7

MAPEH
Quarter 1 – Module 8
MAPEH – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 8:
Music: Music of Lowlands of Luzon – Performance
Arts: Creating Traditional Crafts using Traditional Techniques (Tie/Dye,
Tattooing)
Physical Education: Gymnastics Exercise using Apparatus
Health: Coping Skills
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Belinda V. Dela Fuente (Music), Marissa Verzosa Noriega (Arts), Herosan A.
Dela Peña (Physical Education), and Princess Joy M. Nazarita (Health)
Editors: Cleofe Culala, Perla Ragadio, Chinita S. Apostol, Johannsen C. Yap, and
Leonardo P. Dagum Jr
Language Editor: Cristina F. Abanador
Reviewers: Wilhelmina L. Melegrito, Crispin D. Duka, Ma. Nimfa R. Gabertan
Illustrator: Mark Anthony D. Bungalso
Management Team: Jenilyn Rose B. Corpuz, Ceso VI, SDS
Fredie V. Avendano, ASDS
Juan C. Obierna, CID Chief
Heidee F. Ferrer, EPS – LRMS
Crispin D. Duka, EPS – MAPEH
Printed in the Philippines by Schools Division Office – Quezon City
Department of Education – National Capital Region
Office Address : Nueva Ecija St. Bago-Bantay, Quezon City
Telefax : 3456-0343
E-mail Address : sdoqcactioncenter@gmail.com
 7

MAPEH
Quarter 1 – Module 8:
Music: Music of Lowlands of Luzon
– Performance
Arts: Creating Traditional Crafts
using Traditional Techniques
(Tie/Dye/Tattooing)
P.E: Gymnastics Exercise using
Apparatus
Health: Coping Skills
Introductory Message
For the facilitator:

Welcome to the MAPEH 7 Alternative Delivery Mode (ADM) Module on MUSIC OF

LOWLANDS OF LUZON – PERFORMANCE, CREATING TRADITIONAL CRAFTS
USING TRADITIONAL TECHNIQUES (TIE/DYE/TATTOOING), GYMNASTICS
EXERCISE USING APPARATUS and COPING SKILLS.

This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher, or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the MAPEH 7 Alternative Delivery Mode (ADM) Module on MUSIC OF

LOWLANDS OF LUZON – PERFORMANCE, CREATING TRADITIONAL CRAFTS
USING TRADITIONAL TECHNIQUES (TIE/DYE/TATTOOING), GYMNASTICS
EXERCISE USING APPARATUS and COPING SKILLS.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands, we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

 sentences/paragraphs to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity that will

help you transfer your new knowledge or
skill in real-life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!
 What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the music of the lowlands of Luzon, creating traditional crafts using
traditional techniques (tie/dye/tattooing), gymnastics exercise using apparatus,
and coping skills. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module is divided into four lessons, namely:
 Lesson 1 – Music of Lowlands of Luzon - Performance
 Lesson 2 – Creating Traditional
 Lesson 3 – Gymnastics Exercise using Apparatus
 Lesson 4 – Coping Skills
After going through this module, you are expected to;
1. evaluate music and music performances with rubrics on musical elements
and styles;
2. create crafts that can be locally assembled with local materials guided by
local traditional techniques (tie/dye-making and face tattooing);
3. perform a series of exercise using some gymnastics apparatus; and
4. apply coping skills in dealing with health concerns during adolescence.

What I Know
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
Music:
1. What Filipino marching band that uses bamboo woodwinds instruments?
a. Brass Band c. Musikong Bumbong
b. Instrumental band d. Secular band

2. What is a hymn that accompanies music observance and rituals?

a. Devotional music c. Liturgical Music
b. Instrumental Music d. Secular Music

3. What musical element indicates how fast or slow the music should be
played?
a. dynamics c. tempo
b. melody d. timbre

4. What is the Latin term for Holy which is the part of a Catholic mass?
a. Credo c. Sanctus
b. Gloria d. Agnus De

5. What element of music refers to the quality of sound or tone color?

a. dynamics c. tempo
b. melody d. timbre
Arts:

6. What do you call the highland indigenous people of Abra?

a. Ikat b. Tingguian c. Lufid d. Aeta

7. There are four different types of basket making namely plaiting, wicker,
twining, and __________.
a. coiling b. weaving c. dyeing d. tattooing

