8

MAPEH
Quarter 3- Module 5

AIRs - LM
MAPEH 8
Quarter No 3 - Module 5
First Edition, 2020
Copyright © 2020
La Union Schools Division
Region I
All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Writers
Music: Edison L. Failano
Arts: John Carlo P. Supnet
P.E.: Richard T. Alfaro
Health: Felicidad M. Gonzalgo

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos, Jr., P II

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Delia P. Hufular, EPS in Charge of MAPEH
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 MUSIC

Lesson Performs Music from South Asia and

5 Middle East with Own Accompaniment

Target

This module was intended for your advantage and particularly written
that responds to your needed knowledge about the music from South Asia
and Middle East. This can be used in all forms of learning situations as the
diversity of students in terms of their vocabulary level is being put into
consideration. The lessons and instructions are organized, and it was
modified to match with the textbook you are now using.

After going through this module, you are expected to:

MELC 1: Performs music from South Asia and Middle East with own
accompaniment (MU8WS-IIIb-h-7).

Objectives:
1. Analyze musical pieces from South Asia and Middle East.
2. Recognized major scales and key signatures.
3. Performs music from South Asia and Middle East with the use of
personal improvised musical instrument and own accompaniment.

1
 Jumpstart

The following activities will guide to understand and appreciate and analyze
the musical performances from Southeast Asia. It also encourage you to feel
and perform their music with your own accompaniment as you understands
its nature.

Activity # 1: Let’s Analyse the Musical Piece.

Direction: A part of musical piece is being posted below. This activity will
help you on the succeeding activities. Analyse the musical piece and then
answer the follow-up questions below.

https://www.music-for-music-teachers.com/indian-dance.html

FOLLOW-UP QUESTIONS

Answer Answer
6. Kinds of notes that
1.Title: receives one beat
7. Number of
2.Artist/Writer measures
3.So-fa syllable of 8. Kinds of notes that
the first note receives four beats
4.Time Signature 9. So-fa syllable of the
highest note.
5.Key Signature 10. So-fa syllable of
the last note

2
 Discover

Major scales in the different key signature.

The pictures below will help you identify the key signature of a
musical piece/s.

The picture below will help you identify the location of the sofa syllable
of Do in the different key signatures.

Sample Musical piece

The sample musical piece below will help you evaluate simple musical
piece/pieces.

3
 A simple musical illustration below will help you to evaluate an
important information of a musical piece.

FOLLOW-UP QUESTIONS
1. Title: Ang Huni ng 6. Kinds of notes that Quarter note
Ibong Pipit receives one beat
2. Place of Origin Philippines 7. Number of
measures 3 measures
3. So-fa syllable of Mi 8. Kinds of notes that
the first note receives four beats Whole Note
4. Time Signature 3 9. So-fa syllable of the
4 highest note. Do
5. Key Signature Key of C 10. So-fa syllable of
the last note So

The following illustrations will help you to properly execute rhythmic

pattern/accompaniment.

1 & 2 & 3 & 4 &

1 & 2 & 3 & 4 & Clap Clap Clap Clap Clap Clap Clap Clap
Clap & clap & clap & clap &
Quarter note – clap once for every Eighth notes – clapped twice faster
note than a quarter note
(Based on the illustration you need (Based on the illustration you need

4
to clap four times) to clap eight times)

1 & 2 & 3 & 4 &

1&2& 3 & 4&
Clap & 2 & 3 & 4 & Clap & 2 & clap & 4 &
Whole note- based on the Half note- based on the illustration
illustration you need to clap once you need to clap twice

Quarter rest – open palm

Let’s review by clapping a rhythmic pattern

v
clap & clap & open & clap & clap & clap & open & clap &
1 & 2 & 3 & 4 & 1 & 2 & 3 & 4 &

Clap & clap clap clap & clap & 2 & clap &
1 & 2 & 3 & 1 & 2 & 3 &

Clap clap open & clap & 2 & open & clap &
1 & 2 & 1 & 2 & 1 & 2 &

5
 Explore

To intensify your understanding of the topic do the activities bellow

Activity # 2: Let’s Do the Tala.

Direction: Perform the rhythmic pattern using your improvised

drum/instruments: Record it with the use of gadgets like cell phone,
laptop, tablet etc.

Activity # 3: Let’s Do Tintal.

