_____________________________________________________________
3. Senakulo:___________________________________________________________
4. Salubong:___________________________________________________________
5. Flores De Mayo:____________________________________________________
6. Santa Cruzan :_____________________________________________________

Listen to the online devotional songs and write a short description of the
devotional song using the elements of music.
Tempo Melody Timber Texture
Devotional (Fast, (High or low (Female: (Monophonic,
Songs Moderate, pitch?) Soprano, Polyphonic,
Slow) Alto / Male- Homophonic)
Tenor, Bass)
Pasyon
Regina Coeli
Dalit kay Maria
Dios te Salve
Lesson Secular Music

4
Secular Music refers to any music that is not religious in nature but like
Sacred Music, Secular Music are colonially influenced by our Imperial masters like
the Spaniards and the Americans. Mostly, Secular Music expresses love and
admiration, either romantic, familial, communal, or environmental. Secular Music
are people’s music, songs that relate to their love express for entertainment.
Activity 7: Video Tula – (Graded Performance)
Watch the Video Hula in our online platform. Compose a four lines, one stanza
poem that expresses great love. Interpret your Tula by video recording yourself
while performing pretending to be doing a Harana. Submit the video to your
teacher for a grade.
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Lesson Week 5: Instrumental Music
5
What I Need to Know
This lesson will lead you to improvise simple rhythmic/melodic
accompaniments to selected music from the Lowlands of Luzon;
What I Know
Activity 8: Defining Moment 2 – Instruments Classification
Give the meaning and description of the HornBöstel-Sachs classifications of music
instruments.
1. Idiophones: 4. Membranophones
2. Aerophones: 5. Electrophone
3. Chordophones
What’s New
The Spaniards and the American made significant influence in the development
of instrumental music in the Philippines. They introduced various instruments
that facilitates performances, festivities, and other entertainment in our country.
This culminated in the creation of various musical groups, bands, and
ensembles. To know more about this musical groups, bands, and ensembles,
answer the next activity.
What’s In
Activity 9: Hear-it – Listen to the instrument’s sound in the online
platform then you have to identify the Instrument, its Classification, and
its Music Group.
Name of Instrument: ________________________
Classification: ______________________________
Music Group: _______________________________
Classification: ______________________________
Music Group: _______________________________
Classification: ______________________________
Music Group: _______________________________
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What I have Learned
As a generalization of your learning, answer the following questions;
A. Give three suggestions on how should traditional instruments be promoted
and preserved in our country?
B. What is the importance of our traditional musical instruments to our
cultural heritage
Assessment
Worksheet No. 5 – Instrumental Music
Identify the Music Group and the HornBöstel-Sachs classification of the
Instruments.
. Snare Drum
. Banduria 2
1 Classificion:
Classification:
Music Group: Music Group:
_
3. Trumpet
Classification:
Music Group:
Angklung
4. 5. Bamboo Tube
Classification: Classification:
Music Group: Music Group:
Week 6 to 8: Graded Performances through Video Presentations
What I Need to Know

With the consent of the parents/guardian, present a recorded video
performance of any songs from Music of Luzon. Using an improvised musical
instruments out of recycle materials that will look and sound similar to the musical
instruments discussed in this quarter.
What I Know
Rubrics
• Appearance
• Quality of Sound
• Quality of Construction
• Demonstration
Assessments
Worksheet No. 4 – Secular Music
Match the Secular Music (in the box) with its definition, by writing the letter at the
space provided.
1. This came from “kung hindi man.

2. It is a courtship song in triple meter.
3. It is a courtship dance form that can be found in Luzon.
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4. It Originated from Balayan, Batangas.
5. A serenade traditionally sung by a man to express his love to a lady
A. Harana B. Kumintang
C. Pandanggo D. Polka
E. Balitaw F. Kundiman
Worksheet No. 3 – Sacred (Liturgical and Devotional) Music

Multiple Choice: Write the complete answer.
______________1. A ritual pageant held on the last day of Flores de Mayo done to
commemorate the findings of the cross by Reyna Elena.
a. Flores de Mayo b. Pasyon c. Santacruzan d. Kyrie
______________2. A reenactments of the Risen Christ's meeting with His mother.
a. Salubong b. Santacruzan c. Credo d. Pasyon
______________3. This is a Lenten play, usually held on the streets, that depicts
events from the Old and New Testaments related to the life,
sufferings, and death of Jesus-Christ.
a. Pasyon b. Salubong c. Senakulo d. Agnus Dei
______________4. It is a book of stanzas composed of five lines with eight syllables.
The whole text is chanted known as “Pabasa” during Holy Week.
Narrating the passion, death, and resurrection of Jesus-Christ.
a. Salubong b. Senakulo c. Agnus Dei d. Pasyon
______________5. One of the song in Catholic Celebration of the Eucharist which
translate to Filipino as “Santo, Santo, Santo”?
a. Salubong b. Senakulo c. Sanctus d. Santacruzan
Worksheet No. 2 – Folksongs

Identify the Title of the folksongs of the region
1. The Kapampangan folksong which literally means “I have a ring”
2. An Ilocano folksong that declares one true love of a passionate young man.
3. Bicolano Folksongs which literally means “One Evening.”
Worksheet No. I. Give the Music elements identified below.

1. The speed at which a musical piece is played or sung
2. The relationships among the various notes in a musical composition, both as
they sound together (vertical texture) and one after another (horizontal
texture).
3. Refers to the volume of a sound or note combination of long and
short sounds, notes and rest
4. “quality of the sound” or tone color Male lowest type of singing
voice
5. Female highest type of singing voice
Reflections:
1. In two sentences, tell us how music such as Folksongs, Religious and
Secular music serves as reflection of our society and culture?
2. Make at least three suggestions on how traditional instruments can be
preserved and promoted in our country?
3. What are the two things you learned from this module and their relevance to
you?
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 Please check the things you were able to be achieved and learned in
this module:
 I was able to describe the musical characteristics of representative
music after listening to it.
 I have analyzed the musical elements of some music selections I was
able to identify the musical instruments and other sound sources.
 I have explored ways of producing sounds on a variety of sources.
 I have improvised simple rhythmic/melodic accompaniments.
 I was able to sing music from Luzon lowlands with own
accompaniment.
 I can evaluate music and music performances with rubrics on musical
elements and styles
Quarter Arts and Crafts of Luzon

1
(HIGHLANDS AND LOWLANDS)
Content standard:
The learner...
1. Art elements and processes by synthesizing and applying prior knowledge
and skills.
2. The salient features of the arts of Luzon (highlands and lowlands) by
showing the relationship of the elements of art and processes among
culturally diverse communities in the country.
3. The Philippines as having a rich artistic and cultural tradition from
precolonial to present times.
Performance standard:
The learner…
1. Create artwork showing the characteristic elements of the arts of Luzon
(highlands and lowlands).
2. Exhibit completed artworks for appreciation and critiquing.
Most essential learning competencies

1. Analyzes elements and principles of art in the production of one’s arts and
crafts inspired by the arts of Luzon (highlands and lowlands) A7EL-Ib-1
2. Identifies characteristics of arts and crafts in specific areas in Luzon (e.g.,
papier mâché [taka] from Paete, Ifugao wood sculptures [bul’ul], Cordillera
jewelry and pottery, tattoo, and Ilocos weaving and pottery [burnay], etc.)
A7EL-Ia-2
3. Reflects on or derive the mood, idea, or message emanating from selected
artifacts and art objects A7PL-Ih-1
4. Appreciates the artifacts and art objects in terms of their uses and their
distinct use of art elements and principles A7PL-Ih-2
5. Incorporates the design, form, and spirit of the highland/lowland artifact
and object in one’s creation A7PL-Ih-3
6. Traces the external (foreign) and internal (indigenous) influences reflected in
the design of an artwork and in the making of a craft or artifact A7PL-Ih-4
7. Creates crafts that can be locally assembled with local materials, guided by
local traditional techniques (e.g., habi, lilip, etc). A7PR-Ic-e-1
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8. Discusses the elements from traditions/history of a community for one’s
artwork A7PR-If-2
9. Shows the relationship of the development of crafts in specific areas of the
country, according to functionality, traditional specialized expertise, and
availability of resources (e.g. pottery, weaving, jewelry, baskets) A7PR-If-3
10. Shows the relationship of Luzon (highlands and lowlands) arts and crafts to
Philippine culture, traditions, and history (Islamic influences, Spanish
heritage, and American legacies in education, business, modernization, and
entertainment, as well as in indigenous practices, fiestas, and religious and
social practices) A7PR-Ih-4
What I Need to Know

Arts and crafts are important means of expression, which communicate
views, ideas and feelings using skills and imagination. These are important parts of
our daily lives and can be found everywhere.
This module will take you to the journey of arts and crafts of Luzon
(highlands and lowlands).
You will become familiar with the different designs, motifs and history of
their attires, fabrics, crafts. And accessories used by the people of different regions.
The sculptures and architectures if Luzon reveal many aspects of the

people’s culture, tradition and history. The elements and principles of arts of these
fascinating arts and crafts will lead you to understand the rich culture and
tradition of the Philippines that is handed down from generation to generation.
Lesson 1: The Arts and Crafts of Ilocos Region and Cordillera

Administrative Region
Lesson 2: The Arts and Crafts of Cagayan Valley and Central Luzon
What I Know
Write the letter of your answer before the number.
___ 1. Act of putting together strips or stands of materials such as buri,
bangcuang, romblon and bamboo to make mats, baskets and other
household wares.
A. SINAMAY B. WEAVING C. STRIPPING D. PANLINAS
___ 2. Hand molded pottery found in the Ilocos.
A. MAITUM JAR B. MANUNGGAL JAR C. BURNAY D. TIKOG
___ 3. Bronze amulets worn by Ifugaos which are fertility symbols.
A. MALMAG B. PU-SO C. BAKWAT D. LINGLING- O
___ 4. Handwoven cotton textile of Ilocos region.
A. ABEL B. PATADYONG C. MALONG D. PANULONG
___ 5. The traditional Tagbanua attire made of pounded bark of trees.
A. SALUNGIN B. PATADYONG C. BAKWAT D. WANES
Choose the correct answer in the box.

