6

MAPEH
Guided Learning Activity Kit
Quarter 2- Week 7

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MAPEH – Grade 6
Guided Learning Activity Kit
Quarter 2- Week 7

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,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Guided Learning Activity Kit Development Team

Writers: Sharon P. Aningat (Music)
Orlando C. Evangelista Jr. (Arts)
Joe Ver Gutierez (Physical Education)
Emma Ruth F. Tiglao (Health)
Editor: Jonel P. Decano
Layout Artist: Eufren A. Arico
Graphic Artist: Sharon P. Aningat (Music)
Orlando C. Evangelista Jr. (Arts)
Emma Ruth F. Tiglao (Health
Management Team: Leonardo D. Zapanta, EdD,CESO V
Michelle Ablian-Mejica, EdD
Manolito B. Basilio, EdD
Encarnita D. Deveraturda
Victor M. Misola
Garry M. Achacoso
Rachelle C. Diviva

Printed in the Philippines by Department of Education

Region III
Schools Division of Zambales
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
Website: www.depedzambales.ph
 Music:
The Basics of Melody
Singing Self-Composed Melody

Introduction

How will you find writing a musical notation with your self-composed
melody? What made you pick your rhythm? Is it a singable melody that a person
who hears it can remember a tune for a half day? In this lesson let us add more
shades on your composition by adding a harmony.

Learning Competency

Singing self-composed melody

MU6ME-IIA-5

Objectives

At the end of this Learning Activity Kit, you should be able to:

• Create a singable melody.

• Be more creative in writing a simple musical notation.
• Be more talented in singing or playing instrument the self-created
melody.

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 Review

DIRECTIONS: On a separate paper draw a scale in:

a. Ascending melody
b. Descending Melody
c. Skipping Melody
d. Repeating Melody

1. What is the first so-fa syllable of the musical notation in C Major? in G

Major? in F Major?

2. When you play this song in a keyboard what pitch name will you tap first
in C major? in G Major? In C Major

3. How do you find singing a song in different musical notations?

Discussion

Singing self-composed melody.

After creating simple melody. You can also add harmony through this step:
1. Identify the key of the melody. Look at the key signature of the piece.

2. Name the primary chords of the key signature. For example, if the key is
in C Major, you can use pentatonic scale which contains C, D, E, G, and A.

3. Locate the measure with the complete beats and identify the strong beats
of the measure. If the first measure of the song begins in an upbeat (incomplete
measure), the analyzing of the melody and rhythm shall begin in the second
measure.

4.Analyze the notes in each measure. If the notes of the melody in each
measure comprises the notes of a particular chord, then most likely, that chord
can be used to harmonize the melodic line of that particular measure.

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 Activity

DIRECTIONS: Let us make another music composition with a theme “Love for
Parents” Show your feelings in creating your own melody. Follow the steps explained
above. You can now harmonize your own composition.

Use the following rubrics to score your output.

Standard Not so Good Good Very Good

(3) (4) (5)
1.Follows the steps on how to
create melody.
2.Can use varied notes
3.Neat and Clean
4.With a good and attractive
melody.
5.Composition is properly
harmonized

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 Assessment

DIRECTIONS: Answer the following based on the notation that you have
created.
1. Your self-created melody is in what key? What is your first note in so-
fa syllable? What is the pitch name?

2. Which scale of the notation shows a going up contour? Going down

contour? skipping? repeated?

3. What flow of rhythm did you add on your composition?

How will you harmonize your own composition?

Reflection

DIRECTIONS: Put a check (/) to the column that best describe your performance.
Yes No
1. I fully understand the lesson.

2. I did the activities at its best.

3. I will use my learnings to

enhance my talent.

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 Arts:
Advertisement and
Commercial Art

Learning Competency

• Creates an advertisement/commercial or announcement poster

Objectives

At the end of this Learning Activity Kit, you should be able to:

• Define what is advertisement and commercial art

• Appreciate the elements and principles applied in Advertisement and

Commercial Art using technology

• Apply the concept in advertisement and commercial art using digital

arts.

