GRADE 10

MUSIC 10
MUSIC OF THE 20th CENTURY
LESSON 1: DEBUSSY and IMPRESSIONISM

Objectives:

 Describes distinctive musical elements of given pieces in Impressionist styles

 Explore the historical and cultural background of Impressionist music.
 Identify the compositions of Claude Debussy

Activity 1:
PRE – ASSESSMENT
th
To assess what you know about the music of the 20 century answer the following activity.

Guess Who?
Procedure:

1. Divide the class into four groups.

2. Each group will be trying to name each pictures of different composers.
3. Write the name of each notebook
 Activity 2:
1. The two paintings below are the example of 20 th century art.
 Impression: Sunrise (1874) by Claude Monet
 Napoleon at the St. Bernard Pass (1800) by Jacques-Louis David
2. Give your opinion or idea about the painting. Compare and contrast the two paintings.
3. Tell the significance of the first painting to Impressionism in music.

Napoleon at the Bernard Pass Impression: Sunrise (1874) Claude

(1800) Jacques-Louis David Monet

Answer the Question:

 How did Impressionism in visual art affect 20th century music?

 What do you understand about the word “music”? How does it appeal to you? Complete the
phrase below; then, share your answer.
 Music is_______________________________________________________
____ ________________________________________________________.

 What is Impressionism?
 CHARACTERISTICS OF IMPRESSIONISTIC MUSIC
Neomodality
Open chords
Whole-tone mode
Parallelism
Free rhythms
Wide intervals
Complete the Table

Debussy (1862-1918)

1. Full Name

2. Birth Date

3. Birthplace/Nationality
 4. Musical
Training/Education/Teachers

5. Famous Compositions

6. Date and reason of death

7. Title

Activity 3: Individual Activity

Contour… Factor!

1. Listen to the music of Prelude of the Afternoon of a Faun as shown in the following link:

2. Following the sample above, create your own graphic representation of ― Prelude to the Afternoon of a
Faun.
3. Be guided by the checklist below:

My Checklist Guide Evident Not Evident

1. Did I draw my lines to move along
with the contour of the melody?
2. Did I create variations on the lines
used?
3. Are my lines creatively drawn along
with other lines?

The students should follow the different guide lines to create their own graphic representation.
The students will be guided by rubric.

Criteria: 10 5 3
Neatness
Creativity
Accurate/Accuracy
 Activity 4:
Listen to the musical pieces, Clair de Lune by Claude Debussy and Bolero by Ravel. Compare and
contrast the two compositions by filling in the table.
Musical Describe Emotions that Setting that you imagine
Composition the were invoked in while listening to the piece
Harmony you

Claire de Lune

Bolero

*Which of the two compositions do you prefer in terms of harmony? Explain your answer.
*Which of the two compositions perfectly reflect the core of impressionism? Explain your answer.

Activity 5
-
Divide the class into four groups.
- Each group will record a one minute acapella rendition of “Claire de Lune.” (Sing or hum some melodic
fragments (Portion only).
- Each group plays the recording in class and let the students discuss their experiences while recording the
song.
- The student’s presentation should be guided by the rubric.

Criteria:
10 8 6
- Diction
- Dynamic
- Correct pitch
- Phrasing
- Rhythm

Reflection:
You need to complete the following statements:
- I learned that Impressionism in visual art is…
- I realized that in making an impressionistic music, a composer should…
- I (like, dislike) _________music with impressionistic style because….
 -

Written Work:
Make reaction paper about the musical style of Claude Debussy.
RUBRICS
Criteria 5 4 3
The idea presented is The idea presented is just The idea
Completeness very complete and satisfactory in quantity presented is just
convincing and in substance very incomplete.
7 6 5
Accuracy The descriptions made The majority are Few of the
are all convincingly correctly. description
correct. made are
correct.
3 2 1
The majority of the The penmanship of the The penmanship
Calligraphy penmanship of the students is nice. of the students
students is good. is not proper.

PERFORMANCE TASK:
Record an instrumental lullaby similar to the theme of Claire de Lune of Debussy. You may use
instruments such as piano, xylophone, chimes, etc. or you may also use improvised musical instruments. Vocal
accompaniments can be added to the musical piece. The instrumental piece should have a title and should
carry the style of impressionism.
1. The class will be divided into four groups.
2. Each group will record a one minute a capella rendition of Claire de Lune. (sing or hum
some melodic fragments(optional only).
3. Have the groups play the recording in the class and let them discuss their experiences while
recording the song.