Singkaban C. Ivatan E. Pampanga
Meycuayan, Bulacan D. Olongapo City
__________ 1. Term for people living in the Batanes Group of Island.
__________ 2. It is local term for bamboo arches
__________ 3. This place is known for its jewelry industry
__________ 4. It is also known for its giant lanterns or parol
__________ 5. Spanish gate is located in ____ .
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Lesson 1 Arts and Crafts of Ilocos Region and
Cordillera Administrative Region
(CAR)
ILOCOS REGION
ARCHITECTURE
Vigan considered as the “Intramuros of the North”
retains the Spanish colonial architecture along its
narrow and cobble-stones streets known as Calle
Crisologo.
These old Spanish-type houses have huge, high-
pitched roofs, large and rectangular living rooms
that are made of adobe, bricks, lime, terracotta,
hardwood floors and windows of capiz shells framed
in wooden window panels.
TEXTILE
Inabel is a hand weaving technique of the Ilocanos
that is produced using traditional wooden looms.
The different designs represent different meanings: the
dizzying ”binakol” weave represents the waves of the
sea. They believe that this design protects them from
bad spirit.
The inabel designs are inspired by natural elements:
patterns that depict different landforms, the colors of
flowers and vegetation, plaid, zigzags, animal patterns,
the ocean waves or the glittering night sky.
POTTERY
Burnay is an unglazed earthen jar with a small
opening. It is used for storage for water and rice
grains and as container for salt, brown sugar, basi
(local wine) and bagoong (fermented fish).
PANGASINAN
WEAVING
The art and craft of Pangasinan include the smoothly
woven Bolinao mats made from buri or raffia leaves
and the bamboo crafts (baskets, furniture) of San
Carlos.
11
CORDILLERA ADMINISTRATIVE REGION (CAR)
KALINGA TEXTILE
The natives of Kalinga are skilled weavers. One of their finest products
is their textile, which is characterized by red stripes and white, yellow, and black
geometrical patterns.
The southern Kalinga women wear the warp-around skirt or tapis called kain,
which reaches below abdomen, and when they walk, one of the thighs is exposed.
The northern Kalinga wears saya, an ordinary woman’s the body from waist to feet.
The colors used in their textile have cultural meanings:
Red – bravery
Black – soil or land
White – flower of the coffee tree
Yellow – sand
Green – mountains
BASKETRY
The basketry of the Kalinga shows their fine

craftsmanship. The Labba is a bowl-shaped basket
made from rattan, with sizes that vary from 20 to
150cm in diameter.
TATTOOING
Tattooing is another form of art of the Kalinga. Because
it usually covers the chest and the arms, it may be
considered as clothing and decoration. It also signifies a
rite of passage from youth to adulthood, mark of
heroism, and bravery and one’s status in the
community. The design consists of geometric patterns
and lines.
Wang-od is the last “mambabatok” or traditional Kalinga
tatto artist. She uses a onto the skin through a thorn
end. The painful tattoo technique is said to be thousand
years old and can only be passed on through lineage.
It is believed that if someone outside of the bloodline
does the tattoo, it will get infected. In order to preserve
the art form, she is now training some of her relatives to follow her work.
IFUGAO
SCUPLTURE
The bul’ul is a wooden sculpture that represents the rice
granary spirits. It is used in rituals that are performed to call
the ancestors to protect their rice fields from pestilence and
to ask for an abundant harvest.
The bul’ul is usually made of narra, which signifies wealth,
happiness and well-being to the ifugao.
The amulets of the Ifugao are called lingling-o or dinumug.

These are made from jade, gold, copper, bronze, stone and
other mateials. These are fertility symbols worn around the
neck.
12
MOUNTAIN PROVINCE
TEXTILE
Figures in the lubid (from left to right) eye, man, lizard, star, variation, snake,
butterfly, shield, spear and flower. All the figures except to the flower, are woven
into the garments. The flower is embroidered.
The Kabayan mummies were declared

National Cultural
Treasure of the Philippines.
Wanes – men’s traditional attire
Lufid – women use a short and narrow wrap-round
Ginaspalawanes – is a belt wearing by a married

woman of Bontoc & Kankanay in the Northern
Cordillera.
Ikat – is a native of Bontoc textile pattern, a weaving

method
ABRA
13
The Tingguians weave textile for clothes and blankets.
They are noted for their white textiles with horizontal
stripes found in the edge.
Lesson 2 Arts and Crafts of Cagayan Valley

and Central Luzon
Cagayan Valley is in the Northern part of Luzon. It is irrigated with the waters from
Cagayan River – the longest river in the country and is composed of the provinces
of Batanes, Cagayan, Isabela, Nueva Vizcaya and Quirino.
BATANES
The ivatan are the people living in the Batanes
Group of Islands.
Their houses have unique architectural forms
made up of limestones walls, reed, and cogon
roofs.
Vakul is a head gear used by the Ivatan women to

protect them from the heat of the sun and the
rains
Soot for the men, a rain cape made from fronds
that covers the upper part of the body down from
the neck. Vuyavuy palm – plant similar to
coconut
ISABELA
-is the one of the largest provinces in the Philippines located in Cagayan Valley
region.
It is host to a number of historical sites.
Tumauini Church is a roman Catholic Parish
Church od San Matias Apostol.
Build in 1873
Made up red bricks ornamented with carvings of
flowers, leaves, scallops, saints, religious symbols
and other fanciful motifs.
14
One of the clothes they make is the bakwat, a belt used by
mothers after giving birth. This cloth is usually adorned on
the Central portion with white beads as accents embellished
in patterns that represent rivers and mountains.
NUEVA VIZCAYA
- is located near Ifugao, Bunguet and Quirino. The
Gaddangs of Nueva Vizcaya are known for their crafts and
textiles.
CENTRAL LUZON
BULACAN
Bulacan arts and craft include the singkaban, pastillas
wrapper, fire crackers and goldsmitting in Meycuayan.
Singkaban is the local term for bamboo arches designed with
kayas or woodshaving.
The women cut intricately-designed pastillas wrappers

adorned with different linear, curvilinear and geometric
designs that depict local florals and scenes of everyday rural
life.
Meycauayan, Bulacan is known for its jewelry industry.

Craftsmen fashion trinkets from precious metals such as gold
and silver and precious and semi-precious stones, pearls and
diamonds.
PAMPANGA
Pampanga is known for its giant lanterns or parol. Its special
feature is its dancing lights in several shapes and colors that
form intricate geometric pattern
15
ZAMBALES, NUEVA ECIJA & BATAAN
The Spanish Gate is one of the historic landmarks located in

Olangapo City, Zambales. It was built in 1885.
The San Andres Apostol Parish Church of Masinloc, Zambales

is known for the use of coral stones instead of adobe. It was
founded by the Augustinian Recollects in 1607
The Parish of the Three Kings in Gapan City is one of the

biggest and the oldest churches in Nueva Ecija. This Roman
Catholic Church was built in1800’s
Abucay Church of the Saints Dominic De Guzman Parish

Church, establish in 1587 and administered in 1588 by the
Dominicans, is an example of Renaissance architecture because
of its vertically single or double-divided columns, and triangular
pediments.
What’s In
Describe the following textiles by completing the table.
PATTERN DESIGNS MATERIAL USED
Ilocos Textile
r
Textile fromCordillera
16
B. Based on the picture of the churches from Isabela, Nueva Ecija, Bataan and Zambales.
Complete the chart below.
Medium/
Churches Year Built Materials Distinct Feature Design
1783 bricks Cylindrical belfry
Circular patterns,
geometric
shapes
Coral stone
Huge Side
Bricks Byzantine
Doorway
European
1588 Five Bells Architecture,
Ornamentation
What’s New
Activity:
Materials:
Oslo Paper
Pencil
Crayons colored Red, Black, Blue and White
Ruler
Procedures:
Looking at the pictures, observe the lines, shapes, and patterns of the Ilocos and
Cordillera textiles.
In your oslo paper, draw your own design by using colors black, blue, red and
white only.
Kalinga Textile Inabel of Ilocos Gaddang Textile
17
What elements and principles af arts are applied in the different textiles above?
What is It
ELEMENTS OF ART
These are the basic elements that are used by Artists in creating Art; they are what
you use to create an aesthetically pleasing work. When we make Art, we need to
understand and apply these seven elements of Art.
LINE
A mark made by a pointed tool such as brush, pen or stick, a moving point
SHAPE
A flat, enclosed area that has two dimensions, length, and width.
Artists use both geometric and organic shapes.
COLOR
Is one of the most dominant elements. It is created by lights.
There are three properties of color; Hue (name), Value (shades),
and Intensity (brightness).
VALUE
Degrees of lightness or darkness. The difference between values
is called value control
FORM
Objects that are three-dimensional having length, width and
height. They can be viewed from many sided. Forms take up
space and volume.
TEXTURE
Describes the feel of an actual surface. The surface quality of an
object can be real or implied.
SPACE
Is used to create the illusion of depth. Space can be two-dimensional, three-
dimensional, negative and/or positive.
What’s More
Objective:
Make your own pot/jar using a clay or any available material you can use in
pottering making.
Materials
Simple clay or any similar available materials in households.
Procedures:
1. Form the clay in a round balls.
2. Using your thumb, push it in the center.
3. Rotate it at the center and continue pinching the clay until you get the
desire shape.
4. Start designing your pot using the tip of the pencil. You can use the tattoo
designing of Kalinga or the different patterns in Ilocos and Cordillera
Province textile as inspiration.
18
What I Have Learned
Complete the following statements.