Direction: Perform the rhythmic pattern using your improvise
drum/instruments: You may record this with the used of gadgets like
cell phone, laptop, tablet etc. If these mentioned gadgets are not
available, you need to practice and present it to your teacher for your
grade in performance.
Tintal or Teental (16 beats)

Dhaa Dhin Dhin Dhaa Dhaa Dhin Dhin Dhaa

Dhaa Tin Tin Naa Naa Dhin Dhin Dhaa

6
Activity # 4: Let’s Do Chautal.
Direction: Perform the rhythmic pattern using your improvise
drum/instruments: You may record this with the used of gadgets like
cell phone, laptop, tablet etc. If these mentioned gadgets are not
available, you need to practice and present it to your teacher for your
grade in performance.
Chautal (12 beats)

Dhaa Dhaa Din Taa Kita Dhaa Din Ta

Tita Kata Gadee Gena

Activity # 5: Let’s Dance and Sing while Playing Instrument.
Direction: Perform this musical piece with accompaniment and
choreography. You may ask a help from any of your family members to
perform it with you. Record it using any available gadgets at home and
send it to your teacher; if gadgets are not available you may perform it
with the presence of your subject teacher.

Rubric

7
 10 pts 8 pts 6 pts 4 pts 2 pt 0 pt SCORE
Tempo Appro- Fluctuat Fluctuat Mostly Not appro- Canno
priate es es often wrong priate t play
slightly
Steady Consis- Fluctuat Fluctuat Mostly Not appro- Canno
Beat tent es es often wrong priate t play
slightly
Rhythmi No A few Many Mostly Consis- Canno
c Pattern mistake mistake mistake wrong tently t play
s s s wrong
Rest No A few Many Mostly Consis- Canno
Rhythm mistake mistake mistake wrong tently t play
s s s wrong
Overall Superior Very Good Fair Poor Canno
Pattern Good t play
TOTAL SCORE

Deepen

Based from what you have learned in this module, accomplish the
following activities.

Direction: Based on your performance answer the following questions.

Write your answer on a separate sheet of paper.
1. Give your own impression in your own performance
2. Explain the steps/ procedure that you’ve done in coming up
with your presentation.
3. Which of your performances you enjoyed the most?
4. What is something that you did well in your performances?
5. If you are asked to rate yourself from 1-10, what is your rating?
And why?

8
 Gauge

Multiple Choice. Read each item carefully. Choose the letter of the answer
that corresponds to the given statement/situation. Write your answer on a
separate sheet of paper.

_____1. Study the melodic notation below.The so-fa syllables in the

first measure in the key of C major are read as_________.

A. do-do-la-la C. la-la-do-do
B. re-re-sol-sol D. mi-mi-sol-sol

_____2 Which of the following staff is an example of a Major scale?

A. C.

B. D.

_____3. Study the staff:

What is the end note of the melodic notation?

A. Do B. Re C. Mi D. Fa

For item number 4, 5 and 6.

_____4. What is the pitch name of the first line of the staff?
A. B B. D C. E D. G

_____5. What is the pitch name of the first space of the staff?
A. A B. C C. E D. F

_____6. What is the pitch name of the fith line?

A. A B. C C. E D. F

9
For item # 7, 8, 9 and 10

_____7. What is the title of the musical piece?

A. Hym to Shiva C. Mamalisa
B. Indian Dance D. Zum Gali Gali

_____8. What is the time signature of the musical piece?

A. 2 B. 2 C. 3 D. 4
2 4 4 4
_____9. What is the key signature of the song?
A. Ab major B. Bb major C. Cb major D. Db major

_____10. How many beats are there in every measure?

A. 1 beat B. 2 beats C. 3 beats D. 4 beats

10
 ARTS

Lesson
5

Target
Do you still remember the movie “Aladdin”? Who are the
characters that you can still remember? How does the story of Aladdin
became remarkable and magical?
Aside from the magic lamp that was given much emphasis in the
story, the legendary flying carpet played an integral part in the story.
Despite of being just a carpet, it shown to possess an almost-human
level of intelligence, such as being heroic, mysterious, and
unquestionably loyal that helped Aladdin in his adventures.
For this fifth module in Arts, you will discover the most unique
and beautiful carpets produced in the world. Prepare yourself and let’s
begin!