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 Introduction

“Commercial and Advertisement Poster”

Have you ever wondered why some product industries are well known to the
consumers? It because of quality poster for commercial and advertisement.

A very good technique to disseminate the information about your business

product is through poster. It is the identity name of a product being sold to the
market. In this lesson you will learn the definition of commercial and advertisement
art.

Discussion

A commercial and advertisement art is a type of art which is about to sell,

promote, advertise and inform consumer about a specific product. It persuades the
consumer or people to but the product.

A very good example that can be found are those in magazines, billboards,
internet, advertisement, packaging design and brochures. Creative artist is a term
used for a person designing and expert in doing commercial art or advertisement.

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 Elements of Design

1.) Color – it is one of the most powerful elements in art. It is typically known
as hue. It represents a specific color or light wavelength found in the color
spectrum, ranging circularly from red to yellow, green blue and back to
red.
3 dimensions of colors
1. hue
2. saturation
3. value
2.) Lines – considered as the simplest or the most basic element of art.
Types of Lines
1. Vertical lines
2. Horizontal lines
3. Diagonal lines
3.) Shapes – anything that has height and width. It is also serve as container
of information. It may also be used to improve the look of the design
aesthetically.
4.) Texture – it refers to the feel of a surface. It can be actual or implied. A
texture is implied if it is being applied graphically in the object.
5.) Text – it refers to the font or font styles used in design. It is very important
to choose appropriate and good font style in a design. It also conveys
information that must be transmitted effectively to the viewers.
6.) Size – in graphic design, size suggests emphasis of information. It is used
to attract attention and to create contrast among the elements.
7.) Space – is the area occupied and unoccupied by the other elements. It is
important to maintain balance among each other because it is vital to
create a good and effective design.

Principles of Design

1. Balance – it refers to the lightness and darkness of

an area in a design. When used effectively, value
creates depth, contrast and emphasis.

2. Movement – it refers to the repetition of elements to

direct the movement of the eye through the design. The way
elements are organized leads the eye to the subject.

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 3. Contrast – it refers to the distinctiveness of the
elements. This can be done by using opposite
characteristics or features like dark colors and light
colors. Size can also suggest contrast by putting
together a huge object and a small object.

4. Emphasis – it refers to the use of colors, sizes and

contrast to provide special attention and importance to the
subject of the design.

5. Pattern – it refers to the organization of alternated

or repeated elements or motifs in design. It can be
used for backgrounds and for enhancing the overall
look of the design.

6.Unity – in this principle, all the parts of the design must

be arranged to give the viewer the feelings that are linked
together.

The following are software or programs that may be used in commercial art:

1.) Microsoft Publisher – a usual program installed in your computer. You can
design using the tools found in MS Publisher. Lines, colors and text are available. It
is also the easiest program for editing and design commercial art.

2.) Microsoft Word – a simple and easiest way in editing of design. A common
program that is used for typing text not for designing.

3.) Adobe Photoshop – you can use this software by using different layers and
rendering pixelated images through the use of different tools available in window
pane and tool bar selection.

4.) Adobe Illustrator – this software is the best for designing a packaging logo. A
vector images produce with a geometric lines, colors contour, perspective outlook
and resolution of final format design. More setting tools and effects are available in
this software.

5.) Adobe In-Design - it is a software or program that allows you to integrate text,
graphics and images to produce professional quality documents for print, for the web
and other applications.