8. This means power, strength, and skill.

a. Arts b. Crafts c. Traditions d. Culture

9. It is a province known as the Natural Dye Capital of the Philippines.

a. Abra b. Benguet c. Ifugao d. Pampanga

10. It is the way of creating marks on the skin using sharpened sticks or animal
bones as needles.
a. Dyeing b. Basketry c. Tattooing d. Tying

Physical Education:
11. It is a gymnastics apparatus made of either rubber or synthetic material
used for routines like throwing, bouncing, and rolling.
a. Ball b. Clubs c. Hoop d. Ribbon

12. Which of the following is NOT true of gymnastics?

a. It was introduced in early Greek civilization to facilitate bodily movement
through a series of exercises.
b. Gymnastics in ancient times is exclusive only to royalties.
c. The Romans developed gymnastics into a more formal sport and used to
physically prepare soldiers for warfare.
d. Modern gymnastics has been part of physical education instruction
among schools in Europe.

13. Which of the following gymnastics event allows only women to participate?
a. Artistic b. Water c. Aerobic d. Rhythmic

14. The following are the apparatuses used in Women’s artistic gymnastics,
EXCEPT;
a. Beam b. Uneven bars c. Rings d. Vault

15. Which is TRUE of Women’s artistic gymnastics?

a. Gymnasts use floor exercise, pommel horse, still rings, vault, parallel
bars, and high bar.
b. Gymnasts use vault, uneven bars, balance beam, and floor exercise.
c. Gymnasts use ball, ribbon, hoop, clubs, and rope.
d. No apparatus is involved.
Health:

16. What is a coping skill?

a. It is a way to be kind and generous to family, friends, and others.
b. It is a way to learn new things to be a better person and a global citizen.
c. It is a way that someone disregards as she responds to daily activities.
d. It is a way that someone chooses to respond to feelings and emotions.

17. What coping skills are characterized by habits and practices that help you
feel better and do not cause any physical or emotional harm to another
person?
a. Healthy coping skills c. Good coping skills
b. Unhealthy coping skills d. Bad coping skills

18. Which of the following is an example of a healthy coping skill?

a. Meditating c. Threatening
b. Oversleeping d. Yelling

19. What are the two types of coping skills?

a. Good and Bad Coping Skills
b. Like and Unlike Coping Skills
c. Best and Worst Coping Skills
d. Healthy and Unhealthy Coping Skills

20. The following are examples of healthy coping skills EXCEPT:

a. Exercising c. Name-calling
b. Listening to music d. Volunteering
Lesson
Music of Lowlands of Luzon
1 - Performance

Evaluation, by all means, is very important to check if the students learned the
lessons well. This lesson will cater to the student’s performances to evaluate music
and music performances with rubrics on musical elements and style.

What’s In

Activity 1.1 Let’s Check!

Students will answer the following questions:
1. What are the characteristics of the music of the Lowlands of Luzon?
2. What are the elements of music?
3. Cite the instrumental music.
4. What is a sacred, liturgical, and devotional music?
5. What is a secular music?

Notes to the Teacher

This lesson will evaluate music and music performances with rubrics on
musical elements and style.
 What’s New

Activity 1.1 Listening Activity

Students will listen to the selected music of Lowlands of Luzon as a review for the
music selection that is discussed in this Quarter. The music will be provided by the
teacher.

What is It

INDIVIDUAL ACTIVITY – MAKE A VIDEO PRESENTATION

Choose among the music genres in this unit that you would like to perform. Limit
your performance to 5 – 7 minutes only. Rubrics are provided for your guidance
and information.

Rubric for Group Performance

CATEGORY 4 3 2 1

Complete and All rhythms, The piece is The piece is The piece is
Correct pitches, completed but completed or incomplete or
structural has 1 or 2 almost has more than
elements (form) mistakes. complete, and 4 mistakes.
are consistent has 3 or 4
and correct. mistakes.
The piece
meets the
minimum
specified
length for the
performance
and every
measure is
complete.