Most Essential Learning Competency

1. Reflects on and derive the mood, idea or message from selected

artifacts and art objects (A8PL- IIIh-1)

2. Appreciates the artifacts and art objects in terms of their

utilization and their distinct use of art elements and principles
(A8PL- IIIh-2)

3. Incorporates the design, form, and spirit of South, West, and

Central Asian artifacts and objects to one’s creation (A8PL- IIIh-3)

4. Traces the external (foreign) and internal (indigenous) influences

that are reflected in the design of an artwork and in the making of
a craft
(A8PL- III

11
 Jumpstart

Activity 1. Jumbled Letters: Arrange the following letters to decode the

mystery word. Write your answer on the space before the number.

_______________1. IRACNGv ______________6. DEOCAERT

_______________2. SSLINTEU _______________7. SWHLSA

BFACRI TAIIJKSANT
________________3. _______________8.
S

________________4. THOLC _______________9. KSKHZNTAAA

CEARSICM
_______________5. OARNMNT ________________10.
E

Discover

ARTS & CRAFTS OF TURKMENISTAN

The traditional arts of Turkmenistan include felt manufacture, jewelry

making, woodwork, ceramics, and silverwork, but the two crafts in which
Turkmen excel are silk manufacturing and carpet making. Turkmenistan is
the source of keteni, a homespun silk that is used for the beautiful dresses
worn by Turkmen women on special occasions. The embroidery uses
different patterns that are as unique as a family seal.

12
 Turkmen are regarded as among the world’s best weavers and textile
artisans. Their weaving skills are displayed in saddle bags and purses as
well as large carpets, some of which are considered works of art. The most
beautiful carpets in the world are produced by Turkmenistan. Traditionally,
Turkmen carpets are woven out of wool, cotton, and silk by women, using
horizontal loom. This allows them to showcase their sophisticated abilities
through stitches and patterns. Carpet weaving in Turkmenistan is now
regarded as ancient art.

ARTS & CRAFTS OF KYRGYZSTAN

Kyrgyz women produce a wide range of

textiles, mostly from the felt of their sheep.
Nowadays, ancient patterns are adapted to the
tourist and export market, but it is still a living
tradition and that all yurts and most housesn
contain hand-made carpets or rugs called
shirdaks.

Large elaborately embroidered wall hangings

called tush kyiz are traditionally made by elder
women to commemorate the marriage of a son or
daughter. Colors and designs are chosen to
symbolize Kyrgyz traditions and rural life. Subjects
like plants, animals, national designs, and
emblems of Kyrgyz life are found in ornate and
colorful embroideries.

Flat cushions called xxx are usually made in shadow-

pairs. These are seen on every chair, padding the seat.

13
 Explore

Activity 2: Art Attack: Beautify the carpet using a pencil and coloring
materials. Be guided

Deepen

Activity 3. Word Completion: Find the words by filling up the missing

letters. The corresponding meanings are at the right side.

1. ___ ___ R ___ M E ___ ___ S ___ ___ N – This country is known for
producing
the most beautiful and unique carpets in the world.

2. ___ ___ X - It is called as flat cushions by Kyrgz.

3. ___ Y R ___ Y ___ - This group of women produce a wide range of textiles
mostly form the felt of their sheep.

4. ___ ___ R ___ E ___ - It is a craft in Turkmenistan that is traditionally

woven out of wool, cotton, and silk by women.
5. ___ M B ___ ___ ___ D E ___ ___ - These are different patterns that are
considered as unique as a family seal.

14
 Gauge

Activity 4. Multiple Choice: Select the best answer from the different
choices given after each statement or questions. Write the corresponding
letter of your answer in the space before the number.

______1. Kazakhstan’s visual arts are relatively young. What do you call to
the images or symbols drawn on rocks in which can be found in Kazakhstan?
A. Ochre B. Calligraphy C. Petroglyphs D. Hieroglyphs
______2.Which of the following country is known for making printed
tablecloths, curtains, bedspreads, and shawls?
A. Kazakhstan B. Pakistan C. Tajikistan D. Uzbekistan
______3. Which of the following country in Central Asia is known for utensil
making, musical instruments, furniture, and jewelry?
A. Kazakhstan B. Pakistan C. Tajikistan D. Uzbekistan
______4. What do you call to a large elaborately embroidered wall hanging
mad in Krygystan and Kazakhstan?
A. Frescoes B. Keteni C. Shirdaks D. Tush kyiz
______5. Images created by removing part of the rock surface by incising,
picking, and carving.
A. Calligraphy B. Hieroglyphs C. Ochre D. Petroglyphs
_______6. A homespun silk used for beautiful dresses worn by Turkmen
women.
A. Diyas B. Keteni C. Shirdaks D. Tush Kyiz
_______7. It is a large elaborately embroidered wall hanging made in
Kyrgystan and Kazakhstan.
A. Diyas B. Keteni C. Shirdaks D. Tush Kyiz
_______8. What do you to the hand-made carpets or rugs made by Kyrgyz
women?
A. Diyas B. Keteni C. Shirdaks D. Tush Kyiz
_______9. Which of the following country is known as the heart of Central
Asia?
A. Kazakhstan B. Tajikistan C. Turkmenistan D. Uzbekistan
_______10. It is an object of one of the wonderful traditions of the Turkman
people
A. Diwali Clay B. Keteni Cloth C. Silverwork D. Tush Kyiz