RUBRIC
 Criteria 10 pts 8 pts 6 pts
Theme A clear them was A clear theme was A clear theme was
present and followed established, however, not illustrated
throughout the entire sometimes unclear or not throughout the
song. followed throughout the song.
entire song.
Creativity The song was original The song had touches of The song had little
and creative. originality and creativity. touches of originality
and creativity.
Effort Everyone in the group Most of the group members The group presented
participated in the task, were involved and showed little effort in
Schoenberg and Expressionism,
always giving 100% ELECTRONIC
effort most and CHANCE
of the time when completingMUSICthe task.
effort. completing the task. The group did not
work as a group.
LESSON 2:

Objectives:

1. Describe the musical elements used in expressionistic music.

2. Listen perceptively to music with expressionistic style.
3. Manipulate twelve-tone row in different ways.
4. Identify the compositions of Arnold Schoenberg

1. The two paintings below are the example of 20 th century art.

The Scream The Sunrise

2. Give your opinion or idea about the painting. Compare and contrast the two paintings.
3. Answer the Question below:
- If you were to paint, which style would you prefer? Why?

Vocabulary:
Twelve-tone System, Transposition, octave transposition, retro gradation, inversion, retrograde inversion
Multiple Serialization, Electronic Music, Chance Music, Tonality

Activity 1: My Twelve-tone Series

Manipulate the following tone row by using retrogradation, inversion and transposition.

Sample:

Activity 2:
Listen to Schoenberg’s “A Survivor from Warsaw.” Afterwards, divide the class into four groups, and let each group
demonstrate its understanding of the music through different art expressions, as stated below.

Group 1 – Poetry Writing

Group 2 – Dance
Group 3 – Painting
Group 4 – Performance Art
 Criteria for Poem Writing 10 5 3

Theme
Effort/Attitude
Neatness
Calligraphy

Criteria for Dance 10 5 3

Synchronization
Creativity/Originality
Proper Execution
Mastery of Steps

Criteria for Painting 10 5 3

Elements and Principles of Designs
Creativity/Originality
Effort
Attitude

Criteria for Performance Art 10 5 3

Creativity/Originality
Effort
Attitude
Theme

Activity 3:

Do this activity by groups.

Using any musical instrumental, try playing the 12 tone scale of expressionism.
Refer to the table below for the notes that can be used in the activity.

1 2 3 4 5 6 7 8 9 10 11 12

D C# A Bb F Eb E C Ab G F# B
Each note in the set should be used first before doing any repetition.
After you have mastered the twelve-tone scale with a group, try combining different musical notes by yourself to form a
musical piece that resembles Expressionism. You may use different musical instruments.

Weight Musicality(Timing, Dynamics, and Degree of Difficulty Characterization

Mastery) 40%
MASTERFUL: Performs
rhythmic composition with
5 high level of musicality while
observing proper timing,
dynamics, and mastery
STRATEGIC: Performs rhythmic
composition with a certain level of
4 musicality while observing proper
timing, and mastery but with
limited ability to perform with
dynamics
ABLE: Performs rhythmic
compositions with mastery but
with limited yet growing ability
3 to perform with timing and
dynamics
APPRENTICE: Performs rhythmic
2 compositions with general
mastery but could hardly adapt to
varying dynamics and timing
NOVICE: Performs rhythmic
1 patterns with low or no mastery,
timing, and dynamics
(Complexity and Intricacy in the use of (Behavior during
rhythmic patterns in various meters) performance)
40% 20%
SKILLFUL: Creates skillful composition MATURE: Demonstrates
of complex and intricate rhythmic proper characterization and
patterns in duple, triple, appropriate behavior in the
and quadruple meters. performance with high
level of confidence
COMPETENT: Creates a certain degree SENSITIVE: Demonstrates
of skillful composition of complex proper characterization and
rhythmic patterns in duple, triple, and appropriate behavior in the
quadruple meters. performance with a certain
level of confidence
PRACTITIONER: Creates a commonly AWARE: Demonstrates
accepted compositions of simple generally acceptable
rhythmic patterns in duple, triple, and characterization and proper
quadruple meters. behavior towards the
performance with a certain
level of confidence
APPRENTICE: Creates rhythmic patterns DECENTERING: Displays
but could hardly distinguish differences Inconsistent characterization
among duple, triple, and quadruple and demonstrates low level
meters of confidence.
NOVICE: cannot create any rhythmic EGOCENTRIC: Has little or no
pattern at all characterization and behaves
inappropriately towards the
performance

Reflection Activity 4:
You need to complete the following statements:
 I learned that Expressionism in visual arts…
 I realized that in making an expressionistic music, a composer should….
 I (like, dislike) _____________ music with expressionistic style because….
 Written Work:
How did Expressionism affect 20th century music?

RUBRICS
Criteria 5 4 3
The idea presented is The idea presented is The idea
very complete and just satisfactory in presented is
Completeness convincing quantity and in just very
substance incomplete.
7 6 5
Accuracy The descriptions The majority are Few of the
made are all correctly. description
convincingly correct. made are
correct.
3 2 1
The majority of the The penmanship of The
penmanship of the the students is nice. penmanship
Calligraphy students is good. of the
students is
not proper.

Performance Task: Individual Activity

Create a poem about mystery and fantasy. Then perform it in Sprechstimme or sprechgesang.