I have learned that the Arts and Crafts of Luzon is
____________________________________________________________________________
____________________________________________________________________________
I also learned that the Textile of Ilocos, Kalinga and Abra are
____________________________________________________________________________
____________________________________________________________________________
And lastly, I learned that Elements of Arts is
____________________________________________________________________________
____________________________________________________________________________
What I Can Do
JUST LIKE A TATTOO
Design an example of a traditional and

modern tattoo.
Create a design for a hand tattoo using a
styro cup. You may also use other
symbols from your surroundings as
inspiration for your tattoo.
Materials:
Pencil
Pen or Marker
Styro cup
Additional Activities
PAPER WEAVING
Materials
Colored paper
Scissors
Glue/Tape
PROCEDURE
1. Cut one inch (2.5 cm) wide strips of construction paper (your choice of
colors). Start by cutting long strips in your chosen colors. For this tutorial,
it is recommended that you cut 9 strips that are 12 inches in length. (Use
the ruler.)
2. Cut the next batch of strips shorter than the first batch. Because you have 9
strips that are 1 inch wide, each strip in this next batch needs to be 9 inches
long to create rectangle
3. Place the long strips horizontally and weave the short strips vertically.
4. Glue or tape the ends of horizontal strips to one of the vertical strips,
alternating top and bottom attachments.
19
5. Weave the remaining vertical strips, securing their ends to the top and
bottom horizontal strips.
6. Trim the edges. Alternately, you can cut the strips a bit long to start with,
and leave the ends sticking out a bit, on purpose.
Assessment
Match COLUMN A with COLUMN B. Write the letter of your answer before the
number.
COLUMN A COLUMN B
_____ 1. Textile which is characterized by red a. Bontocs Textile

stripes and white, yellow and black
geometrical patterns.
_____ 2. It has simple designs and sometimes, b. Bul’ul curved
patterns are can be found around
the shoulders of this jar.
_____ 3. It has different designs represent different c. Burnay
meanings: the dizzying weave represent
waves of the sea.
_____ 4. This is made from jade, gold, copper, d. Dinumug
bronze, stone and other materials.
_____ 5. This is made of narra, which signifies
happiness, and well-being to the Ifugao.
e. Inabel wealth,
_____ 6. They are noted for their white textiles with f. Kalinga Textile
horizontal stripes found in the edges or
vertical stripes in the center.
_____ 7. It has motifs of geometric shapes of human, g. Tattoo lizards,
mountains, rains, and flowers and other forms
of landforms found in them surroundings.
_____ 8. It usually covers the chest and the arms, h. Tingguians

Textiles it may be considered as clothing
and decoration.
20
Quarter Module 2-4: Arts and Crafts of Luzon
1
(HIGHLANDS AND LOWLANDS)
What I Need to Know
Arts and crafts are important means of expression, which communicate
views, ideas and feelings using skills and imagination. These are important parts of
our daily lives and can be found everywhere.
This module will take you to the journey of arts and crafts of Luzon
(highlands and lowlands). You will become familiar with the different designs, motifs
and history of their attires, fabrics, crafts. And accessories used by the people of
different regions.
The sculptures and architectures if Luzon reveal many aspects of the people’s
culture, tradition and history. The elements and principles of arts of these fascinating
arts and crafts will lead you to understand the rich culture and tradition of the
Philippines that is handed down from generation to generation.
Lesson 3 : The Arts and Crafts of Calabarzon and Bicol Region

What I Know
A. WORD HUNT! Locate the given words
in the grid, possible directions
horizontally,
vertically, or diagonally.
________1.Woodcarving Capital of the

Philippines
________2. Art Capital of the Philippines
________3. Big paper mache figures of humans
that represent farmers and
fishermen.
________4. Balisong Capital of the Philippines
________5. A butterfly knife
________6.Where Pahiyas Festival is
celebrated
________7. Crafts that are made from abaca and raffia fibers.
21
Lesson 3 The Arts and Crafts of Calabarzon
and Bicol Region
What’s In
A. MEMORY CHECK! Before we proceed to our new lesson, let’s have first a quick
review of our previous lesson. Answer the following questions briefly.
a. Inabel c. Vigan e. Buri i. Lingling-o
g. Bul’ul
b. Saya d. Wang-od f. Kain h. Labba j. Burna
______ 1. Considered as the intramuros of ______ 7. What do you call the amulets
the North. of Ifugao?
______ 2. Hand weaving techniques of ______ 8. What do you call the tapis in
Ilocanos. the Southern Kalinga?
______ 3. It is unglazed earthen jar with a ______ 9. What do you call the wearing
small opening of the Northern Kalinga?
______ 4. Bolinao mats is made from ______ 10. It is the basketry of Kalinga
________. which is made from rattan.
______ 5. She is the last mambabatok.
______ 6. It is the wooden sculpture that
represents the rice granary spirit.
Calabarzon formally known as Southern Tagalog Mainland and designated

as Region IV-A, is an administrative region in the Philippines. The region comprises
five provinces:
Batangas, Cavite, Cavite, Laguna, Quezon, and Rizal and one highly urbanized city,
Lucena.
The region is the most populous region in the Philippines according to the Philippine
Statistics Authority, having over 14.4 million[4] inhabitants in 2015, and is also the
country's second most densely populated after the National Capital Region.
The Bicol Region (Central Bicolano: Rehiyon nin Bikol / Kabikolan /
Bicolandia; Rinconada Bicol: Rehiyon ka Bikol; Tagalog: Kabikulan), also known
simply as Bicol and historically known as Ibalong prior to Spanish colonization, is a
region of the Philippines, designated as Region V. Bicol comprises six provinces, four
on the Bicol Peninsula mainland (the southeastern end of Luzon) – Albay, Camarines
Norte, Camarines Sur, and Sorsogon – and the offshore island provinces of
Catanduanes and Masbate.
What’s New
Reading
LAGUNA
• Carving - Paete, one of the town in Laguna is famous
of its woodcarving and is considered as the
“Woodcarving Capital of the Philippines”. The local term
for carving is ukit. Paete cravers usually produce
wooden religious images and wood panels with
decorative floral patterns and florid geometric designs.
22
RIZAL PROVINCE
Angono in Rizal Province is considered as the “Art
Capital of the Philippines” because of the town’s rich
artistic expressions that include music, painting,
sculptures, and folk arts.
The town is also known for its higantes, are the big
paper mache figures of humans that represent farmers
and fishermen.
Higantes are composed of a father, mother and child
measuring
between 7 to 10 feet. Its paraded on the 22nd and 23rd
of November in Angono.
TAAL, BATANGAS
is famous for producing embroidered piña fabric, made

from the fibers of pineapple and woven into a costly
fabric. These are used for piña barong, wedding gown
and other formal attires.
Calado – is the burda
Balisong is also known as a butterfly knife. Its name is

derived from “bali” means broken and “sungay” means
horn.
Bangtas considered as “Balisong Capital of the
Philippines”.
QUEZON PROVINCE
The town of Lucban is famous for the Pahiyas Festival
celebrated on the 15th of May to Honor San Isidro
Labrador.
During festival, the townspeople decorate their houses
with products and colorful thin rice wafer called kiping.
BICOL REGION
• Among the arts and crafts of the Bicol region include
baskets, bags, slippers, coin purses and other crafts that
are made from abaca and raffia fibers. Their motifs are
simple yet very colorful when compared to those of the
Northern Luzon cultural communities.
23
What I Can Do
BAGS-IN-STYLE
Bicol Region is famous for its bags made from abaca fiber and other local
materials.
The bags from Bicol are simple yet elegant.
In this activity, you will design your own bag. You have 2 options to follow
depending on the available materials in your community.
OPTION 1: Collect used juice foil pack or wrappers. Cut, fold and weave them inti a bag.
You may put similar colors together to create a unique design.
OPTION 2: Using woven avaca, cut and glue the textile to create a unique pouch or basket.
Stick glue usually works best in this craft.
What’s More
Answer the following:
The images below are the Southern Tagalog and Bicol region arts and crafts.
Identify the line, color, shapes and texture used in the images of Southern
Tagalog and Bicol Region arts and craft below.
What are the common lines used on the images?

_____________________________________________________________
_____________________________________________________________
Shapes are also incorporated on the images. Which of the images

show geometric and organic shapes?
_____________________________________________________________
_____________________________________________________________
Color is an important art element. What colors in these folk forms

made them appear more festive?
_______________________________________________________________
_______________________________________________________________
What are the materials used in making these arts and crafts?
Describe the texture?
_____________________________________________________________
24
What I Have Learned
Complete the following statements.
3 things that surprised you ________________________________________________

____________________________________________________________________
2 things that have inspired you
_____________________________________________________________________________
Assessment
Choose the answer on the box.
e. Bali-Broken
a. 7 to 10 feet c. Kiping g. Burda i. Angono, Rizal
b. Abacca & raffia d. Batangas f. Pahiyas Festival h. Sungay-Horn
j. Paete, Laguna
1. It is the Woodcarving Capital of the Philippines

2. It is the Art Capital of the Philippines
3. It is the Balisong Capital of the Philippines
4. What is the measure of Higates?
5. In Taal, Batangas, Calado means
6. Meaning of
7. Balisong
8. Lucban, Quezon is famous in what festival?
9. It is colourful thin rice wafer
10. The arts & craft of Bicol region is made up of?
25
Quarter Physical Education
1 (Health-Related Fitness and Skill-
Related Fitness)
Content Standard:
The learner demonstrates understanding of guidelines and principles in
exercise program design to achieve personal fitness.
Performance Standard:
The learner designs an individualized exercise program to achieve personal
fitness
Most Essential Competencies:
1. Undertakes physical activity and physical fitness assessments. PE7PF-
Ia-h-23
2. Sets goals based on assessment results. PE7PF- Ia-24
3. Prepares an exercise program PE7PF-lc-27
26
27
What is it?
Health-Related Fitness Components

1. Cardiovascular fitness is the ability of the heart cardio and
circulatory vascular
system to supply oxygen to muscles for an extended period of time.
2. Muscular strength and endurance is the muscle’s ability to

produce effort
to perform work.
3. Flexibility is ability of the muscles and joints to go through a full

range of motion.
4. Body Composition refers to proportion of lean body mass to fat

body mass.
https://www,youtube.com/watch?v=eCJovVdQgVw
Skill-Related Fitness Components

Speed – the ability to perform a task or move from one point to
another in the shortest
possible time.
Agility – ability of an individual to quickly shift or change

direction of body from
one point to the other.
Power - ability to perform one maximum effort in the shortest

possible time.
It is the product of both strength and speed.
Balance – ability to stay in equilibrium in relation to changes in

body position.
Reaction Time – amount of time it takes to respond to a

stimulus.
Coordination – the integration with hand / or foot movements with the input of the
senses.
https://www.youtube.com/watch?v=mdekvTTal
28
What’s More
HEALTH-RELATED FITNESS SKILL-RELATED FITNESS