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 Activities

Written Test
A. DIRECTIONS: Match column A to column B. Write your answer on the
answer sheet.
A B
1.) It is a software or program that allows a. Adobe In-Design
you to integrate text, graphics and images to
produce professional quality documents for b. Microsoft Word
print, for the web and other applications.
2.) This software is the best idea for c. Adobe Photoshop
designing a packaging logo.
3.) You can use this software by using d. Adobe Illustrator
different layers and rendering pixelated
images through the use of different tools e. Microsoft Publisher
available in window pane and tool bar
selection.
4.) A simple and easiest way in editing of
design.
5.) A usual program installed in your
computer. You can design using the tools
found in MS Publisher. Lines, colors and text
are available. It is also the easiest program
for editing and design commercial art.

B. DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is not.

_______1.) A commercial and advertisement art is a type of art which is about to
sell, promote, advertise and inform consumer about a specific
product.
_______2.) Pattern refers to the use of colors, size and contrast to provide special
attention and importance to the subject of the design.
_______3.)Unity is important in the design, all parts of the design must be arranged
to give the viewer the feeling that are linked together.
_______4) Movement refers to the repetition of elements to direct the movement of
the eye through the design.
_______5.) Balance refers to the lightness and darkness of an area in a design.

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 Reflection

DIRECTIONS: Answer the following Exit Card below:

Exit Card

3 ideas that I have learned.

2 words that I remember from the lesson
1 idea that I am confused of.

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 Physical Education:
Developing Skills Involved in
Invasion Games

Learning Competencies

1. Assess regularly participation in physical activities based on the Philippine

physical activity pyramid (PE6PF-lb-h-18)
2. Observes safety precautions (PE6GS-lb-h-3)
3. Executes the different skills involved in the game (PE6GS-ic-h-4)

Objective

At the end of this Learning Activity Kit, you are expected to:
• develop different skills involved in Invasion games

Discussion

There are different skills that involved in Invasion Games, these skills could
also be applied in daily activities that help us to be healthy and strong.

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 Activity

Play-It
DIRECTIONS: Ask a family member to help you. Try to play any of the Invasion
games that you have learned in the past weeks in your backyard. Answer the activity
after.
Self-Check
Put a check if you agree or disagree with each question. Use a separate sheet
of paper.
Agree Disagree
1. Was the activity fun?
2. Were you actively participating during the
course of the activity?
3. Was safety precaution observed?
4. Did you follow the basic direction? Were
you able to follow the different instructions?
5. Was the activity challenging to perform?

Assessment

DIRECTIONS: Answer the following questions. Use a separate sheet of paper.

1. What are the different skills that you learned while playing the Invasion
game you have chosen?
2. Which of your daily activities could you apply these skills?

Reflection

DIRECTIONS: Complete the KWL chart below.

What I Know What I want to Know What I learned

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 Health:
Environmental Protection
through Proper Waste
Management

Introduction

Why should communities practice proper waste management? People use

more and more convenient products because these can be easily displaced and
disposed. This throwaway concept makes communities struggle with waste
management problems.
Everyone in the community is capable in making an impact on the solid waste
problem through public awareness and action. This also diminishes the scavenging
of waste pickers in the dumpsite and the littering of animals and pests.
In this lesson, let us go and discover how to be an advocate in protecting the
environment through proper waste management.

Learning Competency

• Advocate environmental protection through proper waste management

(H6CMH-IIij-9)

Objectives

At the end of this Learning Activity Kit, you are expected to:

1. advocate environmental protection through proper waste management

2. identify waste management practices
3. enhance practices of proper waste management

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 Review

DIRECTIONS: Write Agree if the statement is correct and Disagree if not.

________ 1. Separate biodegradable from non-biodegradable materials.
________ 2. Burn the old tires and broken plastic toys at the backyard.
________ 3. Segregate paper wastes from plastics, cans, and rubbers.
________ 4. Bury dry leaves and rotten fruits and vegetables under the soil.
________ 5. Use the empty mayonnaise jar as candy jars or food storage jars.
________ 6. Dispose garbage in a proper trash bin
________ 7. Use eco-friendly bag when buying in the mall or supermarket.
________ 8. Segregate/Sort waste according to its kind.
________ 9. Violate issued ordinance/ advisory in proper waste management.
________ 10. Use tumblers and food containers instead of disposable containers

Discussion

Study the following pictures. The first one shows how a certain
place looked like 30 years ago. The second one shows how it looks like at
present.

