MODULE CODE: PASAY-MUSIC9-Q3-W2-02

Name: ___________________________________________________ Date: ______________________

Name of the Teacher: ___________________________________ Grade: _____________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MAPEH 9
THIRD QUARTER/ WEEK 2

I. LEARNING OBJECTIVE:
⮚ explains the performance practice (setting, composition, role of composers/performers, and
audience) during Romantic period

II. ACTIVITIES:

Pre-Assessment:
DIRECTIONS: Fill in the table below to complete the characteristics of music from Classical
and Romantic period. Choose your answer inside the box.
Balance Freedom of Expression Reason, thought
Emotion, feeling Imbalance Restraint, caution
Exuberance, excess Objectivity Subjectivity
Order and Proportion
CLASSICAL ROMANTIC
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

MUSIC OF THE ROMANTIC PERIOD (1820 - 1910)

Romantic period is described as a cultural movement that stressed emotion imagination

,individualism and freedom of expression.Piano music of the Romantic period
is in free form such as fantasy, rhapsody, ballade and nocturne. Program music was
expressed in tone poems as Symphony Fantastique.
Nationalism was also incorporated in this era. An example of a composition that shows
nationalism is the POLANAISE of Frederic Chopin, a dance composition for piano which is famous
in Poland until today.
Ludwig Van Beethoven bridged the music from Classical to Romantic Era by
expressing his passion and emotions through music.

COMPOSERS OF THE ROMANTIC PERIOD

(1800 - 1850)

VIOLIN AND STRINGS MUSIC

- the most famous violin virtuoso in the world and left his mark as one of the pillars
of modern violin technique.. His musical skills started with playing the Mandolin at
the age of five and eventually transferred his training to the violin at the age of
seven with different renowned violin processors in Italy.
Some of his works are:
1. The Carnival of Venice -
NICCOLO PAGANINI https://www.youtube.com/watch?v=DXnplJ3VgF0&list
ITALY : Oct. 27, 1782 2. 24 Caprices for Solo Violin - https://www.youtube.com/watch?v=uALsg4awKBO

PIANO MUSIC

- a Polish composer and virtuoso pianist of the Romantic era who

wrote primarily for solo piano. At 18, he earned the title “Poet of the Piano”.
He has maintained worldwide renowned as a leading musician of his era, one
whose "poetic genius was based on a professional technique that was without
FREDERIC CHOPIN equal in his generation.
POLAND: 1810-1849
Page 1 of 12
 MODULE CODE: PASAY-MUSIC9-Q3-W2-02

Name: ___________________________________________________ Date: ______________________

Name of the Teacher: ___________________________________ Grade: _____________________

Musical Example:
1. Revolutionary Etude Op. 10 -
https://www.youtube.com/watch?v=g1uLrHq9TDg
2. Nocturne Op. 9 No. 2 -
https://www.youtube.com/watch?v=9E6b3swbnWg

- a Hungarian composer, virtuoso pianist, conductor, music teacher, arranger,

and organist of the Romantic era. He is widely regarded as one of the greatest
pianists of all time and a generous composers by sharing both time and money to
the orphans, victim of disasters and the many students he taught music for free.
Some of his compositions are:

1. Sonata in B Minor - https://www.youtube.com/watch?v=IeKMMDxrsBE

2. Hungarian Rhapsodies -
FRANZ LISZT https://www.youtube.com/watch?v=E1JKd1C7izQ
HUNGARY: 1811-1886

- he was a composer, music critic and considered himself as the heir to the
original creative tradition of Beethoven and Shubert. In 1834 he founded the
Music jornal Neue Zeitschrift fur Musik wherein he edited and wrote music
Criticism for his publication.

1. Carnaval, Opus 12 (1837)-

https://www.youtube.com/watch?v=VELPD6FVylA
2. “Overture, Scherzo - https://www.youtube.com/watch?v=quEY2KrQ0XM
ROBERT SCUMANN
GERMAN: 1810-1856
COMPOSERS OF PROGRAM MUSIC

- a French Romantic composer and conductor. He learns to play guitar and

flute but never became skilled in any musical instruments. His output includes
orchestral works such as the Symphonie Fantastique and Harold in Italy.