Performance A perfect Performance Performance Performance

performance! A has 1 – 2 has 3 or 4 has ny
steady beat mistakes and mistakes and mistakes and
was the steady beat the steady beat no real sense
maintained was lost at one was not of steady beat.
and all parts point. apparent.
were played
correctly.
 What’s More

Presentation of the Performances of the students

Watch and listen to the performances of each student.

What I Have Learned

Sentence Completion
I learned that ________________________________________________________________.

What I Can Do

Journal Activity! Make a compilation of all the presentations you have

watched. Give comments and suggestions for each presentation.

Assessment

You will be assessed based on your presentation using the rubric provided for the
activity which is the performance presentation.
Lesson Creating Traditional Crafts
Using Traditional Techniques
2 (Tie/Dye, Tattooing)

What’s In

Traditional Arts provides a shared experience for the community and

the country. Its values and beliefs are often embedded in these art forms and it
passed down from generation to generation. They are such form a common
language through which the people can engage in their communities that make up
their society and heritage. While traditional crafts are mainly manufactured by the
use of the hand. Its original features and manual labor are inseparable from each
other. If manual labor is carried by machine processes even while preserving a
traditional technique, it has no meaning because the original features of the craft
will be lost.

What is the difference between modern and traditional arts? Traditional

arts aimed to represent reality or realism through narrative. Whereas, modern arts
aimed to throw aside the tradition of the past and experiment with the new ways of
seeing the fresh ideas about the nature of materials and functions of each.

What’s New

The term “craft” originally came from the Old English wordcraft which
means power, strength, or might. It is, later on, come to mean “skill or an art” and
it was associated with the idea of mental power. Crafts were linked to the “things
made by hands”. It is sometimes known for the word that describes as decorative
arts or handmade goods for use or display and also for trade. This was also a long
tradition of a pre-industrial production of a handmade object.

Crafts cover a wide range from stone building to pottery, basket making,
quilting, beadwork, wood carving, and more.
 What is It

ABRA

Norma Agaid, Tingguian icon Tingguian women wearing native attire The Bamboo weaving process An example of Abra’s textiles
The Natural Dye Capital
Abra located in Northern Luzon of the Philippines is referred to as the
“Natural Dye Capital of the Philippines” for its abundance of natural dye-producing
materials and practices, handed down through generations of the indigenous of the
province the Itneg/ Tingguian people.

The Natural Dye

The province of Abra is now known as the “Natural Dye Capital of the
Philippines” because it is blessed with abundant natural dye-yielding plants.
Another revival project that is related to the province’s natural dye industry is loom
weaving and embroidery.
The Tingguians weave textiles for their clothes and blankets. They are known
for their white textiles with horizontal stripes at the edges (like those in the
Bankudo or the wrap-around skirt) and the vertical stripes in the center (like those
in the balwasi or the female blouse). Indigenous Dyeing is a dying art. It is
important to shed light on it as it is part of the bigger Filipino identity and local
artistry where most Filipinos tend to take for granted.
The pigment is extracted from the barks, leaves, fruits, seeds, and roots of
plants. Traditionally, the dye would then be used to color the yarn for their famous
loom-woven textiles. In recent years, the demand for natural and organic dye has
been steadily growing while preserving the ancient old traditions.
The process of tie-dye typically consists of folding,
twisting, pleating, or crumpling fabric or a garment and
binding with string or rubber bands followed by the
application of dye.
Tie-dyeing is a traditional textile technique in other
parts of the world. The tie-dye materials are usually are
white cotton cloth or a blended fabric and the dye is
mainly made from indigo plants.
Traditional Tattooing
Some cultures create tattoo marks by hand-tapping
the ink into the skin using sharpened sticks or animal
bones (made like needles) with clay formed disks or in
modern times, needles. Tools are hand-carved from bones
or tusks without the use of metal. The reasons for
acquiring permanent markings on the skin vary from
culture to culture. In some societies, they are seen as
forms of amulets, protecting the wearer from harm, some
reason can be wide as symbols of class, one’s religious
beliefs, aesthetics, or even as a form of punishment.
Tattooing is one of the art forms of Kalinga. It usually
covers the chest and the arms. It is considered as their
clothing and part of the decoration in their body. It
signifies a rite of passage from youth to adulthood, a
mark of heroism and bravery, and one’s status in the
community. The design consists of geometric lines and
patterns. Apo Whang-od is a living legend she is the last

”mambabatok” or traditional Kalinga tattooist. Apo Whang-Od, 102 years old

Some tribal cultures traditionally created tattoos by cutting designs into the
skin and rubbing the resulting wound with ink, ashes, or other agents; some
cultures continue this practice, which may be an adjunct to scarification.