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 Guide Questions:
1. Describe Picture 1.
2. Describe Picture 2.
3. What changes happened to the community?
REMEMBER:
Keeping Homes, Schools, and Communities Healthy through Proper Waste
Management
Do you know what the different types of wastes are?
To keep your homes, schools, and community clean, you must first identify
and understand the types of wastes you produce. Basically, there are three types of
wastes. They are:
1. Biodegradable Wastes
A. Paper Waste
Paper waste is a type of waste that comes from used or discarded paper
product. Old newspapers, used notebooks, and dilapidated boxes are just
some examples.

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 B. Kitchen Waste
Kitchen waste is one of the most diverse types of biodegradable wastes.
It can be defined as waste that is found and discarded from the kitchen. The
different types of kitchen wastes are leftover or spoiled food, fruit and
vegetable peelings, seeds and grasses.

C. Yard Cuttings
Yard cuttings or trimmings are wastes that are generated from the
garden, lawn or backyard. Yard cuttings come in different forms such as
leaves, grass trimmings, cut branches, and pulled weeds.
The good thing is that they are biodegradable and can be dealt with in
different ways.

• Composting - alternative material that can be used to grow plants.

• Recycling - can be done to branch trimmings and tree chunks by using

them as materials for arts and crafts.

• Leaving them - just let them decompose naturally. The trimmings left
behind will also serve as organic fertilizers after they decomposed.

2. Non-biodegradable Waste

A. Plastic Wastes
There are two types of plastic waste:
1. Durable – the plastic that is hard and long-lasting.
2. Nondurable – plastic that is easily destroyed.

B. Styrofoam
Commonly known as Styrofoam, polystyrene is a petroleum-based
plastic made from styrene monomer. It is a light material that is used in
making cups, containers, packaging materials, art materials, and more.

C. Glass
Glass is a very common material mostly used in the production of
containers and bottles.

D. Cans
Another kind of waste that you usually encounter is used or discarded
cans. They may be aluminum cans that are usually used in beverages or tin
cans that are used as food containers.

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3. Hazardous Waste

A. Hazardous Chemicals
Solvents, paint, thinners, pesticides, kerosene, and other petroleum
products are examples of hazardous chemicals.

B. Used Batteries
Batteries make life more convenient. Most of the gadgets and portable
electronics use batteries. They are also in cars, flashlights, power tools, and
even in watches.

C. Expired Medicines
Expired medicines do not represent a serious threat to the community
or to the environment. It may be harmful if it contaminates the water supply
or if it gets into the hands of scavengers and they try to sell it or to consume
it.

Activities

DIRECTIONS: Match Column A with Column B. Write the letter of

the correct answer.
Column A Column B
1. Old newspapers, used notebooks, and a. Styrofoam
dilapidated boxes
2. Leaves, grass trimmings, cut branches, and b. Battery-operated wastes
pulled weeds
3. Disposable cups and containers c. Paper wastes
4. Leftover or spoiled food, fruits and vegetables d. Yard cuttings
peelings
5. Gadgets and portable electronics e. Kitchen wastes

DIRECTIONS: Each item below shows someone who is dealing with their waste.
Write Yes on the ones that do it properly and a No to those that do not.

_________ 6. Ensure the proper segregation, collection, transport, storage,

treatment and disposal of solid waste’
_________ 7. Encourage greater private sector participation in solid waste
management.
_________ 8. Promote environmental awareness and action among the citizenry.
_________ 9. Maintain the dirty surrounding.
_________ 10. Make the environment unsanitary and polluted.