1. Symphonie Fantastique -
HECTOR BERLIOZ https://www.youtube.com/watch?v=5HgqPpjIH5c
FRANCE:1803-186

- the first Russian composer whose music made a lasting impression

internationally and was known for his ballet music. He was honored in 1884
by Tsar Alexander III and awarded a lifetime pension.

Famous Compositions:
1. Swan Lake -
https://www.youtube.com/watch?v=vAeRzW98IFw
2. The Nutcracker -
https://www.youtube.com/watch?v=sdduPpnqre4
PETER TCHAIKOVSKY
RUSSIA: 1840-1893
- known as a talented musician from an early age.He started his music
through the help of his Aunt by teaching him piano lesson when he was
only two years old and afterward he began composing piano piece at the age
of three.

Some of his compositions are

1. “The Swan” - https://www.youtube.com/watch?v=wB9VvEubvSU
2. “Carnival of the Animals” -
https://www.youtube.com/watch?v=5LOFhsksAYw
CAMILLE SAINT-SAENS
FRANCE: 1835-1921

Page 2 of 12
 MODULE CODE: PASAY-MUSIC9-Q3-W2-02

Name: ___________________________________________________ Date: ______________________

Name of the Teacher: ___________________________________ Grade: _____________________

III. GENERALIZATION
Music of the 19th century, a period of time also called the Romantic era, was remarkably
different from the music that preceded it. The Romantic era was all about making a big splash,
overwhelming audiences with intensely emotional music that included extremes of every kind, including
contrasting dynamic levels. Musical Romanticism was marked by emphasis on originality and individuality,
personal emotional expression, and freedom and experimentation of form.

IV. APPLICATION:

EXERCISE 1
Modified True or False: Write the word TRUE if the statement is correct. Change the underlined
words if they make the sentence wrong. Write your answer in the space
before each number.

______1. Romantic music composers found themselves essentially compelled to use sharp contrast.
______ 2. Franz Liszt is a Polish pianist.
______ 3. Swan lake and The Nutcracker were composed by Peter Dinklage.
______ 4. POLANAISE of Frederic Chopin, a dance composition for piano which is famous
in Poland until today.
______ 5. Charles-Camille Saint-Saens was an organist, conductor, pianist, and composer of the
Romantic Era.
______ 6. Nocturne Opus 9 No 2, and Revolutionary Etude Op. 10 are some of the compositions of
Robert Schumann.
______ 7. An example of program music is Hector Berlioz’s Symphonie Impromptu.
______ 8. Niccolo Paganini was the most famous violin virtuoso in the world and left his mark as one
of the pillars of modern violin technique
______ 9. Tchaikovsky produced different kinds of compositions that include operas, ballets,
concertos, chamber music,and symphonies.
______10. The Classical movement was an intellectual, artistic, and literary movement that started in
the second half of the 18th century

EVALUATION:
1. What feelings or emotions do you experience when listening to a romantic music?

2. Who among the best known romantic period composers inspire you the most ? Why?

References:
A. Books - Badiola, Vecino et al. Learner’s Materials for
Music and Arts in Grade 9 pp. 68-78
-Lacia, Hernandez et al. The 21st Century
MAPEH in Action pp.37-46
Prepared by:
B. Website: https://www.youtube.com/watch?v=DXnplJ3VgF0&list
https://www.youtube.com/watch?v=uALsg4awKBO YOLANDA M. RAZONABLE
https://www.youtube.com/watch?v=g1uLrHq9TDg Teacher III
https://www.youtube.com/watch?v=9E6b3swbnWg Pasay City South High School
https://www.youtube.com/watch?v=IeKMMDxrsBE
https://www.youtube.com/watch?v=E1JKd1C7izQ
https://www.youtube.com/watch?v=VELPD6FVylA
https://www.youtube.com/watch?v=quEY2KrQ0XM
https://www.youtube.com/watch?v=5HgqPpjIH5c
https://www.youtube.com/watch?v=vAeRzW98IFw
https://www.youtube.com/watch?v=sdduPpnqre4
https://www.youtube.com/watch?v=wB9VvEubvSU
https://www.youtube.com/watch?v=5LOFhsksAYw