Criteria: 10 5 3
Theme
Creativity
Neatness
Effort
Calligraphy

Prepared by:
 Mr. Romel I. Ibanez
MAPEH 10 Teacher

ARTS
Quarter I: MODERN ART and
CONTEMPORARY ART

Objectives:
 Grasps the expected Performance Task at the end of the Chapter;
 Plot out the factors and events that gave rise to Modern art.
 Identify artworks that represent the different Modern art styles
 Work well with others.

Direction: Find from the untangled letters the Modern Artists and art forms.
The words could be in any directions as long as the letters are all inter-
connected. Write the words below in your notebook.
C E X P R E S S I O N I S M T
P L E X P R E S S I I N E N T
A N A L F R E D S I S L E Y E
U L R U R G I L I U M H A F N
L M H O D W E S S O N G R U T
C E U M M E R I L N I O M T A
E N M E N T M D E A T H Y U D
Z Y E N E R G O Y E E T I R A
Z G R A I N Y T N T F E E I M
A D A D A I S M F E W E L S Y
N E D O U R D M A N T R L M M
E F R E D E R I C B A Z I Y S
P O S T I M P R E S S I O N I
F A U V I S M T C U B I S M N
A U G U S T E R E N O I R E M

Observe and describe the painting/picture below

Answer the following question below.

- Are you familiar in this painting?

- What can you tell about it? Who painted it?
- Why do people create art?
- Why do art styles change?
- What is art?
- Who is Vincent van Gogh?

What is Modern Art?

What are the Most Important Movements of Modern Art?
What is art?
What are the different types of art?
What is Impressionism?
Post-Impressionism
Neo Impressionism

Written Work:
Make reaction paper and reflection about the Impressionism and Post-Impressionism art
movements.
RUBRICS
Criteria 5 4 3
The idea presented is The idea presented is The idea
very complete and just satisfactory in presented is
Completeness convincing quantity and in just very
substance incomplete.
7 6 5
Accuracy The descriptions made The majority are Few of the
are all convincingly correctly. description
correct. made are
correct.
3 2 1
The majority of the The penmanship of The
Calligraphy penmanship of the the students is nice. penmanship of
students is good. the students is
 not proper.

Performance Task:
Creating Your Own Impressionist Artwork: Impasto
One of the most distinctive painting techniques used by impressionist artists was impasto. Impasto is the very heavy
application of paint to the canvas—often with a spatula or knife instead of a paintbrush, and sometimes even directly
squeezed from the tube.

 Materials: 1/8 illustration board or chipboard

Tubes of acrylic paints (can be shared among the class members)

Paintbrushes
Wooden Popsicle sticks
Pencil
Rags for clean up

Procedure:
1. Decide on a simple design for your artwork. Keep in mind what colors of paints are available to you.
2. Using a pencil, sketch in the general design on the illustration board or chipboard.
3. Apply the paints to your design with the brush, then more thickly with the Popsicle sticks and, in certain spots,
squeeze the paint directly from the tube.
4. Allow the paint to dry thoroughly before handling or displaying the finished artwork.

Criteria: 10 5 3
Elements and Principles of designs
Creativity/Originality
Effort/Perseverance
Craftsmanship/Skill/Consistency
Attitude

Expressionism: A Bold New Movement

Lesson 2:
1. Identifies distinct characteristics of arts from the various art movements.
2. Derives the mood, idea, or message from selected artworks.
3. Determines the role or function of artwork by evaluating their utilization and combination of art
elements and principles.
4. Creates artworks guided by techniques and styles of the various art movements.

Vocabulary:
Neoprimitivism, fauvism, Dadaism, surrealism, social realism, Abstractionism, Cubism, Futurism,
Mechanical Style, Non Objectivism or Neoplasticism, Abstract Expressionism, action painting, color-field
painting, Optical Illusion, Pop Art

Performance Task
Individual Activity:
 Choose one in any Expressionism art movement below:
- Neo primitivism - Surrealism
- Fauvism - Social Realism
- Dadaism
Materials for Neo Primitivism and Fauvism:

- 1/8 size of Illustration board - Pencil

- Ruler - Cutter
- Any coloring materials - Brush
- Matting, magazine, news paper - Rag for clean up

Materials for Surrealism

- 1/8 size of Illustration board - Pencil

- Ruler - Water color or acrylic paint
- Paint brush - Rag for clean up
- News paper or any matting materials - Cutter

Criteria for Neo primitivism, Fauvism and Surrealism

Criteria 10 5 3
 Elements of design and Principles of design

Effort/Perseverance

Creativity/Originality

Attitude

Craftsmanship/Skill/Consistency

Materials for Dadaism

- 1/8 size of Illustration board - Ruler

- Scissor - Pencil
- Magazine - Cutter

Materials for Social Realism

- 1/8 size of illustration board - Pencil

- Ruler - News paper or magazine
- Scissor

Criteria for Dadaism and Social Realism

Criteria 10 5 3

Creativity/Originality

Effort/Perseverance

Attitude

Craftsmanship/Skill/Consistency

Neatness

Choose one in any Abstractionism art movements

- Cubism - Mechanical style

- Futurism - non objectivism

Materials

- 1/8 size of illustration board - Ruler

- Pencil - Rag for clean up
- Scissor - Water color or acrylic paint
- Paint brush - Any matting materials