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 Assessment

DIRECTIONS: Identify if the illustrations are showing proper waste

management. Put a check on the pictures that do and a cross to those that do not.
1. What happens to food that is put into yard waste carts or into a school
composting container?
a. The food scraps go to a special food-only landfill
b. The food scraps are made into new food
c. It turned into compost that can be used to nourish our gardens
d. None of the above
2. Refers to the practice of collecting, transporting, processing or disposing of,
managing and monitoring various waste materials.
a. Hazardous wastes c. Pollution
b. Waste management d. Environment
3. What could be your advocacy to protect the environment?
a. Organize a solid waste disposal campaign in school and in the
community
b. Mismanagement of landfill waste caused by garbage pollution
c. Oppose environmental conservation programs of the government
d. Burn non-biodegradable materials like plastic
4. Styrofoam is a major environmental problem. A trademark named for a
chemical compound called
a. Polystyrene c. Solvents
b. Fuel d. Batteries
5. Which practice/activity helps restore the balance of nature.
a. Dumping waste in a nearby river
b. Throwing candy wrappers and fruit peelings anywhere
c. Destroying coral reefs
d. Separate biodegradable from non-biodegradable materials

Reflection

DIRECTIONS: Complete the table below. This self-assessment activity will

give you the opportunity to reflect and assess on your own learning.
3 Things I learned today:
1.
2.
3.
2 Things I found interesting:
1.
2.
1 Question I still have:
1.

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P.E MUSIC -
Assessment Activity 1
Answers may vary Review: Activities
Health
REVIEW
1. Agree
2. Disagree
3. Agree
4. Agree
5. Agree
6. Agree
7. Agree
8. Agree
9. Disagree
10.. Agree
ACTIVITIES Activity:
1. c Score based on the rubrics.
2. d
3. a Assessment:
4. e
Answers may vary depends on the created
5. b
musical notation. Or a phone music application.
6. Yes
7. Yes ARTS
8. Yes A.
9. No
10. No
1.a
2.d
3.c
ASSESSMENT 4.b
5.e
1. c B.
2. b 1. True
3. a 2. false
4. a 3. false
5. d
4. true
5. true
Key to Corrections
 References

Apilado, Victonette O., et.al. 2015. “Enjoying MAPEH” Grade 6. Quezon City:
Brilliant Creations Publishing, Inc.

Baarde, Maria Clara G., et.al. 2016. “Keeping in Touch with MAPEH” Grade
6. Manila Philippines: Sunshine Interlinks Publishing House, Incorporated

Garcia-Quinitio, Ligaya Bautista, et.al. 2016. “The 21st Century MAPEH in

Action“ Grade 6. Manila,Philippines: Rex Bookstore, Inc.

Joson, Carmelita H, et.al. 2017 “Dynamic Series in MAPEH” Grade 6.

Valenzuela City: Jo-Es Publishing House, Inc.

Deped Learners’ Materials in Grade 5

https://etc.usf.edu/clipart/70300/70389/70389_262_rg-130_o.htm

Baarde, Maria Clara G., et.al. 2016. “Keeping in Touch with MAPEH” Grade
6. Manila Philippines: Sunshine Interlinks Publishing House, Incorporated

Garcia-Quinitio, Ligaya Bautista, et.al. 2016. “The 21st Century MAPEH in

Action“ Grade 6. Manila,Philippines: Rex Bookstore, Inc.

Joson, Carmelita H, et.al. 2017 “Dynamic Series in MAPEH” Grade 6. Valenzuela

City: Jo-Es Publishing House, Inc.

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on-white-background-comic-book-style-im.jpg

https://cdn.dribbble.com/users/2172077/screenshots/6994101/industrial-
revolution-landscape-dwg-ws-bs-gs-hd-
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TMKoUQP0lszfilWZZobC0mtg

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 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

 For inquiries of feedback, please write or call:

Department of Education – Region III – Division of Zambales

Learning Resources Management Section (LRMS)
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391