Page 3 of 12
MELCs: A9EL-IIIb-3/ A9PL-IIIh-1 MODULE CODE: PASAY-ARTS9-Q3-W2

NAME: ________________________________________________ DATE : ______________________

NAME OF TEACHER : _________________________________ SECTION : ___________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN MAPEH 9
THIRD QUARTER/ WEEK-2

LEARNING COMPETENCIES

➢ Identifies representative artists from the Neoclassic and Romantic periods

➢ reflects on and derive the mood, idea, or message from selected artworks

REFERENCES

➢ Music and Arts of Asia - Learner’s Material, pages 225-233; 234;241 (Text Book)

REVIEW:
DIRECTIONS: Select the words inside the box and write your answer to their respective periods.

classicus visual arts decorative arts imagination

emotional extreme dramatic composition distinct themes
inspirational painterly style linear style

NEOCLASSICISM, 1780-1840 ROMANTICISM, 1800s-1810s

LESSON PROPER

Are you now ready for our lesson in the Arts? I hope you are excited to learn
something. Let’s start!

NEOCLASSICAL PAINTING/PAINTER- Neoclassical ROMANTICISM PAINTING AND SCULPTURE- The

artists embraced the ideals of order and moderation in paintings of the Romantic period focus on emotion.
which artistic interpretations of classic Greek and Artists expressed as much feeling and passion as it
Roman history were restored to realistic portrayals. could be on to a canvas.
Neoclassical painters gives great importance about the
costumes, settings and details of classical subject-
matter without adding distracting details but with as
much historical accuracy as possible.
Jacques-Louis David is an JEAN LOUIS THÉODORE
influential French painter in the GÉRICAULT (1791-1824) - is
Neoclassical style, and the first French master and the
considered to be the pre-eminent leader of the French realistic
painter of the era. His subjects of school. His masterpieces are
paintings are more on history. energetic, powerful, brilliantly
colored, and tightly composed
David‟s masterpiece that show
portrayal of a revolutionary martyr.
This is a painting of the murdered
French revolutionary leader Jean-Paul Marat.

The Raft of the Medusa

The death of Marat.
portrays the victims of a
contemporary shipwreck. The
people on this raft were
French emigrants en route to
Napoleon Crossing The Alps West Africa.

Page 4 of 12
MELCs: A9EL-IIIb-3/ A9PL-IIIh-1
NAME: ________________________________________________
NAME OF TEACHER : _________________________________ SECTION : ___________________
The painting on the right shows a strongly idealized view
of the real crossing that Napoleon and his army made
across the Alps through the Great St. Bernard Pass in
May 1800.
Oath Of The Horatii - Above image is a large painting that
depicts a scene from a Roman legend about a dispute
between Rome and Alba Longa. The three brothers, all of
whom appear willing to sacrifice their lives for the good of
Rome, are shown saluting their father who holds their
swords out for them.
JEAN-AUGUSTE-DOMINIQUE INGRES (1780-1867)
Ingres is a pupil of
Jacques- Louis David
and is influenced by
Italian Renaissance
painters like Raphael.
His paintings are usually
nudes, portraits and
mythological works. He is
regarded as one of the
great exemplars of
"academic art" and one
of the finest “Old Masters” of his era.
PORTRAIT OF NAPOLÉON ON
THE IMPERIAL THRONE (J.
Ingres) - This painting depicts
Napoleon in his decadent
coronation costume, seated upon
his golden- encrusted throne,
hand resting upon smooth ivory
balls. During his reign, this
painting was owned by the Corps
Legislature which was a part of the
French Legislature. The painting is
believed to be commissioned by
Napoleon as King of Italy.
Page 5 of 12
MODULE CODE: PASAY-ARTS9-Q3-W2
DATE : ______________________
CHARGING CHASSEUR (T. Géricault)
IMAGE FROM MUSEE DU LOUVRE -
An Officer of the Chasseurs
commanding charge.
INSANE WOMAN (T. Géricault) IMAGE
FROM MUSEUM OF FINE ARTS OF
LYON
This is one of several portraits he made
of the mentally ill that have a peculiar
hypnotic power.
EUGÈNE DELACROIX
(1798-1863)- Delacroix was
considered the greatest
French Romantic painter of
all. He achieved brilliant
visual effects using small,
adjacent strokes of
contrasting color. He was the
most influential to the most
of Romantic painters and
eventually, his technique
was adopted and extended
by the Impressionist artists.
LIBERTY LEADING
THE PEOPLE (E.
Delacroix) IMAGE
FROM LOUVRE-
LENS - This painting
commemorates the
July Revolution of
1830, which toppled
King Charles X of
France. A woman
personifies Liberty
and leads the people forward over the bodies of the fallen,
holding the flag of the French Revolution.
MELCs: A9EL-IIIb-3/ A9PL-IIIh-1 MODULE CODE: PASAY-ARTS9-Q3-W2