15
 Physical Education

Lesson
5

Target

In this module, the students are to be acquainted with the basic

principles and ideas about one of the indoor recreational activities, i.e.,
chess. It will lead them to understand the nature/background of the game,
chess and its benefits derived from playing the game. This will assist the
students to become better players or perhaps start to love chess while
learning the basic skills in playing it.

Learning Objectives

1. discuss the nature/background of the game chess;

2. explain the benefits that the family can derive from playing
chess;
3. practice proper and acceptable behaviour when participating
indoor recreational activities.

16
 Jumpstart

ACTIVITY 1: This activity will assess your encounter with chess and will
serve as the basis in planning the sequence of your learning activities
regarding indoor recreational activities. Reflect on your participation in
Chess game by accomplishing the questionnaires below

QUESTIONS YES NO
1. Have I experienced playing CHESS?
2. Do I play CHESS often?
3. Do I play CHESS with friends?
4. Do I play CHESS with family?
5. Am I a member of a CHESS team in the
school?
6. Do I enjoy participating in a CHESS game?
7. Do I consider the benefits derived from
playing CHESS?
8. Are there CHESS game enthusiasts in my
family?
9. Do I plan to make CHESS game as one of my
lifelong activities?

Discover

Reading Activity
Glossary of Terms
1. Castling - This is a move of the king and either rook of the same color
along the player’s first row. On a player’s turn he may move his king two
squares over to one side and then move the rook from that side’s corner to
right next to the king on the opposite side.
2. Checkmate - is a situation in chess in which one player's king is
threatened with capture (in check) and there is no way to meet that threat.
3. Chess - A board game for two players, each beginning with 16 pieces
of six kinds that are moved according to individual rules, with the objective
of checkmating the opposing king.
4. Draw - a chess game where nobody ends as a winner.

17
5. En Passant - It is a special pawn capture which can occur
immediately after a player moves a pawn two squares forward from its
starting position, and an enemy pawn could have captured it had it moved
only one square forward. The opponent captures the just-moved pawn as if
taking it "as it passes" through the first square. The resulting position is the
same as if the pawn had moved only one square forward and the enemy
pawn had captured normally.
6. Promotion - Special ability of pawns wherein if it reaches the other
side of the board it can become any other chess piece except the king.

18
 Explore

COLUMN A COLUMN B COLUMN C

Pieces that can

● ●a ● ●a move over
1. other pieces.

The most
important
● ●b ● ●b piece, but it is
2. one of the
weakest

Move to any
square as far as
it wants, but
● ●c ● ●c only forward,
3.
backward, and
to the sides.

Move and
● ●d capture along
4.
● ●d the diagonals

● ●e ● ●e The most
5. powerful piece.

Can be
● ●f ● ●f promoted to
6. any piece.

19
 Deepen

ACTIVITY 3: Solved the puzzle. Copy and write your answer in the
corresponding box

20
 Gauge

Activity 4: Answer the following questions. Select your answer from the
box. Letter only

A. En Peasant B. Chess C. Castling D. Draw E. Checkmate

F. Promotion G. Check H. King I. Queen J. Rook

1. This chess piece can move to any square as far as it wants, but only
forward, backward and the sides.
2. The chess piece can move in any one straight direction, - forward,
backward, sideways or diagonal
3. A board game for two players, each beginning with 16 pieces of six kinds
that are moved according to individual rules, with the objective of
checkmating the opposing king.
4. This is a move of the king and either rook of the same color along the
player’s first row.
5. A chess game where nobody ends as a winner.
6. Special ability of pawns wherein if it reaches the other side of the board it
can become any other chess piece except the king.
7. It is a special pawn capture which can occur immediately after a player
moves a pawn two squares forward from its starting position, and an enemy
pawn could have captured it had it moved only one square forward.
8. It is a situation in chess in which one player's king is threatened with
capture (in check) and there is no way to meet that threat.
9. It is the result of a move that places the opposing king under an
immediate threat of captured.
10. The most important piece in Chess but considered as the weakest