Traditional Basketry

Baskets are made of bamboo. Rattan or a combination. The most common

technique used is plaiting, twining or coiling are also used. Carrying baskets are
mostly seen in the tribal community, used as backpacks, rice containers, hats, and
rain capes.
Based on history, Basket weaving has been used in cultures all over the world
for at least several hundred years ago. There is a multitude of uses of baskets,
ranging from table decorations to traps for catching fish, and they play a prominent
role in some religious ceremonies. Baskets made for purely aesthetic reasons
incorporate intricate patterns, striking colors, and often more flexible fibers. On the
other hand, baskets are also intended for utilitarian purposes, like gathering of
food and food storage.
There many types of natural fibers that can be used to weave a basket, like
various kinds of tree bark. Grasses, bamboo, vines, oak, willow, reeds are all
commonly used materials for weaving. When choosing a suitable material for
basketry, the flexibility of the fibers is the most important aspect.
There are four different types of basketry methods such as coiling, plaiting,
twining, and wicker. Some of the terms that are specific to basket weaving include
loops, twining, ribs, and spokes.
 What’s More

Activity 8.1: “Tie and Dye Making”

Materials:
 White used/clean cloth of any size and
rubber band for tying
 Color Dye (at least 3-4 colors)
 Vinegar
 Hot water in a bowl (at least three)
Procedure:
1. Tie the cloth with a rubber band for your design.
2. Boil water; pour the water in 3 separate bowls.
3. Put dye color in each of the bowls; put a drop of vinegar to each of the bowls.
4. As the dye dissolved in water, dipped the cloth, part by part, color by color
5. When all the areas of the cloth have been colored, let the water dripped from the
cloth.
6. When all the excess water dripped from the cloth, remove the tie and let it dry
Criteria 5 4 3 2 1 Descriptive Score/Points

1. All instructions were followed Rating

Excellent 18-20
2. Proper use of materials Very Good 15-17
3. Chosen design was justified Good 11-14
4. Neatness of work Fair 9-10
Poor 8 and below

What I Have Learned

Fill in the following open ended statements

1. I have learned to realize the importance of _____________

2. Traditional crafts can be _______________

3. I really __________________
 What I Can Do

Activity 8.2: Face Tattooing

Materials:
 Face paint or
poster paint for painting
 Paintbrushes for
different color paint
 Pencil for design
making

Procedure:
1. Be sure that the face is clean before making marks on your face.
2. Get a pencil and ask someone to be the artist, and start designing
3. Get the brush and the paint and start tracing the lines.
4. Start the artwork. Let someone take pictures while doing the activity.

Criteria 5 4 3 2 1 Descriptive Score/Points

1. All instructions were followed Rating

Excellent 18-20
2. Proper use of materials Very Good 15-17
3. Chosen design was justified Good 11-14
Fair 9-10
4. Neatness of work
Poor 8 and below

Assessment

Fill in the blanks: Supply the correct word before the questions. Choose your
answer from the box below.

Abra Basketry Traditional Arts Pambabatok

Tattooing Weaving Tie/ Dye Technique Kalinga Coiling

__________ 1. It is the art and crafts of making baskets or basket woven objects.
__________ 2. It is an art form of the Kalinga that usually covers the chest and the
 arms and is considered as their clothing and part of the decoration
in their body.
__________ 3. It is a craft or action of forming fabric by interlacing threads.
____ _____ 4. It is a hand tapping technique in doing a tattoo.
__________ 5. It is a way of carrying out a particular artistic work or a procedure.
__________ 6. It is the type of stitch used to fasten or interlock the coils together.
__________ 7. It is a hand method of producing patterns in textiles by tying a
portion of fabric so that they will not absorb the dye.
__________ 8. It is the province is positioned as the “ Natural Dye Capital of the
Philippines.
__________ 9. It is a landlocked province in the Philippines within the Cordillera
Administrative Region.
__________ 10. It is an art that is a part of the culture of a group of people, skills,
and knowledge of which passed down from generation to
generation.