NAME: ________________________________________________ DATE : ______________________

NAME OF TEACHER : _________________________________ SECTION : ___________________
THE APOTHEOSIS OF
HOMER (J. Ingres)
IMAGE FROM LOUVRE
MUSEUM

This painting was a state

commission by Charles
X to have himself
remembered in the
building works of the Louvre. The painting depicts an
image of Homer, receiving all of the brilliant men of Rome,
Greece, and contemporary times.
NEOCLASSICAL SCULPTURES-The Neoclassical ROMANTIC SCULPTURE - can be divided into works
period was one of the great ages of public sculpture. that concern about the human world and those that
Artists looked to Roman styles during the time of concern the natural world. The leading sculptors of
Alexander the Great for inspiration as well as to mimic each type were Rude and Barye, respectively.
their style
REFLECTION:
1. What can you say about Neoclassical and Romantic paintings??
2. What can you say about Neoclassical and Romantic sculptures?
3. What are the characteristics of the Neoclassical and Romantic sculptures?
4. How does the artists conveys their ideas to their artworks?

ACTIVITY
Exercise 1. “Tell Me” - Choose two Neoclassic and Romantic artworks that were discussed in the previous
pages. Explain its characteristics.

Exercise 2. “Up-to-Date” - Draw or paint an artwork in the style of Neoclassicism or Romanticism which
promotes either “peace”, ”saving the earth”, “gender equality” or any other issues that you might think
about. Give a title and a short description about your work.

CRITERIA 5 4 3 2
QUALITY OF All instructions were 1-2 instructions were 3-4 instructions were Most of the instructions
ARTWORK followed correctly not followed correctly not followed correctly were not followed
correctly
VISUAL IMPACT Artwork convey the Artwork mostly convey Artwork somehow Artwork did not orderly
idea and dimensions of the idea and convey the idea and conveys the idea and
landscape dimensions of dimensions of dimensions of
landscape landscape landscape
PUNCTUALITY Artwork was submitted Artwork was submitted Artwork was submitted Artwork was submitted
on time 1 day late 2 days late 3 days late
NEATNESS Artwork presentation Artwork presentation Artwork presentation Artwork presentation
was neat and orderly. was mostly neat and was somehow neat was disorderly.
orderly. and orderly.
DESCRIPTIVE RATING SCORE/POINTS
Excellent 18-20
Very Good 15-17
Good 11-13
Fair 9-10
Poor 8

Generalization: Neoclassical artists embraced the ideals of order and moderation in which artistic interpretations
of classic Greek and Roman history were restored to realistic portrayals while the paintings of the Romantic period
focus on emotion. Artists expressed as much feeling and passion as it could be on to a canvas.

EVALUATION

MATCHING TYPE. Write the letter of the correct answer on the space provided before the
number.
____________ 1. Lion of Lucerne A. ANTONIO CANOVA
____________ 2. Hercules sitting on a bull B. FRANÇOIS RUDE
____________ 3. Jeanne D’Arc C. BERTEL THORVALDSEN
____________ 4. Psyche Awakened By Cupid’s Kiss D. JACQUES-LOUIS DAVID
____________ 5. Napoleon Crossing The Alps E. ANTOINE-LOUIS BARYE

Writer: Mr. ISRAEL V. GUESE/ PCCCANHS

Page 6 of 12
 CG CODE: PE9RD-IIIb-h-4 MODULE CODE: PASAY-PE9-Q3-02

NAME: ________________________________________________ DATE : ______________________

NAME OF TEACHER : _________________________________ SECTION : ___________________

DEPARTMENT OF EDUCATION – NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

Module in Physical Education 9

BALLROOM DANCING: HEALTHY DIET & WEIGHT MANAGEMENT
Quarter 3 Week 2

WHAT I NEED TO KNOW

LEARNING COMPETENCIES:
• Execute the skills involved in the dance.