21
 Health

Lesson
5

Target

In the recent past, the Philippines has seen many outbreaks of

emerging infectious diseases and it continues to be susceptible to the
threat of re-emerging infections such as leptospirosis, dengue,
meningococcemia and tuberculosis. The current situation emphasizes
the risks and highlights the need to improve preparedness at local,
national and international levels for against future pandemics. New
pathogens will continue to emerge and spread across regions and will
challenge public health as never before signifying grim repercussions
and health burden. These may cause countless morbidities and
mortalities, disrupting trade and negatively affect the economy.
Emerging and Re-emerging Infectious Diseases are unpredictable
and create a gap between planning and concrete action. To address this
gap, there is a need to come up with proactive systems that would
ensure preparedness and response in anticipation to negative
consequences that may result in pandemic proportions of diseases.
Proactive and multi- disciplinary preparedness must be in place to
reduce the impact of the public the health threats.

Most Essential learning Competencies’:

 analyzes the nature of emerging and re-emerging diseases
 demonstrates self-monitoring skills to prevent communicable
diseases

Learning Objectives
In this module, you will be able to:
1. discuss the nature of emerging and re-emerging disease.
2. Give self-monitoring skills to prevent communicable diseases.

22
 Jumpstart

Activity 1. LOOP A WORD

Direction: Look for a 10 words that is related to emerging and re-emerging
of infectious diseases and ways how to prevent it. It could be
straight, diagonal, and vertical.
D E M O G R A P H I C A S D F

B M O F N N O I T A C U D E E

A P U H I T T O U R I S M D R

D L O G C E I B R B U S V E E

L O L E C X L A B E W V N T C

I Y K C A E I L A H A I A P O

S M A C V E O K N B C M E M N

N E H A D G T V O C I P F E O

E N R I G O I H A L P W Y O M

S T A Y I G C V C E G N U T I

S T A T A T H O M E I V E H C

Discover

Epidemiology- is the study and analysis of the distribution, patterns and

determinants of health and disease conditions in defined populations. It is a
cornerstone of public health, and shapes policy decisions and evidence-
based practice by identifying risk factors for disease and targets for
preventive healthcare.

Contributing factors in the emerging and Re-emerging of Infectious

Diseases:
1. Demographic factors such as population distribution and density,
 Higher population density in a region means higher disease
transmission among humans, especially for infectious diseases.

23
  Increasing population size puts pressure on each region, especially on
basic services, such as the provision of clean water, sanitation and
health facilities.
2. International travel/ tourism and increased OFWs,-
 Travel pattern influences disease outbreaks. Frequent travelers
accelerate international spread if they are infected early and the
outbreak does not otherwise expand rapidly, (Hollingsworth, 2007)
 Travelers have dynamic interactions with microbes and places.
 Travelers can carry these microbes and their genetic material, and can
play many roles with respect to microbes.
 Travelers can be victims, sentinels, couriers, processors, and
transmitters of microbial pathogens, (Wilson,2003)
3. Socio-economic factors - These factors affect our ability to make healthy
choices, afford medical care and housing, manage stress, and more.
Social & Economic Factors area of the County Health Rankings we look at:
 Education- showing who in a community has graduated high school
or attended some college in addition to the percentage of teens and
young adults ages 16-19 who are neither working nor in school.
 Employment- detailing unemployment statistics.
 Income- looking at children in poverty and income inequality.
 Family & Social Support - providing information on children in single-
parent households and access to social opportunities.
 Community Safety, measuring violent crime and injury deaths.
4. Environmental factors - includes our country’s vulnerability to disasters,
increased livestock production, man- made ecological changes or
industries and lastly the urbanization which encroach and destroy the
animal habitats.

Preventing the Spread of Infectious Diseases

1. Wash your hands often. This is especially important before and after
preparing food, before eating and after using the toilet.
2. Get vaccinated. Immunization can drastically reduce your chances of
contracting many diseases.
3. Use antibiotics sensibly. Take antibiotics only when prescribed. Unless
otherwise directed, take all prescribed doses of your antibiotic, even if you
begin to feel better before you have completed the medication.
4. Stay at home if you have signs and symptoms of an infection. Don't
go to work or class if you're vomiting, have diarrhea or are running a fever.
5. Be smart about food preparation. Keep counters and other kitchen
surfaces clean when preparing meals. In addition, promptly refrigerate
leftovers. Don't let cooked foods remain at room temperature for an
extended period of time.