Criteria for Abstractionism

Criteria 10 5 3

Elements of design and Principles of design

Effort/Perseverance

Creativity/Originality

Attitude

Craftsmanship/Skill/Consistency

Choose one in any Abstract Expressionism art movements

- Action Painting - Optical Illusion

- Color-field painting - Pop art

Criteria for Abstract Expressionism

Criteria 10 5 3

Elements of design and Principles of design

Effort/Perseverance

Creativity/Originality

Attitude
 Craftsmanship/Skill/Consistency

Written Work:

1. Which among the form s of expressionism (Neo Primitivism, Dadaism, Social Realism, Surrealism and
Fauvism) appeals to you the most? And which does not appeal to you at all? Explain why?
2. Which forms of abstractionism do you find most striking? Explain why? Do you consider action painting,
color field painting, and pictographic painting true art? Why or why not?

Rubric
Criteria 5 4 3
The idea presented is The idea presented is just The idea
Completeness very complete and satisfactory in quantity presented is just
convincing and in substance very incomplete.
7 6 5
Accuracy The descriptions made The majority are correctly. Few of the
are all convincingly description made
correct. are correct.

3 2 1
The majority of the The penmanship of the The penmanship
Calligraphy penmanship of the students is nice. of the students is
students is good. not proper.

Prepared by:

Mr. Romel I. Ibanez

MAPEH 10 Teacher
 PHYSICAL EDUCATION

Unit 1: Attaining Lifetime Fitness through Active

Recreation and Weight Management

Objectives:
- Assess physical activity, exercise and eating habits.
- Analyze the effects of media and technology on fitness and physical activity.
- Critique (verify and validate) media information on fitness and physical activity issues.
- Undertake fitness tests;
- Identify the physical activity habits of the family in terms of health-related fitness components.
- Assess the family’s strengths and weaknesses in the components of health-related fitness.
- Perform exercises to enhance cardiovascular and muscular fitness.
- Regularly demonstrate health-related fitness for the family to ensure its promotion of an active
lifestyle.
- Explain why the seriousness of purpose is critical in ensuring the conduct of activities in the family
- Design physical activities that promote cardiovascular and muscular fitness activities to family member.

Vocabulary:

Lifetime fitness, Lifestyle, Warm-up, lifestyle management, Weight Management, Nutrition, Recreation,
Fitness, Physical fitness, Skill-Related Fitness, Health-Related Fitness, Cardiovascular fitness, Muscular
strength and endurance, Flexibility, Body composition, FITT, Agility, Balance, Coordinator, Reaction
time, Power
 Activity 1:

Read the following statements carefully and put a check mark (/) on the statements that apply to you.

1. I engage in physical activities for at least 30 9. I am conscientious with what I eat.

________ minutes several days a week. ________
2. I engage in physical activities that challenge 10 I try to eat vegetables and fruits as
________ my heart rate. ________ much as I can.
3. I do not stress myself about schoolwork 1. I take note of what food labels say.
________ deadlines. ________
4. I make sure I have my own personal time 2. I do not easily fall for fads and hypes
on TV about fitness, health, and
________ ________ nutrition.
5. I take care of the environment by doing small 13. I have a first aid kit handy and I know
deeds such as throwing my trash into the how to use it.
________ trash bin. ________
6. I do warm-up, stretching, and cool down 14. I always find time to do leisure
________ exercises. ________ activities.
7. I assess my physical fitness level and my 15. I manage my time well, allotting
participation in physical activities. ample time for schoolwork, leisure, and
________ ________ rest.
8. I wear a seatbelt whenever I occupy the front 16. I spend quality time with family,
seat of a car friends, and others in my social circle.
________ ________

Let’s see how you scored in the pre-assessment. Count the number of check marks (P) to know your Healthy
Lifestyle Assessment rating.
Excellent 13 – 16
Good 9 – 12
Fair 5–8
Needs improvement 0–4

Evaluate your results. Does your lifestyle prove to be beneficial or detrimental to your overall health? Take
note of your daily habits for these can greatly affect your life. At the end of the module, it is expected that the
number of your check marks (P) will be more than your initial results in this pre-assessment.

In this activity, your prior knowledge about lifestyle and weight management will be assessed.

I. Objectives:

Discuss the meaning of lifestyle.