Additional Activities

Activity 8.3: “Basket Weaving / Basketry”

Materials:
• Old newspaper /magazines or colored paper
• Glue or paste
• Scissors
• Varnish for finishing
Procedure:
1. Fold and cut the papers of your desire size but be sure it’s in uniform sizes.
2. Use paste or glue to get hold of every side of the paper
3. Connect the papers, starting from the endpoint to form a square.
4. Continue connecting all the papers
5. After a while of connecting, fold the sides to form a square as the start of a
basket shape.
6. Continue doing the basket making, if you wish to put handle, you may do so.
7. For finishing, brush or spray varnish to the finished artwork.
8. Let your teacher check your work.
Descriptive Score/Points
Criteria 5 4 3 2 1
Rating
1. All instructions were followed Excellent 18-20
2. Proper use of materials Very Good 15-17
Good 11-14
3. Chosen design was justified
Fair 9-10
4. Neatness of work
Poor 8 and below
Lesson
Gymnastics Exercise using
3 Apparatus
To end the quarter, this module will help you perform various gymnastics
exercises using apparatus that might interest you to learn and play the sport. After
all, our main goal is to be physically fit through sports and other physical activities.

What’s In
Read each item carefully and search for the word in the table below. Encircle
or use a highlighter to mark the words.

T U M B L I N G
1. It is both a gymnastic skill and gymnastic
O W Y L A H Y H
discipline where gymnasts jump, twists, and
Y A O N U M X E flips placing only the hands and feet on the
S R T M E F P R ground.
I D I C V R I O 2. It is a term used to describe the last skill
S T N U T S L D in a gymnastics routine.
K B A B Y G F P 3. It is an acrobatic move in which a gymnast
T N U O M S I D rotates one or more times in the air, with
hips passing over the head and without
hands touching the ground.
4. It is similar to flip but the rotation of the roll is usually made on the ground.
5. These are activities in the form of play that test one’s self on flexibility, agility,
balance, coordination, strength, and endurance.

2
What’s New
Read the description and identify the person in the picture below.

O K A A H O I I N
She began her career competing for the Soviet Union in
the late 1980s. This 44-year-old Uzbek mom is the oldest
female gymnast in Olympic history since 1920. She qualified for
her eight Olympics breaking her record and will be competing
in the Tokyo Olympics. Who is in the picture?
 What is It
What are the apparatuses used in Gymnastics? Gymnastics is a sport
where gymnasts perform with or without the use of apparatus. However,
gymnastics apparatuses are part of the sports discipline wherein participants have
to execute several acrobatic skills with expressive movement and manipulation of
apparatuses to add to the creativity and performance routine.
The sport combines the elements of dance and calisthenics thus gymnasts
must be strong, flexible, and coordinated in manipulating an apparatus. Below are
some of the apparatuses used in both artistic and rhythmic gymnastics.
Table 1: Apparatuses used in Artistic Gymnastics
Apparatus Form Category Picture
Pommel The apparatus consists of a prismoid Men
horse body which is placed horizontally onto
a base. On the upper surface of the
body, two pommels are attached
crossways.
Rings The apparatus consists of two circular Men
rings, attached to cables suspended on
a frame.

Vault The English abbreviation for the event Men and

in gymnastics scoring is VT It features Women
a flat, larger, and more cushioned
surface almost parallel to the floor,
which slopes downward at the end
closest to the springboard.
Parallel bars The apparatus consists of two bars of Men
equal dimensions, which run parallel
and at the same height.
Horizontal Also known as the high bar, it consists Men
bar of a round bar with a constant
diameter, which is held horizontally by
two supports.
Uneven bars It is used only by female gymnasts. Women
The apparatus consists of two bars,
which run parallel, but at different
heights, and are carried by a support
base.
Beam The apparatus consists of a beam, Women
which is held by a base consisting of 2
supports.