Components being Components Physical Fitness
Physical Fitness
measured being Test
Test
measured
Cardio-vascular 3-minute Step Hexagon Agility
fitness Test Agility Test
Push-up Stork Balance
Muscular strength Basic Plank Balance Stand Test
Flexibility Zipper Test Standing Long
Power Jump
Body Mass Index
Body Composition (BMI) Speed 40 meter Sprint
Coordination Juggling
Reaction Time Stick Drop Test
What I have learned
I. FIT for FAB:

The following are statements related to Physical Fitness. Write FIT, if
the statement relates to the characteristics and indications of a
physically fit individual and UNFIT, if the statement is NOT.
1. Has toned muscles 6. Has normal weight

2. Easily gets tired 7. Help do household chores____
3. Hates to play sports 8. Does not want to sweat
4. Love to eat vegetables 9. Runs fast
5. Sleeps 8 hours a day 10. Love drinking soda
II. PICK & MATCH: Pick your answer from Column B with what
is being tested that match with the HRF & SRF components in
Column A. match with the HRF & SRF.
Components in Column A
A. B
1. Agility A. Ability to move joints with ease
2. Balance B. The amount of time it takes to respond
29
3. Body Composition C. Shift direction quickly
4. Cardio-vascular fitness D. Maintain equilibrium
5. Coordination E. Ability of the heart to deliver adequate

oxygen
6. Flexibility F. Integration with hand and foot
7. Muscular Strength G. Proportion of lean body mass to fat

brief
8. Power duration H. Ability to exert maximum effort in

shortest
9. Reaction Time I. Can perform maximal effort in shortest
10. Possible Time J. Move in the shortest period of time
30
What I Can Do
Task #1
Please read the question carefully and answer each one honestly. Encircle YES or
NO.
PAR-Q Form
Name __________________________________________ Date____________________
Provider __________________________________________ Phone______________________
Questions
Has your health care provider ever said that you have a heart condition and that you should only
perform physical activity recommended by a doctor? Yes No
Do you feel pain in your chest when performing physical activity? Yes No
Have you experienced chest pain when NOT performing physical activity in the last month?
Yes No
Do you lose your balance because of dizziness, or have you lost consciousness recently? Yes No
Do you have any bone or joint problems (back, knee, hip, etc.) such as arthritis, which could be
aggravated through physical activity? Yes No
Is your doctor currently prescribing you medications for high blood pressure or a heart condition?
Yes No
Is there any reason why you should not participate in physical activity? Yes No
Reason:
Do you currently exercise on a regular basis (3+ times per week)? Yes No
If Yes to Any Questions:
If No to All Questions:
Name Guardian Name
https://www.freeprintablemedicalforms.com/preview/PAR-Q
31
TASK 2: Physical Fitness Score Card
Part I: Health Related Fitness
• BODY COMPOSITION: Body Mass Index (BMI) (If Applicable)
Height Weight(Kilograms) BMI Classification
(Meters)
• CARDIOVASCULAR ENDURANCE: 3- MINUTE STEP TEST ( If

Applicable)
Heart Rate Per Minute
Before the Activity After the Activity
• STRENGTH
1. Push up 2. Basic Plank
Number of Push up Time
• FLEXIBILITY
Right Arm Left Arm Score i n Centimeters

1st 2nd 3rd
1. Zipper Test 2. Sit and Reach (If Applicable)
Part II: Skill Related Fitness • COORDINATION:

Paper Juggling
• AGILITY: Hexagon Agility Test (If Applicable)

Clockwise Time Counter Time Average
(00:00) Clockwise
(00:00)
• SPEED: 40 meters sprint (If Applicable)
• POWER: Standing Long Jump (If Applicable)

Distance (Centimeters)
First Trial Second Trial
• BALANCE: Stork Balance Stand Test
Right Foot Time Left Foot Time

(00:00) (00:00)
REACTION TIME: Stick Drop Test

1st Trial 2nd Trial 3rd Trial Middle Score
32
These activities will give you a deeper understanding on the importance of exercise
in building total wellness and lifelong fitness.
1. You can accomplish the test at your own pace within one week
2. Do the following to prepare for the tests.
• Review the procedures in conducting the Physical Fitness Tests. Follow the procedures
of every fitness test very strictly to get an accurate result and to ensure your safety.
• Wear the appropriate attire.
• Do the warm-up exercises on your own or with your partner. Prior to fitness always
have warm-up exercises to prepare your muscles for strenuous
• Re-orient yourself on the proper execution of the tests and recording of test results.
• Go through the test without exerting maximum effort.
• Observe safety. Make sure that the ground is checked and clear from any unwanted
objects.
3. Perform the tests with a partner. Have a partner who will spot you
and record your scores all throughout the fitness tests.
4. Record and keep your test results.
Test Activities
A. Body Mass Index
The following
formula
W
(H)2
Example: 30 30
(1.2)2 1.44
Classification:
Below 18.5 Underweight
18.6 – 24.9 Normal
25 – 29.9 Overweight
30.0 – Above Obese
A.1 Weight – the heaviness or lightness of a

person Equipment: weighing scale
Procedure: For the test taker:
a. Wear light clothing.
b. On bare feet, stand erect and still while evenly
distributing your weight on The center of the scale.
33
For your partner:
a. Before you start weighing, adjust the scale to zero
point.
b. Record the score in kilograms.
Scoring – record body mass to the nearest 0.5 kilograms
A.2 Height – the distance between the floors to the top of the
head when a person is in standing position.
Equipment:
• an even and firm floor and flat wall
• L – square
• tape measure laid flat on a concrete wall with the zero
point starting at the floor
Procedure:
For the test taker:
a. Stand erect on bare feet with heels, buttocks, and
shoulders pressed against the wall with the tape
measure.
For your partner:

a. Place the L-square against the wall with the base at
the top of the head of the person being tested.
b. Record the score in meters.
34
Men Women
Risk Centimeter Inches Centimeter Inches
Very >120 >47 >110 >43.5
High
High 100 – 120 39.5 – 47 90 – 109 35.5 – 43
Normal 102 40 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Very Low <80 <31.5 <70 <28.5
Strength - refers to the muscle’s ability to generate force against physical objects.
In the fitness world, this typically refers to how much weight you can lift for
different strength training exercises.
Ninety (90) Degree Push-up

Purpose: to measure strength of upper extremities
Equipment: exercise mat or any clean mat
Procedure:
For the test taker:

Lie face down on the mat in standard push-up position: palms on the mat under
the shoulders, fingers pointing forward and legs straight, parallel and slightly
apart, with the toes supporting the feet
For Boys: Straighten the arms, keeping the back and knees straight. Lower the
arms until there is a 90 degree angle at the elbow (upper arms are parallel to the
floor).
35
For Girls:
With knees touching the mat, straighten the arms, keeping the back straight.
Lower the arms until there is a 90-degree angle at the elbows.
b.Perform as many repetitions as possible, maintaining a cadence of 20 push-
ups per minute (2 seconds going down and 1 sec going up)
a. As the student assumes the push-up position, start counting as the

student lowers his / her body on the ground until s/he reaches a 90-
degree angle at the elbow.
b. Make sure that the student performs the push-ups in the correct form.
c. The test is terminated when the subject can no longer perform the push-
ups in the correct form (three corrections are allowed), is in pain,
voluntarily stops, or when cadence is broken.
a. As the student assumes position (b) in the procedure, position the zero
point of the tape measure at the tip of the finger farthest from the body.
36
b. Make sure that the knees are not bent as the test taker reaches the
farthest that he/she could.
c. Measure the farthest distance reached.
d. Record the score in centimeters.
a. Observe whether the fingers touched or overlapped each other.

b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters using the following standard.
Scoring – record zipper test to the nearest 0.1 centimeter

Standard
0 – did not touch fingers
1 – touched only tip of fingers
2 – fingers overlapped by 1 to 2 cm
5 - fingers overlapped by 8 cm or more
37
1 2 3 4 5
For your partner:

a. As the student assumes the position in front of the step, signal
“Ready” and “Go.” Start the stopwatch for the 3-minute step test.
b. After the test, let the student count his / her pulse for 10
seconds and multiply it by 6.
Scoring – record the 60-second heart rate for the activity

NOTE: Heart Rate should be taken before and after the
activity.
38
ASSESSMENT
MULTIPLE CHOICE: Read and understand the statement carefully. Shade the letter
that corresponds to your answer.
1. Body’s ability to function effectively and efficiently without undue fatigue.
O A. Mental Fitness O C. Physiological Fitness
O B. Physical Fitness O D. Spiritual Fitness
2. Amount of time left after all the daily routine activities are accomplished.
O A Leisure O C. Recreation
O B. Meeting Emergencies O D. Rest
3. Clarence has a low-level status in agility, what activity is best for him to do?
O A. Playing Badminton O C. Running
O B. Playing Chess O D. Sitting
4. Fitness parameter that consist of components which have a relationship with
learning motor skills quickly and the ability to achieve a high level of
performance in sports.
O A. Exercise O C. Physical Fitness
O B. Health-Related Fitness O D. Skill-Related Fitness
5. Which of the choices is NOT a benefit of jogging?
O A. Eliminate depression O B. Prevent diseases
O C. Relieve stress O D. Weakens your body
6. An important physical fitness aspect where one has to use his energy and time
to meet unexpected circumstances.
O A. Leisure O C. Recreation
O B. Meeting Emergencies O D. Rest
7. Skill Related Fitness is one of the Fitness parameters that consist of
AGILITY, BALANCE, COORDINATION, POWER, SPEED and?
O A. Body Composition O C. Muscular Strength
O B. Flexibility O D. Reaction Time
8. Carol was asked by her mother to fetch some water to wash the dishes.
Unfortunately, she cannot lift the pail full of water. In which fitness component
do Carol has a problem?
O A. Cardio-Vascular Fitness O C. Muscular Strength
O B. Coordination O D. Reaction Time
9. Which of the following is essential in achieving physical fitness?
O A. Exercise, good nutrition, proper hygiene, enough rest
O B. Going out with friends and make some leisure activities
O C. Play online games with your siblings
O D. Read articles on how to be physically fit
10. What do you call the ability to move quickly from one point to another in a
shortest possible time?
O A. Cardio-vascular fitness O C. Power
O B. Flexibility O D. Speed
11. Which of the following activity can help you enhance your cardio-vascular
fitness?
O A. Biking O B. Jogging O C. Push-up O D. Weight lifting
12. Which among the following component is NOT a Health-Related Fitness?
O A. Balance O C. Flexibility
O B. Body Composition O D. Muscular Strength
39
13. The present situation of Covid 19 Pandemic requires people to walk going to buy
necessities. But Dexter easily gets tired after walking for 5 minutes and needs
to rest for a while to keep on going. What seems to be the problem?
O A. He is really slow when walking.
O B. He has a low level of fitness when it comes to cardio-vascular
endurance.
O C. He really does not want to go out.
O D. He show signs of being affected by the virus.
14. This refers to the proportion of lean body mass to fat body mass.
O A. Body Calculation O C. Body Composition
O B. Body Components O D. Body Rhythm
15. The purpose of this test is to measure the strength of the upper extremities.
O A. Push-up O C. Stick Drop Test
O B. Sit and Reach O D. Zipper Test
MY ACHIEVEMENT
Give an honest answer by putting a check/on the box next to

the face which you think best describe your achievement in each of the test.
Could do better Good Brilliant