 Identify the different lifestyle factors and different lifestyle

II. Materials/Equipment

manila paper/Oslo paper

pen/marker
notebook

III. Procedure:

1. Divide the class into four groups.

2. Using a concept map, write words associated with “Lifestyle” inside the circles. You may add more
circles if necessary. Do this in your notebook.
3. Focus on the following:
• Describe the words given.
• What were the words commonly given by the group? Why do you think these words were given?
• What words were mentioned only once? Are these words important?
4. Define “Lifestyle” based on the words given by each member.
5. Choose one representative to do the presentation for 3 minutes.

Activity 2: WARM YOU UP

This activity will prepare your body for a more strenuous physical activity.

I. Objective:
To prepare yourself for physical activity using general or sports-specific warm up exercises.

II. Procedure: Choose a partner.

Do light jogging around the venue to gradually elevate your heart rate.
Stretch your legs, arms, back, and neck for several minutes.
 Activity 3: WEIGHT, THERE’S MORE!
In this activity, you will find out which among your eating practices and habits are healthy.

I. Objectives:

To discuss proper nutrition and weight management To differentiate between healthy and unhealthy eating
practices

II. Materials/Equipment:
• checklist of healthy and unhealthy practices
• pen

III. Procedure:

1. Using the checklist, put a check mark (/) on the practices that show healthy weight management and a cross
mark (X) on the unhealthy ones. Explain your answers briefly. Do this in your activity notebook.
2. Concentrate on the following:
• What practices do you consider healthy or unhealthy?
• Why are these practices considered healthy or unhealthy?
3. Discuss your answers with your seatmate.

Healthy or Unhealthy

Practices Healthy Unhealthy Reason/s

1. Eating fruits daily

2. Eating in moderation
3. Skipping meals on a regular basis
4. Consuming sweets uncontrollably
5. Substituting water for rice
6. Eating meat products moderately
7. Choosing to eat home- cooked meals rather
than buying fast food items
8. Leaving out vegetables when eating sinigang
9. Minimizing intake of deep fried food
10. Drinking beverages, like soft drinks, as the
first option
Your lifestyle includes the nutrition practices you observe. Which among the practices are considered
healthy and which are unhealthy? Which of these do you do? Now is a good time to review and change those unhealthy
habits for a healthier lifestyle.
 Activity 4: Sweating off the risks
In this activity, the risk factors that can be addressed by active recreational activities will be discussed.

I. Objectives:
Discuss risk factors of lifestyle diseases.
Explain the importance of participating in active recreational activities.
Identify active recreational activities that can address risk factors of lifestyle diseases.
II. Materials/Equipment
Pen
Activity notebook

Risk Factors Scenarios Recreational Activities

1. Ana is constantly in a hurry trying to meet
deadlines.
2. Kathleen eats a lot of fast food items like burgers
and fries.
3. Paul’s belly and arms are already flabby.
4. Bryan started getting hooked on cigarettes when
he was just 14.
5. Dennis and his friends drink beer every other
night.

1. Contemplate on the following:

• Which scenarios can you relate with the most? Are you aware of the risk factors in these scenarios?
• How can recreational activities address risk factors?
2. Make your summary report and share with the class.
3. Assign your group representative to present your report within 3 minutes.

Risk factors to our health include the things that we do in our everyday lives and the
physiological characteristics that we inherit from our parents. They should be taken seriously. Being
aware of these risk factors as well as doing something to prevent and counteract their effects are
important. Engaging in active recreational activities is highly promoted as one means of promoting a
healthy lifestyle.

Activity 5: Where Am I?
Let’s play a brain teasing fun game called “Word Scramble.” Find words from the jumbled letters that
refer to components associated with Health-Related Fitness. Write these words in your activity notebook and
try to define each.
S C E N T E R O W
B T E N D U R A E
O L R V I T A N C
 D F L E X I B I L
Y C O M N D Y T I
I S O P O G F Y R
T I O N S P T A G
M A X I M U M H E
Cardiovascular fitness

1. 1 – kilometer run/walk exercise measures the capacity of the heart, lungs, circulatory system, and muscles
to transport and use the oxygen in the body during physical activities.
Materials:
- Running area
- Stopwatch

Procedure:
- Do some warm-up activities.
- When the timer starts, run or walk the distance of 1 km (1,000 m.).
- The partner will monitor the number of cover laps.
- The performers are allowed to walk, provided that the distance was covered.
- Record the time in minutes and seconds.

2. 3–Minute Step Test

Purpose - to measure cardiovascular endurance
Equipment
1. Step with a height of 12 inches
2. Stopwatch

Procedure For you:

a. Position in front of the step.
b. At the signal go, step up and down on a bench for 3 minutes at a rate of 24 steps per minute.
One step consists of 4 beats, – that is, “up with the left foot, up with the right foot, down with the
left foot, down with the right foot.”
c. Immediately after the exercise, stand and relax. Don't talk.
d. Right after the activity, locate your pulse. (the first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.