LEARNING OBJECTIVES:
• Identify what type of foods and workout routines are needed in ballroom dancing; and
• Perform a given workout routine.

ACTIVITIES (Your Today’s Tasks)

What is your current Body Mass Index (BMI) and its interpretation? Given below is the formula
for BMI. let us compute for it.

Interpretation:
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese

PROCESSING ACTIVITY

With your BMI result, considering your age, do you want to lose, gain or maintain weight? As a student who
wants to engage in ballroom dancing, what do you think you can do achieve or maintain a normal body mass index? Write
your thoughts and insights on the space provided.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

WHAT’s new? (Your Today’s Lesson)

HEALTHY DIET
As a dancer, it's important to maintain a
healthy lifestyle. One of the most important aspects
of health for a dancer is diet. Proper fuel for the body
is extremely important in order to maintain proper
energy levels, avoid injury, and stay well during
competition season so that personal performance
will not suffer. Successful dancers should
intake nutritious snacks and also maintain a
balanced diet consisting of adequate fluids,
carbohydrates, fats, proteins, and plenty of vitamins
and minerals.
Fluids
Proper hydration is essential for everyone,
but dancers are especially prone to problems should
adequate fluid intake be compromised. Dancers
Page 7 of 12
workout on a daily basis,
sometimes with extremely
strenuous routines. Essential
fluids are burned out of the body,
as a natural cooling mechanism,
through sweat. Because water is
required by the body to not only keep thirst at bay,
but to preserve necessary salt and electrolyte levels
and support proper circulation, continuous fluid
intake is extremely important. Dancers must
remember to hydrate throughout the day by
consuming small amounts of water continuously, not
just at the point of thirst. Dancers must drink small
amounts of water at all times - before, during, and
after workouts, as well as on rest days.
 CG CODE: PE9RD-IIIb-h-4
NAME: ________________________________________________
NAME OF TEACHER : _________________________________ SECTION : ___________________
Carbohydrates
Carbohydrates, also known as carbs or starches,
should comprise a majority of a dancers food intake,
about 50% to 65%. One of the great things about
carbs is that they tend to stick with you for longer
amounts of time than sugary snacks. A high carb
diet will not move through a dancer's system so
quickly which means these foods will continue to
feed the body and produce more energy for longer
periods of time. Carbohydrates are found in
starchy foods such as bagels, brown rice,
cereals, breads, potatoes, and pastas.
Fats
All too often, dancers will concern themselves with
becoming overweight and begin to limit their overall
consumption of fatty foods. However, there are
foods that are considered to be "good" fats. Foods
such as avocados, nuts, fish, and some seafood,
all contain high levels of fat, but these are low in
saturated fats, or "bad" fats, and are quite essential
to healthy eating. For a dancer, restricting intake of
good fats can be detrimental to overall health and
significantly impair performance levels. Therefore,
maintaining a healthy level of fat of around 20% to
30% of the general diet is crucial.
Proteins
Studies show that protein is an important component
with regard to maintaining, producing, and repairing
essential lean muscles in the body. Without
adequate protein levels to fuel muscles, a dancers
body would not have the strength to perform at such
great levels that are required for success. As much
as 12% to 15% of a dancer's overall diet should
consist of lean proteins found in meat and
poultry, beans, tofu, legumes, and certain types
of fish.
Vitamins and Minerals
One of the most essential elements to overall good
health is an adequate intake of vitamins and
minerals. Also called micronutrients. They are
responsible for red blood cell formation and
maintenance, as well as sufficient energy
production. Vitamins and minerals also aid in
repairing over-worked muscles helping to recover
from performances or workouts. In addition, certain
vitamins support bone health and formation which is
essential for dancers. As a general rule, dancers
should eat five servings of fruits and vegetables
each day consisting of fresh, whole grains and
breads, dairy products, and lean red meat. In
order to prevent an overload of any one type of
vitamin or mineral, which could be harmful, it's
imperative that dancers eat a variety of nutrient-rich
food. For those that are unable to consume sufficient
nutrients, a multivitamin is strongly encouraged to
maintain acceptable levels.
Page 8 of 12
MODULE CODE: PASAY-PE9-Q3-02
DATE : ______________________
WORKOUT EXERCISE
Exercising has a thousand and one
benefits, one of which includes helping you dance
better. Most forms of dance typically require
different types of physical abilities, some of which
include strength, endurance, balance and
flexibility. Incorporating certain types of exercise
into your daily or weekly routine will help you build
or improve on these physical abilities. Here are
some exercises you can start trying out at home
to help you dance better.
Exercise #1 Cardio
Running and jogging promotes endurance and
strength and will help you develop your cardio, so
don't hesitate to start using them today. Not only
do they help improve these qualities but they will
also help you feel lighter in the dance studio and
help you dance with ease.
Exercise #2 Stretches
Want to improve your flexibility? Start stretching.
Stretch everyday for about 30 minutes with each
stretch lasting about a minute to 90 seconds.
Stretching will help your muscle groups expand,
will make you unbelievably flexible, will improve
your endurance and will inadvertently make you
dance better. As you start stretching, your jumps,
landings, steps and strides will all look smoother
and better. You would notice that you are able to
twist and contort your body like never before. You
would also be less prone to injuries and would
experience less body pains following dance
lessons. If you want to spread out your stretches,
you can stretch 2-3 times a day everyday with
about 2-4 hours intervals between each stretch.
Exercise #3 Push Ups
Not only do push ups make you look ripped, they
will also help you dance better. Push ups help
strengthen your chest, arms and back and will
help you with an improved posture. It will also
strengthen your core and help you balance better
in and out of dance classes.
Exercise #4 Squats and lunges
Squats and lunges help strengthen your thighs,
legs and butt. They help improve flexibility,
strength and balance and will help a dancer jump
higher and perfect his/her landing. They promote
mobility and balance and will help you dance with
ease.
Exercise #5 Sit ups and crunches
Sit ups and crunches will help strengthen your
hips, arms, abs and your entire body. Your jumps
will look smoother and stronger and your landings
will be flawless. These exercises will help
strengthen your core and makes it easier to
balance.
 CG CODE: PE9RD-IIIb-h-4 MODULE CODE: PASAY-PE9-Q3-02