Physical Fitness
Test
3 Minute Step Test

Push Up
Basic Plank
Stick Drop Test
Sit and Reach
Zipper Test
Juggling
Stork Balance Stand

Test
Date Accomplished Signature
40
P.E Lesson 2: Introduction to
QUARTER 1 Running
Module 3: Introduction to Individual
Sports: Running and Rhythmic Gymnastics
In the previous lesson, you have learned about basic exercise program as
well as the skills on how to design your own exercise. You have also learned about
the different kinds of stretching. Are you ready to learn more? The following lesson
will focus on the different running and gymnastics events. You will be provided
with activities that will test your prior knowledge, and will help you to understand
more about running and gymnastics.
What’s In
Warm-up or Cool down? Let’s refresh your memory about our previous l
lesson.
Directions: Copy the table below in your notebook. From the list of exercises
below identify which exercises are for warm-up (dynamic exercise) and cool-down
(static exercise). Write your answers under the correct column in the table.
1. Front of Thighs 6. Upper back
2. Knee & Thigh Plank 7. Walk-Outs
3.March & Reach 8. Chest
4.Back of upper arm 9. Front Swings
5.Side Cross Swings 10. Front Leg Raise Toe Tap
WARM-UP COOL-DOWN
What’s New
Activity 1: Personal Check
In this part of the lesson, you will be engaged in different activities to enhance your
knowledge and understanding about individual sports.
Directions: Put a check ( ) mark in the Column of YES, if you have performed the
activities listed below and ( x ) in the NO column if you have not.
ACTIVITIES YES NO
I have joined a running competition in our barangay.
41
I’m good at playing luksong tinik.
I have overtaken a dog barking at or running after me.
I became a runner and jumper in my elementary grade.
I can run fast without getting any injury.
I enjoy playing, running, and jumping with my neighbors.
I can throw a stone to a far distance.
I can jump high without giving full effort.

I enjoy watching different activities like running, jumping
and throwing competitions.
I can run and jump in fun games.
If you have more than five “yes” answers in this activity it means that you possess
athletic skills. All you need to do is to develop and enhance such skills to become
a potential athlete.
What is It
Read to Understand
The Background of Athletics
Track and field athletics, commonly known as athletics or track and field, is
a collection of sports events that involve running, throwing and jumping. The name
"athletics" is derived from the Greek word "athlos" meaning "contest".
Dating back to the Ancient Greeks, athletics was the only competition to be
held in the first Olympic Games which took place in Athens in 776 BC. At that
time, the single athletic event was known as the Stade, a foot race which covered
the length of the Athenian Olympic stadium.
In 1896, the first modern Olympic Games were staged. Although initially of
limited appeal, the Olympics captured the imagination of athletes and grew
steadily, making track and field an international sport for the first time. In 1913,
the International Amateur Athletic Federation (IAAF) was formed by representatives
from 16 countries. The IAAF was charged with establishing standard rules for the
sport, approving world records, and ensuring that the amateur code was adhered
to; it continues to carry out these duties today.
Track Events
Track events often involve a field or a running track of varying
measurements. These events are typically held in a 400-meter track. These include
sprints, middle distance events, long distance events, hurdles, relays, road running
and race walking.
Short Distance or Sprints
Sprint is a short running race. In a track and field competition, there are
generally three different sprint distances: 100m, 200m, and 400m.
Middle Distance
The middle-distance races are 800m, 1500m, and 3000m. These races
require different skills and tactics to win. They rely more on endurance and pacing
42
than just pure speed. Also, the runners don't stay in a single lane for the entire
race. They start out in staggered lanes, to make the distance the same for each
runner, but the race soon becomes open with no lanes and the runners must pass
around each other to gain the lead.
Long Distance
There are three main long-distance races: 3000m, 5000m, and 10,000m
races. These races are similar to the middle-distance races, but the emphasis is
even more on correct pacing and endurance.
Hurdles
A hurdles race is one in which obstacles are placed at intervals along the
track that the runners must jump over on their way the finish line. Typical hurdle
races are the 100m and 400m for women and 110m and 400m for men. Timing,
footwork, and technique are the key in wining hurdles events. Of course, you still
need to be fast, but jumping the hurdles in stride without much slowing down is
how to win in the hurdles.
Relays
Relay races are where teams of runners compete against each other. There
are typically four runners and four legs to the race. The first runner starts with the
baton and runs the first leg handing off to the second runner. The hand off must
typically take place within a given area of the track. The second then hands off to
the third and the third to the fourth. The fourth runner runs the final, or anchor,
leg to the finish line. Common relay races are the 4x100m and the 4x400m.
Facilities and Equipment used in Athletics
Track facility
Track Oval Equipment
Baton Hurdles Starting Blocks
Starting Gun Spike Shoes
Participating and performing well in running events require some key skills
to make it well in every event. Mastering these skills will not waste any movement,
will use essential muscles, use optimum force, and relax the muscles that will not
be involved in your movements.
43
Running Skills Body Position
The head, trunk, and pelvis should be positioned along a
vertical line, which is perpendicular to the ground. This helps
to ensure that the pelvis is in the most efficient position. It
should be obvious that the erect position better enables you
to lift your knees, which, in turn, will increase stride length.
Your head should be up, with eyes focused 20 - 30 yards
ahead. Runners who have a tendency to look at the ground a
short distance in front of their feet usually have short, choppy
stride as a result.
Arm and Shoulder Carriage

It is necessary to have arm and shoulder movements during running
so that torque produced by the driving of the legs is more easily
absorbed. Your shoulder must move in coordination with the arms.
It is advisable for you to keep the hands, arms, and shoulders as

relaxed as possible, for tense muscles does not only required a greater
oxygen consumption but are also prone to cramps. Most runners cup
the hands or maintain a light pressure between the thumb and fist, finger on each
hand; this tends to prevent the arms and shoulders from tensing.
The position of the arms should probably approach a right angle during the
forward movement but the exact position is not critical. However, you must not
carry your arms excessively high
for this can be very fatiguing. During the forward swing, your arms should not cross
the imaginary mid-line which divides the body. Runners who do this "cross-body"
action cause the trunk to rotate unnecessarily.
Action of the Legs
There are two parts of leg action. These are: (1) the
recovery phase, and (2) the driving phase. In the recovery
phase, the rear foot leaves the ground and in the driving
phase the lead foot touches the ground.
Running speed is the combination of the stride length and

frequency of the stride. Stride length and body lean will
increase as one increases speed. Recovery Phase Driving Phase
Foot Action
A male runner has a landing touch with a "heelball" action,
which is where the heel hits the ground first. The weight is
then transferred to the ball of the foot in a rocking chair
fashion. Among female runners the "heelball" and "ball-
heel-ball" is about the same. In the "ball heelball", the
runner initially settles on the ball of the foot, then
momentarily transfers the body's weight to the heel, and
then rolls forward again to the ball for the driving phase.
The "heel-ball" landing tough is suited to be more efficient
44
over long distances because there is less strain put on the muscles of the calf.
1. Master the sprint start.
2. Starting a sprint race is all about explosion of speed and power.
3. You do need to keep it under control.
4. Being relaxed helps your body run efficiently and quickly at any distance.
5. Try to breathe gently and await the starter's command ON YOUR MARK
Crouch on one knee and form a high bridge with your fingers just behind the line.
Your hands should be placed slightly wider than your shoulder width.
If you feel cramped, you are probably positioned too close to the start line.
Don't get distracted by anything or anybody.
Keeping your eyes focused on the ground ahead of shoulders.
a. Your head shouldn't be dropped towards the ground

but don't 'crick' your neck by trying to look up the
track.
pump those arms and legs.
b. Lean your body as far forward as you can

and aim to begin running without
stumbling.
c. Wait for that starting signal.
a. Try not to travel too far with each stride to start with.
b. Thrust your elbows as high as possible with each backward swing and drive
your legs with a high knee action. Keeping your body low in your opening
strides will thrust you forward
45
What’s More
Activity 2: Word Hunt Game

This activity will enhance your knowledge and understanding on our lesson about
individual sports specifically track event.
Directions: There are 13 empty boxes in the middle of the chart. Write the missing
letter in column 8 to complete the words related to athletics.
Z C F A T H L T I C S S W Q
X L O S B H E D U R A N C E
C P O K T U I U N N E R S X
V O T G Z R E A Y S K H C H
B I A D P D A U A Y N M G T
N U C S O L E Y Z O C N K D
M Y T A I E G K T S I S F U
L T I T P S E A O N H G S S
K R O S I N N C N V S T L Z
J E N E O N Y U R M A R K S
U W R W E E G V F Y I L C K
G Q S P I K E S H O E S Y Y
S T A R T I N B L O C K S W
Activity 2: Peer or Family Assisted Activity