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 pulse for 10 seconds and multiply it by 6.
Scoring – record the 60-second heart rate for the activity.
1. 90 – Degree Push-up
Purpose – to measure strength of upper extremities
Equipment: Exercise mats or any clean mats

Procedure For you:

a. Lie down on the mat; face down 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.

b. FOR BOYS:
Straighten the arms, keeping the back and knees straight, then lower the arms until there is a 90-
degree angle at the elbows (upper arms are parallel to the floor).

FOR GIRLS:
With knees in contact with the floor, straighten the arms, keeping the back straight, then lower the
arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute (2
seconds going down and 1 second going up).

For the tester:

a. As the student assumes the position of push-up, start counting as the student lowers his body on
the ground until he reaches 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 breaks his/her cadence.
Scoring – record the number of push-ups made.

2. Curl-ups
Purpose – to measure strength of abdominal muscles
Equipment: Exercise mats or any clean mats

Procedure:
For the student
a. Lie on back with the knees flexed and the feet 12 inches from the buttocks.
b. Feet cannot be held or rested against an object. The arms are extended and are resting on the
thighs.
c. Complete a slow, controlled curl-up, until the student's shoulders come off the mat two inches,
then back down again.
d. The curl-up should be performed at a rate of one every 3 seconds or 20 curl-ups per minute (2
seconds going up and 1 second going down).
e. There should be no rest at the bottom position, and students should perform as many curl-ups as
possible without stopping.

For the tester

a. One curl-up is counted each time the student’s shoulder blade touches the floor.
b. Make sure that the student performs the curl-ups in the correct form.
c. The test is terminated when the subject can no longer perform the curl-ups in the correct form
(three corrections are allowed), is in pain, voluntarily stops, or breaks his/her cadence.

Scoring – record the number of curl-ups made.

. Sit and Reach – a test of flexibility for the lower extremities particularly the hamstring.
Purpose – to be able to reach as far as possible without bending the hamstring.
Equipment: Tape Measure

Procedure
For the student:
a. Sit on the floor with back flat on the wall, with feet approximately 12 inches apart.
b. Without bending your back, knees, and elbows, place one hand on top of the other and position
the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start the test by slowly reaching
the farthest point possible without bending the knees.

For the partner:

a. As the student assumes position (b) procedure, position the zero point of the tape measure at the
tip of the finger farthest from the body.
b. See to it 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 centimeter.

Scoring - record sit and reach to the nearest 0.1 centimeter.

 2. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to parallel the strength /
endurance assessment of the region.
Purpose – to touch the fingertips together behind the back by reaching over the shoulder and under
the elbow.
Equipment: Rule

Procedure:
For the student:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and reach down across your back
as far as possible.
c. At the same time, extend your left arm down and behind your back, bend your elbow up across
your back, and try to cross your fingers over those of your right hand.
d. Reach with the right hand over the right shoulder and down the back as if to pull a zipper or scratch
between the shoulder blades.
e. To test the left shoulder, repeat procedures a – d with the left hand over the left shoulder.

For the partner:

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.

Scoring – record zipper test to the nearest 0.1 centimeter.

Standard
0 – fingers did not touch
1 – fingers just touched
2 – fingers overlapped by 1-2 cms.
3 – fingers overlapped by 3-4 cms.
4 – fingers overlapped by 5-7 cms.
5 – fingers overlapped by 8 cms. or more.
 2. Trunk Lift exercise measures the strength and flexibility of the muscles in the lower back extensor to
maintain a healthy back.
Materials: Ruler
Procedure:
- Perform some warm-up activities.
- Do the starting position. Lie the body facedown with the arms and hands on the sides.
- Lift the body slowly upward and measure the distance from the floor to the tip of the chin. Make sure to
keep the ruler 1 in, away from the chin to prevent harm.
- Return to the starting position and execute two trials.
- Record the higher score to the nearest 0.1 cm.

Body composition is the ratio of body fat to lean body mass (including water, bones, muscles, and
connective tissues). Having too much fat tissues is a risk factor for cardiovascular diseases, diabetes,
cancer, and arthritis.

In addition to improving quality of life, health-related fitness

• increases muscle tone and strength;
• decreases susceptibility to injuries and illness;
• improves bone mineral density;
• reduces risk of osteoporosis;
• improves posture;
• increases efficiency of the respiratory and circulatory systems;
• decreases risk of cardiovascular disease and stroke;
• improves blood pressure;
• decreases risk of diabetes and some cancers;
• improves self-esteem and self-confidence;
• decreases body fat and improves metabolism; and
• increases energy level and academic achievement

Components of Body Compositions:

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 with weight evenly distributed on the center of the scale.

For the partner:

a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring – record body mass to the nearest 0.5 kilograms

2. Height – it is the distance between the floor to the top of the head in standing position.
 Equipment:
1. An even and firm floor and flat wall.
2. L – square
3. Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the floor.
Procedure:
For the student:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall with tape
measure.

For the 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.
Scoring – record standing height.
* 1 meter = 100 centimeters

3. Waist Circumference – waist circumference is a good predictor of visceral fat which contributes more risk of

cardiovascular disease and diabetes than fat located in other areas of the body.