24
6. Disinfect the 'hot zones' in your residence. These include the kitchen
and bathroom — two rooms that can have a high concentration of
bacteria and other infectious agents.
7. Practice safer sex. Use condoms. Get tested for sexually transmitted
diseases (STDs), and have your partner get tested— or, abstain altogether.
Don't share personal items. Use your own toothbrush, comb or razor
blade. Avoid sharing drinking glasses or dining utensils.
8. Travel wisely. Don't fly when you're ill. With so many people confined to
such a small area, you may infect other passengers in the plane. And your
trip won't be comfortable, either. Depending on where your travels take
you, talk to your doctor about any special immunizations you may need.
9.Practice good hygiene.Be sure to wash your hands before eating, after
using the bathroom, and before and after handling food.
Avoid touching your face, mouth, or nose if your hands aren’t clean. Don’t
share personal items such as: eating utensils, drinking glasses,
toothbrushes and towels
10. Protect against bug bites. Be sure to use insect repellent containing
ingredients such as DEET or picaridin if you’re going to be outside where
insects, such as mosquitoes and ticks, are prevalent. Wear long pants and
long-sleeved shirts, if possible.

Explore
Activity 2: WHAT’S THE WORD?
Directions: Write the letter in each box to form the word being described.

25
 Deepen

ACTIVITY 3. OBSERVE, REACT.

26
 Gauge

Activity 4. TEST YOUR KNOWLEDGE

Directions: Write KNOW if the statement is correct and DON’T if it is
wrong in the blank before the number.
_______1. Communicable diseases could be prevented through sanitation,
antibiotics, immunization and healthful living.
_______2. Immunization can drastically reduce your chances of contracting
many diseases.
_______3. To prevent the spread of infectious diseases, use your own
toothbrush, comb or razor blade.
________4. Be sure to wash your hands before eating, after using the
bathroom, and before and after handling food.
_______5. Higher population density in a region means lower disease
transmission of infectious diseases to the community.
_______6. Travel pattern influences disease outbreaks.
_______7. Be smart about food preparation to prevent food contamination
and spread of infectious diseases.
_______8. Socio-economic factors affect our ability to make healthy choices,
afford medical care and housing, manage stress, and more.
_______9. Travelers cannot carry these microbes and their genetic material,
and can play many roles with respect to microbes.
_______10. Protect yourself against bug bites by using insect repellent
containing ingredients such as DEET or picaridin if you’re going to
be outside.

II. ENUMERATION
Directions: Write the answer in separate sheets of paper.
1. What are the factors affecting the emerge and re-emerge of
communicable diseases?

2. List down some preventive measure to prevent the spread of

communicable diseases.

27
 28
GAUGE 10. H 5. D
1. KNOW
EXPLORE JUMPSTART
9. G 4. C
2. KNOW 8. E 3. B
3. KNOW 1. Travel wisely In any order 7. A 2. I
4. KNOW 2. demographic 1. demographic 6. F 1. J
5. DON’T 3. environmental 2. education Gauge
6.KNOW 4. socio-economic 3. Tourism 6. Queen 3. Pawn
7. KNOW 5. Tourism 4. employment 5. Knight 2. Bishop
8. KNOW 5. stay at home
4. King 1. Rook
9. DON’T 6. travel
7. urban
Deepen
10. KNOW
8. vaccine B-B 6. 4. E – F
II.
DEEPEN 9. climate C-A 5. 3. A – C
Answers may
Answers may vary E-F 4. 2. D – E
vary A-C 3. 1. Bonus
Explore
Jump start:
Health Physical Education
Arts: Music:
Answer Key
References
Music and arts of Asia – Grade 8LM.104-142 First Edition, 2013 ISBN: 978-971-9990-76-5
Enjoy Life with Music and Arts III Textbook for Third Year ISBN: 978-971-0315-44-4
Music and Arts of Asia
Learner’s Module: Grade 8 (Department of Education)
Department of Education, Music and Arts 8 (Learner’s material) JO-ES K-12 Series, Honing
your skills through MAPEH 8
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