NAME: ________________________________________________ DATE : ______________________

NAME OF TEACHER : _________________________________ SECTION : ___________________

WHAT I HAVE LEARNED (Generalization)

Dancing is 50% dedicated training and 50% proper nutrition. You can’t afford to neglect
either one. To reach your full potential, you need to put as much emphasis on your diet as you do
on your rigorous training plan.

References:

Pure Energy Dance Productions. (2016). 5 Exercises You Can Do At Home To Be A Better Dancer by Ellen
Wilcox. (Last accessed: February 28, 2021). https://pureenergybcs.com/blog/2016/8/16/5-exercises-you-can-
do-at-home-to-be-a-better-dancer

Dance America. Healthy Diet for Dancers. (Last accessed: February 28, 2021). https://dance-
america.com/healthy-diet-for-dancers-30.html

WHAT I CAN DO (Application)

“THE ANYWHERE, ANYTIME WORKOUT”

Perform this quick little workouts that can stand alone or complement a cardio workout.

MON TUE WED THU FRI SAT SUN

I. I. I. I. I. I.
Stretchings Stretchings Stretchings Stretchings Stretchings Stretchings R
3 min. jog in 3 min. jog in 5 min. jog in 5 min. jog in 10 min. jog in 10 min. jog in E
place place place place place place S
II. II. II. II. II. II. T
10 push-ups 15 push-ups 15 push-ups 20 push-ups 20 push-ups 10 push-ups
20 cruches 25 cruches 25 cruches 30 cruches 30 cruches 10 cruches U
10 burpees 15 burpees 15 burpees 20 burpees 10 lunges (both 10 lunges (both P
20 squats 20 squats 25 squats 25 squats legs alternate) legs alternate)
10 lunges (both 10 lunges (both 10 lunges (both 10 lunges (both 10 burpees 10 burpees for
legs alternate) legs alternate) legs alternate) legs alternate) 30 squats 10 squats next
30 bicycles 30 bicycles week
-- Repeat II 3x --
-- Repeat II --

EVALUATIOn:
Write TRULALU if the statement is correct and KEMBERLU if the statement is incorrect. Write your answer on
the space provided before the number.