Equipment: Tape Measure

Procedure:
For the student:
a. Wear light clothing before taking waist circumference.
b. On bare waist, stand erect and wrap tape measure around waist.
For the partner:
a. Record the score in centimeters.
Standard

Men Women
Risk Centimeter Inches Centimeter >43.5
Very High >120 .47 >10 35.5 – 43
High 100 -120 39.5 - 47 90 -109 34.6
Normal 102 40 88 28.3 – 35
Low 80-99 31.5 – 39 70 – 89 <28.5
Very Low <80 1.5 <70

Weight (in Kilograms)

Body Mass Index (BMI) Height (in Meters) 2

Example: 30 30

(1.2) 2 1.44 = 20.83 (NORMAL)

CLASSIFICATION BELOW

18.5 Underweight
18.5 – 24.9 Normal
25 – 29.9 Overweight
30.0 – ABOVE Obese
 Written Work:

Make reaction and reflection paper about the Health-Related Fitness Test Activity
RUBRICS
Criteria 5 4 3
The idea presented is The idea presented is just The idea presented
Completeness very complete and satisfactory in quantity and in is just very
convincing substance incomplete.
7 6 5
Accuracy The descriptions made The majority are correctly. Few of the
are all convincingly description made
correct. are correct.

3 2 1
The majority of the The penmanship of the The penmanship of
penmanship of the students is nice. the students is not
Calligraphy students is good. proper.

Performance Task: Health-Related Fitness Activity

Individual Activity:

Perform and demonstrate the different Health-related fitness activity

Following the different procedure of our activity.
Complete the worksheet. Do this in your activity notebook.

FITNESS MANAGEMENT RECORD SHEET

Name:____________________________________________ Birth Date:________________________
Year and Section:___________________________________ Teacher’s Name:____________________

HEALTH-REALTED FITNESS TESTS

Body Composition
Body Mass Index (BMI) _____________ Classification _________________
Weight (in Kilogram)_______________ Waist Circumference _________________
Muscular Strength and Endurance Tests:
Partial Curl-up ______________
Push-up ______________
Cardiovascular Endurance:
3 Minutes tests _________________
Flexibility Tests:
Shoulder Stretch/Zipper Test ____________ Passed _____________Failed
Sit and Reach _______________ cm.
Trunk Lift ______________

Criteria:

Attitude 40
Individual Performance 40
Active Participation 20

Written Work:

Make reaction and reflection paper about the Skill-Related Fitness Test Activity

RUBRICS
Criteria 5 4 3
The idea presented is The idea presented is just The idea presented
Completeness very complete and satisfactory in quantity and in is just very
convincing substance incomplete.
7 6 5
Accuracy The descriptions made The majority are correctly. Few of the
are all convincingly description made
correct. are correct.

3 2 1
The majority of the The penmanship of the The penmanship of
penmanship of the students is nice. the students is not
Calligraphy students is good. proper.

Performance Task: Skill-Related Fitness Activity

Individual Activity:

Perform and demonstrate the different Skill-related fitness activity.

Following the different procedure of our activity. Complete the worksheet. Do this in your activity notebook.

FITNESS MANAGEMENT RECORD SHEET

Name:____________________________________________ Birth Date:________________________
Year and Section:___________________________________ Teacher’s Name:____________________
SKILL-RELATED FITNESS TESTS:
Speed: 40-Meter Sprint _________m
Agility: Hexagon Agility Test _________ min/sec
Balance: Stork Stand Test ____________min/sec
Coordination: Paper juggling ____________pts
Power: Standing Long Jump 1st _____ 2nd _____ 3rd ______cm
Reaction Time: Stick Drop Test 1 st ________ 2nd ________ 3rd _______ in
Criteria:
Attitude 40
Individual Performance 40
Active Participation 20
Prepared by:

Mr. Romel I. Ibanez

MAPEH 10 Teacher

Health
Objectives:
1. differentiates reliable from unreliable health information, products, and services
2. explains the guidelines and criteria in the selection and evaluation of health information, products, and services
3. discusses various forms of health service providers and healthcare plans
4. selects health professionals, specialists, and healthcare services wisely
5. explains the nature and dangers of quackery
6. reports fraudulent health services
7. explains the different kinds of complementary and alternative healthcare modalities
8. explains the importance of consumer laws to protect public health
9. identifies national and international government agencies and private organizations that implement programs for
consumer protection
10. participates in programs for consumer welfare and protection

Vocabulary:

Consumer, Consumer Health Education, Consumer Health, Health Information, Health Products, Health Services,
Consumer Art of the Philippines,
 Activity 1: Identify the concepts being described in each item. Fill in the missing letters to complete the
crossword puzzle.