Directions:
1. Perform the following command in running.
2. Put a check ( ) if it observed or not observed.
3. Repeat the activity three times.
POSITION OBSERVED NOT OBSERVED
1ST 2nd 3rd 1ST 2nd 3rd
Trial Trial Trial Trial Trial Trial
On Your Mark - Both hands are on the ground
shoulder width apart, arms supporting the
body and knee of the rear leg rests on the
ground
Set - Arms support the body, shoulders are
above and slightly ahead of the hands, and
front knee is at angle of 90 degrees higher than
the shoulder level.
Go - Front leg is driven forward and hands are
lifted from the ground at the on same time.
Knee and hip are fully extended on completion
of drive.
46
What I Have Learned
Complete the K-W-L chart by answering things you already know, things
you still want to know, and the things you have learned about running in
general.
What I KNOW What I WANT to Know What I’ve Learned
A. History A. History A. History
B. Facilities B. Facilities B. Facilities
C. Skills C. Skills C. Skills
What I Can Do
Direction: Write a short essay about this question? How can you use the skills you
have learned in running in real life situations
Additional
Activities
Activity Log
In this activity, you will monitor the progress of your running speed for one
week. Directions:
1. Perform a warm-up exercise before doing the activity and cool-
down after.
2. Execute the recommended running activity for three (3) days.
3. Record your heart rate and the running time on your weekly
activity log.
DAYS TIME
HEART RATE
ACTIVITY (hours: minutes:
(bpm)
seconds)
Morning/
Monday 800-meter walk
Afternoon
Morning/ 5-minute
Wednesday
Afternoon jogging
Morning/ 50-meter run
Friday
Afternoon
47
P.E Lesson 3: Introduction to
Quarter 1 Rhythmic Gymnastics
You did a great job in your last lessons. Welcome to Lesson 4,
where you will learn the basics of Rhythmic Gymnastics.
What I Know
Pre-Test
A. Directions: Read the statement carefully. Choose your answer from the box.
Ball Ribbon Hoop Rope
Clubs Gymnastics Baton Rhythmic Gymnastics
1. It is sport that uses apparatus such as rope, hoop, ball, clubs

and ribbon.
2. It is a component of rhythmic gymnastics composed of a handle.
3. It is an apparatus used in rhythmic gymnastics made of either rubber
or synthetic material.
4. It may be made of hemp or a synthetic material.
5. It may be made of plastic or wood,
6. provided that it retains its shape during the routine.
7. It is an apparatus used in rhythmic gymnastics that are thrown from
alternate hands.
8. It refers to a graceful and artistic sport that requires a combination
of strength, balance, agility, and muscle coordination, usually
performed on specialized apparatus.
B. Directions: Tell whether the given fundamental skill of

rhythmic gymnastics falls under locomotor or non-locomotor
skills. Put a check ( ) on the proper column.
Fundamental Skills Locomotor Non-Locomotor

1. Bending
2. Jumping
3. Walking
4. Swaying
5. Stretching
6. Leaping
7. Turning
8. Running
48
What’s In
Directions: Identify the following skills in running.
Action of the legs Foot action On your mark
Body Go Set
position
1
.
Recover Phase Driving Phase
y
2
.
3
.
4
.
5
.
What’s New
Activity 1: Arrange Me!
This activity will allow you to share what you know about rhythmic
gymnastics as well as your expectations of the lesson, your prior knowledge
and skills.
Directions: The letters of the words below are jumbled. Figure out the words and
write them on the blank lines provided.
1. It is a graceful and artistic sport that requires a combination of
strength, balance, agility, and muscle coordination, usually performed on
specialized apparatus.
49
GSNYMASTCI
2. It may be made of hemp or a synthetic material.
ROEP
3. It is an apparatus used in rhythmic gymnastics made of either rubber or
synthetic material.
ALLB
4. It refers to an apparatus used in rhythmic gymnastics that is thrown from
alternate hands.
BULCS
What is It
Read to Understand
Nature and Background of Rhythmic Gymnastics
Rhythmic gymnastics is a sport in which individuals or groups of five
manipulate one or two pieces of apparatus: rope, hoop, ball, clubs and ribbon,
or freehand (no apparatus). Rhythmic gymnastics is a sport that combines
elements of ballet, gymnastics, dance, and apparatus manipulation.
Competitive rhythmic gymnastics began in the 1940s in the Soviet Union. The
FIG formally recognized this discipline in 1961, first as modern gymnastics,
then as rhythmic sportive gymnastics, and finally as rhythmic gymnastics.
The first World Championships for individual rhythmic gymnasts was held in
1963 in Budapest. Groups were introduced at the same level in 1967 in
Copenhagen, Denmark. Rhythmic gymnastics was added to the 1984 Summer
Olympics in Los Angeles, with an individual all-around competition. Canadian
Lori Fung was the first rhythmic gymnast to earn an Olympic gold medal. The
group competition was added to the 1996 Summer Olympics in Atlanta. The
Spanish team won the first gold medal of the new competition with a team
formed by Estela Giménez, Marta Baldó, Nuria Cabanillas, Lorena Guréndez,
Estíbaliz Martínez and Tania Lamarca.
Apparatus Used in Rhythmic Gymnastics:

Ball
A ball is made of either rubber or plastic. It ranges between 18 to
20 cm in diameter and must have a minimum weight of 400g .
Hoop
A hoop may be made of plastic or wood, must have an in diameter
of 80 to 90 cm and minimum weight of 300g .
50
Rope
A rope is made out of hemp and is knotted each end. The
height of the gymnast deter at mines length of the rope.
Clubs
Clubs are made out of wood or plastics,
resemble bowling pins. The minimum weight per club is 15 0 g.
Ribbon
It is a 7-m strip of satin ribbon attached to a wooden
stick. Holding the stick, d gymnast must keep the
ribbon in const the motion throughout her routine.
Rhythmic Gymnastics Skills
Locomotor Skills:
Running Non-Locomotor Skills:
• Walking
Jumping • Bending Swaying
• Leaping
Galloping • Swinging Turning
• Hopping
Skipping • Twisting Stretching
• Sliding
Health
Growth and Development
Quarter 1
INTRODUCTION
Attaining holistic health should be everybody’s goal. At this point of your
life you have many health concerns that need to be addressed. You need to
develop all dimensions of your health. You also need coping skills to be able to
face the challenges of adolescent life. Correct health information, a positive
attitude, healthy practices and desirable coping skills will help you attain and
maintain holistic health. Making your health and wellbeing a priority is one of the
best investments you will ever make for yourself and for your loved ones. The
good news is you have the ability to improve your life by choosing to make simple
changes. And you don’t have to do it alone. Now is the time to make your health
and wellbeing a priority and you can do this now!
LEARNING STANDARD
CONTENT STANDARDS PERFORMANCE STANDARDS
The Learners demonstrate Understanding of The Learner Appropriately manages concerns

holistic health and its Management of health challenges during Adolescence to Achieve
concerns, the Growth and Development of holistic health.
adolescents and how to manage its challenges.
51
LEARNING COMPETENCIES
After Studying this Learning Material, you are expected to:
• explains the dimensions of holistic health (physical, mental/ intellectual,
emotional, social, and moral-spiritual) H7GD-Ib-13
• analyzes the interplay among the health dimensions in developing holistic
health H7GD-Ib-14
• practices health habits to achieve holistic health H7GD-Ic-15
• recognizes that changes in different dimensions are normal during
adolescence H7GD-Id-e-16-18
• explains the proper health appraisal procedures H7GD-Ii-j-22
• demonstrates health appraisal procedures during adolescence in order to
achieve holistic health H7GD-Ii-j-23
• avails of health services in the school and community in order to appraise
one’s health H7GD-Ii-j-24
• applies coping skills in dealing with health concerns during adolescence
H7GD-Ii-j-25
PRE-ASSESSMENT Encircle the letter of your answer.

1. What will you do when you make a mistake?
A. Cover it up. C. Admit your mistake.
B. Pretend nothing happened. D. Hope that no one will find out.
2. How can unpleasant body odor due to active secretion of sweat glands be
prevented?
A. Change clothes more often. C. Shave the hair of the armpit.
B. Use perfume to hide the odor. D. Take a bath regularly and use
deodorant.
3. When seeking social support to cope with problems, which of the following
will NOT help?
A. Stay alone inside the room.
B. Ask advice from a responsible adult.
C. Talk to a friend who can help.
D. Talk to someone to know more about the problem.
4 . What coping skill is applied when you say, “I know I can do it”?
A. Self-talk strategy C. Solving the problem
B. Avoiding and denying D. Seeking social support
5. What skills will help you get along well with other people?
A. Coping skills C. Decision-making skills
B. Problem-solving skills D. Social and communication
skills
6. Saying you are sorry when you hurt someone, means you _____.
A. do not have to pay back. C. want the person to forgive you.
B. want the person to feel satisfied. D. are too proud to accept your
mistake.
7. A healthful way to show your friend you are angry is to _____.
A. ignore him/her. C. tell others you are angry with your friend.
52
B. stay away from him/her. D. tell your friend what he/she said made
you feel angry.
8. The avoiding coping strategy should be used ______.
A. as a last resort. C. for long-term issues.
B. for short-term issues. D. as a substitute for other coping
skills.
9. Moodiness among boys is often due to changes in the level of their_______.
A. adrenaline. B. growth hormone. C. testosterone. D.
estrogen hormone.
10. Poor posture among adolescents is due to_______.
A. eating less healthful food. C. doing strenuous exercises.
B. slouching due to their height. D. playing computer and video
games.
According to Merriam Webster Dictionary , HEALTH is the overall condition

of the body.
According to World Heath Organization,

HEALTH is a state of complete physical, mental
and
social well-being and not merely the absence of
disease or infirmity.
HEALTH is a resource for everyday life, not the
object of living, and is a
positive concept emphasizing social and
personal resources as well as
physical abilities
HEALTH means freedom from physical disease, poor physical condition,

social maladjustment, and other negative states.
WELLNESS is the state of being in good health, especially as an actively
pursued goal.
It is a state of complete physical, mental, and social well-being, and not merely the
absence of disease or infirmity." - The World Health Organization.
DIMENSIONS OF HEALTH/ WELLNESS
PHYSICAL HEALTH
Focuses on the Body, how well it functions and how well you care for it. It is a state
of well-being when all internal and external body parts, organs, tissues and cells
can function properly as they are supposed to function. It includes being physically
fit, eating nutritiously, and getting adequate rest and sleep.
SOCIAL HEALTH
Refers to how well you get along with other people, how other people react and how
you interact with social institutions.it involves your ability to form satisfying
interpersonal relationship with others.it also relates to your ability to adapt
comfortably to different social situations. Each of these relationships should
53
include strong communication skills, empathy for others and a sense of
accountability.
EMOTIONAL HEALTH
Involves understanding and liking yourself as well as accepting and learning from
your mistakes. It refers how well you meet the demands of daily life and how you
adjust to new situations. It also means expressing your happiness, love, joy and
hope as well as your sadness, anger, stress and fear in healthful productive ways.
MENTAL/INTELLECTUAL HEALTH
Means being a lifelong learner by continuously wanting to learn new things and
improve one’s skills. A mentally healthy person is open in new ideas and
experiences that can improve life, family and environment. She/he is aware of his
or her own abilities and is also to contribute for the improvement of community.
MORAL-SPIRITUAL HEALTH
Means being at peace and harmony with yourself, others and a higher power. It
refers to your religion, principles, personal beliefs, values and faith. It involves a
sense that life has meaning and purpose and that you are in harmony with your
purpose in life.
Overall good health and wellness are inter-dependent on 5 dimensions. Health