__________1. Essential fluids are burned out of the body through sweat.
__________2. Running and jogging promotes endurance and strength and will help you develop your
cardio.
__________3. Foods such as avocados, nuts, fish, and some seafood, all contain high levels of fat.
__________4. Push-ups help strengthen your chest, arms and back and will help you with an improved
posture.
__________5. Vitamins and minerals also aid in repairing over-worked muscles helping to recover from
performances or workouts.

Prepared by:

EDWIN D. GABON
Pasay City East High School

Page 9 of 12
 MODULE CODE: PASAY-H9-Q3-W1-D2

Name: ________________________________________________ Date : ______________________

Name of Teacher: _______________________________________ Section : ___________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN HEALTH 9
QUARTER 3/ WEEK 1/ DAY 2

OBJECTIVE: Assess emergency situation for unintentional injuries.

I. Lesson/Discussion
Lesson 2 – Survey of the Scene and the Victims

Welcome to your second safety adventure! This will be a very exciting safety adventure because you will
know the proper procedures in assessing emergency situations for unintentional injuries and in doing the primary
and secondary surveys of the victims. It is expected that at the end of this lesson, you can confidently and
properly demonstrate these procedures, applying the principles of first aid and displaying characteristics of a first
aider which you have learned in the previous lesson.
Objectives:
1. Demonstrate properly the procedures in assessing emergency situations
2. Demonstrate properly the procedures in doing primary and secondary
survey of victims

Vital signs are measures of various physiological statistics taken in order to assess the most basic body functions.
The act of taking vital signs normally entails recording body temperature, pulse rate or heart rate, blood pressure, and
respiratory rate.
Before, Airway, Breathing and Circulation (ABC) are mnemonics for essential steps used by both medical
professionals and lay persons such as first aiders when dealing with a patient.
In 2010, the American Heart Association is rearranged the ABCs of cardiopulmonary resuscitation (CPR) in its
American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care, published
in Circulation: Journal of the American Heart Association.

Difference between signs and symptoms

Signs are details discovered by applying your senses – sight, touch, hearing and smell during the course of the
examination. Example: Bleeding, Swelling, Deformities
Symptoms are sensations that the victim feels or experiences and may be able to describe. Example: Nausea,
Vomiting, Heat, Impaired sensations

There are two ways to conduct physical examination when giving first aid:
1. Primary Survey - Primary survey of the victim is used when the victim is unconscious and to find out and
immediately treat life-threatening conditions.
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Name: ________________________________________________ Date : ______________________

Name of Teacher: _______________________________________ Section : ___________________

a. Check for Consciousness

1. Ask the victim: “Hey, hey, are you okay?” while carefully shaking the victim’s shoulder.
2. When there is no response, not even mumbles or groans, the victim is unconscious and in need of
immediate medical help.
b. Open the Airway
1. The victim’s unconsciousness maybe due to an obstruction in his/her airway. It may also be caused by
a narrowed airway making breathing impossible.
2. Find out if there is loss of muscular control in the throat area which allows the tongue to slip back and
block the throat.
3. Lift the chin and tilt the head of the victim (if the victim is an adult). This way you will be able to lift the
tongue from the back of the throat, leaving the airway clear.
c. Check for Breathing
1. Put your face near the victim’s mouth and look, listen, and feel for breathing. You should observe for:
Chest movement, sound of breathing, or feel of breath on your cheek
d. Check for Circulation
1. Locate pulse using your middle and index finger. Pulse indicates blood circulation, which is essential for
the heart and brain to function.
2. Poor blood circulation may be reflected on the pale color of the skin. This is fatal.
3. To revive circulation, perform CPR immediately.
2. Secondary Survey - Secondary survey is used when the victim is conscious or has revived. It aims to detect everything
about the patient’s condition.
a. History Taking
SAMPLE PAIN is the mnemonic in order to perform the steps more easily.
S-ymptoms (the chief complaint of the patient)
A-llergy (find out if the victim is allergic to anything)
M-edication (what are the medicines s/he is currently taking)
P-revious illness (that may be related to the problem)
L-ast meal (only for those subject for operation)
E-vents prior to what happened
P-eriod of pain (How long? What started it?)
A-rea (Where is the pain coming from?)
I-ntensity
N-ullify (What stopped it?)
b. Checking for Vital Signs
A. Pulse rate
Steps in checking the pulse:
➢ Use your fingertips in getting the pulse. Follow the following procedure:
1. Place the finger tip over an artery where it either crosses a bone or lies close to the skin.
2. Feel the pulsations as the pressure wave of blood causes the vessel wall to expand – that is the pulse.
➢ The pulse rate may be taken in different points in the body like: Brachial, Subclavian, Carotid,
Axillary, Wrist, Femoral, Temporal
➢ NO-NO in Getting Pulse Rate
Never use your thumb; it has its own pulse.
Do not palpate both the carotid arteries at the same time.
Do not take the pulse when the victim is in sitting position. Pulsations disappear as the victim is elevated
to a sitting position.
Never put too much pressure or massage the carotid. You may disturb the heart’s electrical conduction
system.