Across:

1. Sale of products that are not scientifically proven to be effective; fraudulent advertisement or promotion
2. Healthcare practitioner who specializes in problems of the teeth
3. Allied health professional who provides healthcare to patients in hospitals
4. Public health insurance mandated by Philippine law

Down:
1. Doctor who specializes in the disorders of the respiratory system
2. Alternative medicine practice where needles are inserted in some specific of the body
4. Form of quackery that uses equipment believed to cure illness
7. Health maintenance organization; form of healthcare provider that makes use of prepaid money to cover
medical expenses

Activity 2. Read the situation and answer the questions.

A teenager once went to the local market to buy materials for a Science project. Upon passing by some stalls, he
was invited for a free orientation on the latest product of a company. The company was selling “health rings” that
can detect the mood of a person and help lower body temperature and blood pressure. The teenager was easily
attracted, which made him buy two health rings for himself and his sister. He spent Php 600 for the items.

After a week, the teenager and his sister developed red spots and rashes on their fingers. Upon checking, the rings
are observed to have rust around them. The teenager wants to file a complaint so the company may return his money.

1. What can help him with his problem?

__________________________________________________________________________________________
2. Who can help him with his problem?
__________________________________________________________________________________________

3. What rights protect the teenager?

_____________________________________________________________________________________

4. What would you ask yourself before buying a health product to avoid the same experience?
______________________________________________________________________________________

5. As a Grade 10 student, how can you help the teenager?

_____________________________________________________________________________________

Activity 3: SURVEY SAYS!

1. Read the questions.

2. Go around the classroom and ask a classmate to answer each question.

3. Record the responses below.

a. What should I do when my head and body ache?

_____________________________________________________
b. How many times should I take vitamin and mineral supplements?
_____________________________________________________
c. What is the best way to make my skin smooth?
_____________________________________________________
d. When is the best time to trim my fingernails?
_____________________________________________________
e. What is the most effective way to lose weight?
________________________________________________

Activity 4 : Stop and Go

Read the health information below. Draw a cross on the Go column if it is scientifically true and proven,
and draw a cross on the STOP column if it is not.

Stop and Go
 GO STOP

Warts are contagious.

Chocolate cause acne and pimples.

Cracking your knuckles causes arthritis.

Healthy people who eat a balanced diet do not need supplements.

Sleeping with wet hair causes mental disorders.

Jumping from the third step of the stairs on the first day of menstruation
reduces the number of bleeding days.

Circumcision is done for hygienic purposes only.

Touching hands of people with HIV may infect you.

Putting toothpaste on burns causes’ irritation.

Sleep need varies depending on the individual.

Written Work:

What is importance of being wise health consumers?

Rubric

Criteria 5 4 3
The idea presented is The idea presented is just The idea presented
Completeness very complete and satisfactory in quantity and in is just very
convincing substance incomplete.
7 6 5
Accuracy The descriptions made The majority are correctly. Few of the
are all convincingly description made
 correct. are correct.

3 2 1
The majority of the The penmanship of the The penmanship of
penmanship of the students is nice. the students is not
Calligraphy students is good. proper.

Performance Task: Jingle-Rap-30 Seconds Fame!

The DTI is looking for a jingle rap for their radio commercial to promote their consumer awareness program. Can you
do it for them?

Lesson

Health Services Providers

Vocabulary:

Health services, Health Professionals, Healthcare practitioners, Ophthalmologist, Pediatrician, Obstetrician

 Dermatologist, Cardiologist, Pulmonologist, Urologist, Immunologist, Psychiatrist, Physical therapist,
Health Care Facilities, Health Care Plans and Financing System, PhilHealth
Activity 1: Doctor Who?
 Activity 2: Acronym

Give the meaning of the acronym and describe each term.

1. PhilHealth = ______________________________________________________
2. HMO = __________________________________________________________
3. IPA = ____________________________________________________________
4. POS = ___________________________________________________________
5. PPO = ______________________________________________________

Activity 3:

Write the different of each health care plan below.

Health Care Plan Benefits

Written Work:

MY PHILHEALTH

Suppose you are employed and about to be enrolled in Phil health. How will you evaluate its reliability?

What questions will you ask the company? Write them on a piece of paper.
 Criteria 5 4 3
The idea presented is The idea presented is just The idea presented
Completeness very complete and satisfactory in quantity and in is just very
convincing substance incomplete.
7 6 5
Accuracy The descriptions made The majority are correctly. Few of the
are all convincingly description made
correct. are correct.

3 2 1
The majority of the The penmanship of the The penmanship of
penmanship of the students is nice. the students is not
Calligraphy students is good. proper.

Performance Task:
My Community Healthcare Survey.

Procedure:

1. Do a survey in your community about the various health services offered.

2. Complete the table with the information that you will gather.
3. Answer the question in one paragraph.
 Barangay

Health Health Healthcar

Profession Facilitie e Plans
al s

How effective and efficient are your community’s healthcare professionals and facilities?

Prepared by:

Mr. Romel I. Ibanez

MAPEH 10 Teacher