Dimensions are like separate pieces that need to be fitted together to make
meaning.
• A healthy child is active at home and school.
• He/she is active to do household routine like cleaning the house.
• He/she has time to join with his/her parents in prayers, attending masses
and worship activities.
• He/she is alert in participative in classroom activities.
• He/she enjoys being his/her friends, classmates and other children in the
school.
Interrelatedness of Health Dimensions
The five dimensions of holistic health is interrelated. An individual is affected
physically if food and shelter are not fully satisfied. This person will also be affected
emotionally as she/he may feel inadequate, insecure, and unsafe. And how will this
affect the mental health of the person? Anxiety may develop when a person is
worrying about his/her condition. Relationship with family, friends, and with
others may suffer also when a person is not contented and his/her longing for love
and affection is not met.
When the physical, mental, emotional, and social needs are not satisfied, a
person may resort to unethical behavior to satisfy his/her basic needs. It is very
clear that each dimension affects the other. The dimensions are equally important
to attain wellness or good health. These are like puzzle pieces that need to be fitted
together for meaningful health dimensions interrelationship. We all seeks a
harmonious balance of all health dimensions to lead a happy and fulfilled life. It
may sound difficult to attain but developing each dimension at this stage in your
life will benefit you for a lifetime.
ACTIVITY 1:
This activity will check on how well you practice healthy habits to achieve holistic
health. (Put Box where they will write the answer)
Objective: To list on the practices healthy habits to achieve holistic health
54
III. Procedure: list all the practices healthy habits on each dimension to achieve
holistic health
ACTIVITY 2:
PHYSICAL MENTAL SOCIAL INTELLECTUAL SPIRITUAL
HEALTH HEALTH HEALTH HEALTH HEALTH
1. Revisit your answers in this activity. Look for the similarities in the entries
showing the interrelationship among the dimensions.
2. Explain how the dimension is related to the others.
3. Show an interconnected ring with holistic health in the middle to illustrate
the connections of the five dimensions of health (insert Venn diagram)
ACTIVITY 3:
The health dimensions are interrelated; however, some activities develop a specific
dimension more than others. (put blank before the number)
Directions: Write the letter of the correct answer. What dimension of health does
each activity develop most? Write the letter of the corresponding answer.
P for Physical health S for Social health MS for Moral-spiritual Health

E for Emotional health M for Mental health
1. Telling the truth 6. Eating a balanced diet regularly

2. Jogging around the park 7. Going out with family and friends
3. Listening to mood music 8. Respecting your parents and elders
4. Reading your favorite books 9. Sharing jokes with family members
5. Getting enough rest and sleep 10. Playing chess, checkers, and Math
games
Sum Up: Directions: Complete the unfinished sentences.

Attaining holistic health means_______________________________________.
The five dimensions of health are _____________________________________.
I can attain good health if_____________________________________________.
I’m happy/sad about my health because_______________________________.
5. From now on I promise to___________________________________________.
HUMAN GROWTH AND DEVELOPMENT

Human Development is a lifelong process of
physical, mental, social, moral-spiritual,
emotional growth and change. In the early
stages of life, from babyhood to childhood,
childhood to adolescence, and adolescence
to adulthood- great changes take place.
Throughout the process, each person develops attitudes and values that guide
choices, relationships and understanding
A Developmental psychologist Erik H. Erikson in this theory on social development
of human beings describes eight stages through which a healthy developing human
should pass from intimacy to late adulthood.
55
1st stage is INFANCY (0-1) which starts at birth to one year of age. An infant is
dependent and establishing trust to the one who takes care of him but if there is no
fulfillment it will lead into feeling of mistrust.
2nd stage is during EARLY CHILDHOOD (1-3) and is focusing on develop greater
sense of personal control. He/she performs basic actions and simple decisions that
make him/her secure and confident, while those who do not are left with a sense or
inadequacy and self-doubt.
3rd stage is PRESCHOOL CHILDREN (4-5) need to begin asserting control and
power over the environment. In a success stage, it leads to a sense of purpose, the
failure results in a sense of guilt.
4th stage is the SCHOOL AGE (6-10) develops a sense of pride in their
accomplishments and abilities, competence and belief in their skills. Those who
receive little or no encouragement from the others will doubt their abilities to be
successful.
5th stage is the ADOLESCENCE (11-18) children explore and develop a sense of
self. Those who remain unsure of their beliefs and desires will feel insecure and
confused about themselves and the future.
6th stage is the YOUNG ADULT (18-25), stage is in the state of exploring personal
relationships, develops closeness and committed relationships with the other
people. Those who are successful at this will form relationships that are committed
and secure. Those poor sense of self tend to have less committed relationships and
are more likely to suffer emotional isolation, loneliness, and depression.
7th stage is ADULTHOOD (26-50) the stage focuses on career and family. They feel
that they are contributing to the world by being active in their home and
community, failure to attain will lead to feeling of unproductive and uninvolved to
the community.
8th stage is the OLD STAGE (50 onwards) is focused on reflecting back on life if
with the few regrets and a general feeling of satisfaction.
What is PUBERTY?
PUBERTY is the start of adolescence, which brings physical and emotional
changes. This is the time when males and females are physically able to reproduce.
During this period secondary sex characteristics begin developing. Changes in the
body vary and this means that we don’t experience exact changes that another
individual had experience.
PHYSICAL CHANGES
Physical Changes are some of the general
changes that
happen to adolescent boys and girls during
puberty:
There is a rapid increase in height and weight.
Boys experience this usually two years later
than girls. The head, hands and feet grow faster
first, then the arms and legs, and then the chest
and shoulders. This is why the body of an
adolescent seems to be out of proportion.
Changes in circulatory and respiratory systems—The heart and lungs grow bigger
and work better, so the adolescent becomes stronger and can work longer,
although the increase is more in boys than in girls.
Body composition—Muscles develop rapidly, although boys’ muscles grow faster
than girls’. Body fat increases, although the increase in girls’ body fat is more than
the boys’.
Other changes:
56
➢ There is a sudden increase in hormone production.
➢ Bones become harder.
➢ Sweat and oil glands become more active.
Primary sex characteristics are changes directly related to sexual reproduction. The
reproductive organs of both boys and girls grow and develop. The boys experience
their first release of seminal fluid or ejaculation from the penis. The girls experience
menarche or the first release of blood and fluids from the vagina, later called
menstruation.
Secondary sex characteristics are changes not directly related to sexual
reproduction.
BOYS GIRLS
The voice becomes deeper. Breasts develop.

The Adam’s apple becomes bigger. The hips become wider than the shoulders.
The shoulders become wider than the hips. Hair grows on the underarm and pubic area.
Hair grows on the face, body and pubic area.
The skin on the upper arms become rough
MENTAL OR INTELECTUAL CHANGES

Teenagers showing different talents/skills/interest as a sign of mental health
Adolescents experience rapid mental development. There are changes in the
structure of the brain. These make it work more efficiently.
The development of their intellectual ability makes adolescents less accepting of what
others say. They learn to question what others say. They try to get to the bottom of
things—trying to find out what to believe in and what to doubt.
The adolescents make better decisions because they can evaluate risks and rewards
better. They can sense the disadvantages and dangers as well as the advantages and
rewards that might happen because of their actions. They can already think well
before acting as well as know the importance of planning ahead. These
characteristics help adolescents make better decisions. However, adolescents take
more risks than adults because they enjoy the rewards that result from their actions.
On the other hand, adolescents have a tendency to become bored with routine
activities; they need to be challenged.
Adolescents are already capable of thinking deeply. This helps them understand
proverbs, poems and figures of speech.
Adolescents also think less of themselves. This allows them to think and reason
better. This also makes them good debaters, since they can reason out against what
a friend or an adult thinks.
Adolescents have the skills that let them control and coordinate their thoughts with
their actions.
Adolescent students can focus their attention on what they want to listen to. They
can also focus their attention on two or more things at the same time.
There is likewise an improvement in adolescents’ memory and speed in thinking.
EMOTIONAL CHANGES
Adolescents are more responsive to rewards and stress.
Adolescents are more emotional, and this makes them open to being hurt or in
danger.
57
Adolescent boys are also sexually active; therefore, they are prone to participate in
risky behavior. Due to the sudden increase in the manufacture of hormones,
adolescent boys become more aggressive.
Adolescent girls become self-conscious because of the changes that are happening
to them. These also give them a feeling of insecurity.
Early maturing boys are usually taller and stronger; they have a good body image,
so they are more confident, secure and independent.
SOCIAL CHANGES
Adolescents are very self- conscious. They consider approval of friends and other
adolescents or peers as very important.
Adolescents enjoy being with friends, so they stay longer with them after school.
They enjoy choosing clothes to wear; they also crave privacy. These sometimes
cause conflicts between adolescents and their parents.
Young adolescents choose friends who share the same interest with them.
Adolescents who grow up with family members showing love, guidance and support
for each other are less likely to get involved with bad company and engage in fights,
vandalism, smoking, drinking or drug sessions.
MORAL- SPIRITUAL CHANGES