B. Temperature
Guidelines in checking temperature:
It is being important to monitor temperature in the case of stroke and high fever.
Body temperature is measured by using a thermometer within the: Rectum (rectal), Oral (mouth), and
Axillary (armpit)
C. Respiration
Guidelines in checking respiration:
Count the number of breaths per minute.
A whistle sound or wheeze and difficulty in breathing may mean an asthma attack.
A gurgling or snoring noise and difficulty in breathing may mean that the tongue, mucous or something
else is stuck in the throat and does not let enough air to get through.

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Name: ________________________________________________ Date : ______________________

Name of Teacher: _______________________________________ Section : ___________________

*Between12-20 breaths per minute are normal for adults and older children; 40 breaths per minute are
normal for babies.
D. Skin color
Guidelines in checking skin color:
Skin color reflects the circulation of blood and the saturation of oxygen in the blood.
The presence of mucous around the mouth, inner eyelids, and nail beds is a sign of poor blood
circulation.
A healthy skin that warm and pink because blood flows normally in the blood vessels.
c. Head to Toe Examination
1. Head and neck
Are there any lacerations or contusions in the area?
Is there a presence of blood in the victim’s hair? If yes, immediately find out where it is coming from.
Is there any fluid in the victim’s nose, and ears? If so, the victim has a skull fracture.
2.Eyes
Pay close attention to the pupils.

3. Chest
Check for cuts, bruises, penetrations, and other impairments.
If the victim feels pain while you apply pressure onto his/ her chest, there could be a rib fracture.
4. Abdomen
Does the victim’s abdomen hurt? Where is the pain coming from?
Is his/ her abdomen tender?
Did you feel any lumps? If yes, get immediate medical assistance.
5. Back
Is there movement in the victim’s lower extremities?
Is there sensation in these parts? If the answer is yes, do not move the victim. Immobilize him/ her.

Top Ten things to do in case of emergency

1. Shout for HELP!
2. Survey the scene and assess the situation.
3. Determine if the accident warrants a visit to the nearest hospital or if simple
cleansing and band aid will do.
4. If you are certified in CPR and a victim needs it, begin CPR right away.
5. Stop the bleeding, if there is any.
6. Treat any symptoms of shock.
7. Look for the medical alert tag in every victim.
8. Seek trained medical assistance.
9. Never give anything by mouth to an unconscious victim.
10. Wait for medical professionals to arrive.
*ALWAYS LOOK FOR A MEDICAL ALERT TAG IN EVERY VICTIM.

Activity 1. Create a video presentation, apply the proper procedure to the situation below. Be sure to apply the previous
lessons. Your performance will be graded according to the following criteria: correctness of the procedures and application
of basics of first aid.
Situation: After a strong earthquake, you see many victims wounded from falling objects. Some are conscious,
some are not.
Criteria: 20 points.
Correctness of the procedure: 10
Application of basics of first aid: 10

Activity 2 – Share Your Heroism

Share with the class a real experience where you were able to help other people in an emergency situation.
1. Have you experienced helping a person in an emergency situation?
2. How was it?
3. What did you do? Is it the same with what has been discussed?
4. How did you feel during and after helping the victim?

Prepared by: Mrs. Gemmalyn R. Raymundo

Kalayaan National High School

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