Moral-spiritual Changes Adolescents begin analyzing themselves during this stage.
They try to find out who they really are and analyze their strengths and weaknesses.
As a result, they understand themselves better and learn to accept and like
themselves, including their weaknesses. They learn that house rules imposed by
their parents are there to promote order and harmony at home. However, they are
not absolute, and some are negotiable as they mature. They begin to distinguish
between rules that are negotiable and those that are non-negotiable. Non-negotiable
rules, like smoking, are imposed because they are for their own good. During
adolescence, boys and girls realize what they could become in the future. This helps
them analyze what they are doing and how it could affect their future. This can be
scary for some adolescents. It might create conflict between how they look at
themselves now and what they want to become.
ACTIVITY 4:
We are Growing and Developing
1. List down changes you have experienced or are experiencing – physically,
mentally, socially, emotionally, and moral-spiritually.
Physical changes Mental changes Social changes Emotional Moral-spiritual

changes changes
Sum Up: Changes – Similarities and

CHANGES CHANGES Differences
CHANGES THAT
THAT THAT HAPPEN Directions: Draw a Venn diagram like the
HAPPENS HAPPEN TO GIRLS one below and write in the outside area of
TO BOYS TOBOTH ONLY the circle physical changes/characteristics
ONLY unique among boys only while on another
area those unique among girls only. Inside
58
the overlapping area of the circle, write all characteristics/changes of adolescents
that are shared by both.
ACTIVITY 5: Cut it out!

Directions: Arrange the picture of different stages of development by putting
number inside the box.
Health WEEK 5-8

Quarter 1 Management of Health
Concerns During Adolescents
INTRODUCTION
Attaining holistic health should be everybody’s goal. At this point of your life
you have many health concerns that need to be addressed. You need to develop all
dimensions of your health. You also need coping skills to be able to face the
challenges of adolescent life. Correct health information, a positive attitude, healthy
practices, and desirable coping skills will help you attain and maintain holistic
health. Making your health and wellbeing a priority is one of the best investments
you will ever make for yourself and for your loved ones. The good news is you can
improve your life by choosing to make simple changes. And you do not have to do it
alone. Now is the time to make your health and wellbeing a priority and you can do
this now!
Poor
eating
habits
Postural Lack of
problem sleep
Problems
and health
concerns Lack of
Body of adolescent physical
odor
activities
Poor
eating
habits
59
WEEK 5 -6 MANAGEMENT OF HEALTH CONCERNS DURING
THE ADOLESCENTS
Adolescents experience several problems and health concerns. Here are
some tips to manage the health problems and concerns during puberty:
NUTRITION AND PHYSICAL ACTIVITY

Eat variety of food
Balance the food you eat with physical
activity
Choose a diet low in fat, saturated fat,
and cholesterol
Choose diet with plenty of grain products,
vegetables, and fruits.
Choose diet moderate in sugar and salt.
Engage in physical activity and follow the
Filipino food pyramid activity guide.
SLEEP AND REST
Sleep for 8 to 10 hours every night. Your
body fights infections: repair cells, and
grows during sleep.
BODY ODOR
Shower or bathe regularly, especially after playing sports or sweating a lot, like on a
hot day. You can also use deodorant under your arms.
DENTAL PROBLEMS
Reduce the amount of sugar in your diet
Avoid sweet snacks that stick to your teeth

Choose food and beverages with vitamins and minerals such as vitamin C, vitamin
D, and Calcium
Visit your dentist every six months for dental check up
Brush and floss your teeth every after meals.
POSTURAL PROBLEMS
Activity 7: Problems I have encountered

Directions: Answer the following questions.
List 5 problems that concerns your health during adolescents’ period and how did
you overcome it?
What would you do so you will not experience again those problems you have
listed?
60
Health
WEEK 7-8 HEALTH APPRAISAL
Quarter 1
HEALTH APPRAISAL refers to the series of procedure to
assess or determine the health status of students. These
include the use of teacher’s observation, screening test,
health histories or medical and dental inspections.
HEALTH APPRAISAL ACTIVITIES These are several

health appraisals, activities that are part of the school
health service program. A health examination
should provide a history of the health status of the child and identify any health
problems that the child might have. These include:
➢ History and health problems
➢ Growth and development
➢ Disease
➢ Allergies
➢ Nutritional status (BMI)
➢ Immunization
➢ Deworming
HEALTH SCREENING
The following are parts of health screening:
Physical growth and development- measure of height
and weight; these measurements are helpful in
determining if normal physiological growth patterns are
occurring.
Vision screening- effective school endeavor because
deviations from normal can be identified and refractive
errors can be corrected. Snellen chart ids the commonly
used.
Hearing Screening- the ability to hear sound determines
how well one can communicate with the environment.
Hearing screening is performed with pure tone
audiometer, which is the reliable procedure for detection
of hearing loss
Screening for scoliosis- Scoliosis is a familiar problem
during the rapid growth in late childhood to early
teenage years. It is a screening that will identify students
who have spinal irregularities that would worsen body’s
movement and stamina most likely to lead back pains
and other body parts.
Activity 8: Let’s check
Directions: answer the following question.
What is puberty?
_____________________________________________________________________
What are the positive and negative changes that may occur during puberty? (at
least 3)
______________________________________________________________________
How will you cope with the changes in Puberty?
______________________________________________________________________
61
Activity 9: Know Your Body Changes
1. List 5 changes you have noticed in your body.

2. Explain how you should handle these changes happening to your body.
Activity 10: My Learning Log
Directions: Write your answers to the following question in your journal.

Journal question 1
What personal hygiene practices are necessary during puberty?
Journal question 2
Write about 3 social-emotional changes associated with puberty. Explain the
ways in which these
62
REFERENCES:
PHYSICAL EDUCATION-7
BOOK
Rosenberger, Ledda G., Gomez, GJ Herman A. and Giron, Manuel Kristoffer C.
Music and Arts Grade 7 Learner’s Materials
WEBSITE
https://www.wikihow.com/Make-Placemats-by-Weaving-Paper-Strips
https://www.googleimages.com https://www.wikipedia.com
HEALTH-7
Book
Physical Education and Health grade 7 Learners material by: Deped
21st century MAPEH in Action by: Lacia, Limos, Callo, Cabatana, Lim Website
BOOK
Physical Education and Health grade 7 Learners material by: Deped
21st century MAPEH in Action by: Lacia, Limos, Callo, Cabatana, LIm
WEBSITE
For inquiries or feedback, please write or call:

Department of Education – National Capital Region
Office Address: Pio Valenzuela Street,

Marulas, Valenuzuela City, 1440
Telefax: (02) 292 – 32 – 47
E-mail Address: sdovalenzuela@deped.gov.ph
63

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Published by the Department of Education Secretary:

Editors: Arnel Almazan, Marilyn M. Cabungcal

Reviewers: Roy M. Suratos, Glenn D. Rivera, Glenn R. Baltazar,

Layout Artist: Rubilyn V. Leona, Jerus I. De Jesus/ Raphael A. Lopez

Printed in the Philippines by: ____________________________________

Office Address: Pio Valenzuela Street, Marulas, Valenuzuela City, 1440

Mga Mahal naming Magulang,

Sa inyong mga kamay po nakasalalay ang paghubog sa pagkatao ng inyong anak.

1. Siguraduhing nagkaroon ng sapat na tulog at nakakain ang inyong anak bago

Management of Health Concerns During Adolescents …..………... 59

fortissimo G-Clef half Rest sharp whole Note

Activity Module in Music for Grade 7

Accomplished:______________________________ Date Received: _____________________

Lesson Element of Music

2. Imagine a world without music, in one word describe a world without

Unit 1: Music of Luzon Lowlands

Activity 3: Listening Activity

Lesson Liturgical & Devotional Songs

Latin English Filipino

Activity 6: Listening Activity

Lesson Secular Music

Name of Instrument: ________________________

Music Group: _______________________________

Name of Instrument: ________________________

Music Group: _______________________________

Name of Instrument: ________________________

Music Group: _______________________________

Week 6 to 8: Graded Performances through Video Presentations

What I Need to Know

1. This came from “kung hindi man.

Worksheet No. 3 – Sacred (Liturgical and Devotional) Music

Worksheet No. 2 – Folksongs

Worksheet No. I. Give the Music elements identified below.

Quarter Arts and Crafts of Luzon

Most essential learning competencies

What I Need to Know

The sculptures and architectures if Luzon reveal many aspects of the

Lesson 1: The Arts and Crafts of Ilocos Region and Cordillera

Choose the correct answer in the box.

The basketry of the Kalinga shows their fine

The amulets of the Ifugao are called lingling-o or dinumug.

The Kabayan mummies were declared

Wanes – men’s traditional attire

Lufid – women use a short and narrow wrap-round

Ginaspalawanes – is a belt wearing by a married

Ikat – is a native of Bontoc textile pattern, a weaving

Lesson 2 Arts and Crafts of Cagayan Valley

Vakul is a head gear used by the Ivatan women to

The women cut intricately-designed pastillas wrappers

Meycauayan, Bulacan is known for its jewelry industry.

The Spanish Gate is one of the historic landmarks located in

The San Andres Apostol Parish Church of Masinloc, Zambales

The Parish of the Three Kings in Gapan City is one of the

Abucay Church of the Saints Dominic De Guzman Parish

1783 bricks Cylindrical belfry

Kalinga Textile Inabel of Ilocos Gaddang Textile

Complete the following statements.

Design an example of a traditional and

_____ 1. Textile which is characterized by red a. Bontocs Textile

_____ 8. It usually covers the chest and the arms, h. Tingguians

Lesson 3 : The Arts and Crafts of Calabarzon and Bicol Region

________1.Woodcarving Capital of the

Accomplished:__________ Date Received: _

Name ______________________ Date

Provider ____________________ Phone