Floor The performance area shall have a Men and

square format. The surface must be Women
horizontal, even and without gaps. All
plates of the under-construction
within the performance area shall have
the same arrangement of elastic
elements. All elements of the floor have
to be connected firmly to prevent
slipping.
 Table 2: Apparatuses used in Rhythmic Gymnastics
Apparatus Description Picture
Rope It is made out of hemp or synthetic material which
can be used by swinging, throwing and catching,
making figure-eight-type circling movements, and
more. Gymnasts also leap and jump through the
rope while they are holding it with both hands.
The length of the rope depends on how tall the
gymnast using it is.
Hoop It is made of wood or plastic with 0.7 to 0.8 meters
in diameter. It can be used by tossing and
catching it.
Ball It is made with rubber or synthetic material and is
roughly around 0.2 meters in diameter. It can be
used by tossing and catching, rolling, and
bouncing it.
Clubs Clubs are 0.4 to 0.5 meters long which are made
from wood or synthetic material. It resembles
bowling pins with equal length. It can be used with
tricks like circles - in which the clubs swing
parallel to each other, mills - the clubs swing
opposite each other, as well as throws and
catches.
Ribbon It is a single strip usually made of satin, attached
to a stick made of wood or synthetic material. It
can be used to create all sorts of patterns,
including spirals, circles, and snakes. The
gymnast must keep the ribbon in motion
throughout the entire routine.

What’s More
The activities below allow you to perform various gymnastics routine with
the use of various apparatus like a ball, wand/stick, and ring. Perform a warm-up
exercise at the beginning and a cool-down exercise at the end of the session. Follow
the protocol for safety. Make sure to record your heart rate and answer the
questions below;
1. Wear exercise attire which is comfortable for you. It could be a
shirt/Sando, shorts/jogging, and proper shoes.
2. Prepare a ball (of any kind), wand/stick (look for an alternative if needed),
and ring (look for an alternative like ring-shaped used cartolina, etc.)
3. Look for a spacious area.
4. You can set up music through speakers while doing the activity.
5. Perform a general warm-up exercise at the start of the session and general
cool-down exercise at the end. 4
6. Monitor and record your heart rate before and start of the exercise
session.
7. If available, take pictures and video yourself while doing the activity.
8. Know your limitations while doing the workout.
9. Enjoy and have fun.
1 2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19

Activity 1:
Gymnastics exercise using a ball. Hold each position for eight counts
before moving to the next position.
1. Ball to your left and right arm: Hold the position for eight counts per arm.
2. Ball above the head: Hold the position for eight counts per variation (using one
arm and both arms).
3. Ball in front: Hold the position for 16 counts.
4. Ball in front of the chest: Hold the position for 16 counts.
5. Ball at the back of your neck: Hold the position for 16 counts.
6. Ball below the chest: Hold the position for 16 counts.
7. One hand toss: Toss the ball with your arm and catch it with the same arm.
8. One hand toss with catch using another arm: Toss the ball with your arm and
catch it with the other arm.
9. Catching the ball: Let someone toss you the ball, catch it with both hands and
hold the position for four counts.
10. Spiral toss: Toss the ball in one arm and spin the ball to the back and in front
of your other arm.
11. Bouncing the ball in front: Bounce the ball and catch it with both hands.
12. Bouncing the ball at your side: Bounce the ball and catch it with one hand.
13. Bouncing the ball at your back: Bounce the ball and catch it with both hands.
14. Rolling the ball: Roll the ball using one arm in a clockwise and
counter clockwise motion.
15. Rolling the ball while sitting: Roll the ball using one arm while sitting in a
clockwise and counter clockwise motion.
16. Arms extension with the ball: In a sitting position, hold the ball in front with
your feet close to each other. Slowly extend and hold for eight seconds.
17. Rolling the ball while lying down: Roll the ball in front while lying down.
You may lie down using one arm as a support if needed.
18. Swaying the ball in front: Position the ball at your side and sway in front and
back. Repeat the movement for eight counts per arm.
19. Swaying the ball to your side: Position the ball in front and sway to each side
(left and right). Repeat the movement for eight counts.
Activity 2: Gymnastics exercise using a wand or stick. Hold each position for
eight counts before moving to the next position.
1. Wand in front of the chest 10. Wand in a superior position (left)
2. Wand at the back of your neck 11. Wand in an inferior position (right
3. Wand below the chest and left)
4. Wand above the head 12-14 Wand movement while lunging.
5. Wand in front 15-17 Wand movement while knees
6. Wand in medial position are bent.
7. Wand in a vertical position 18-20 Wand movement with leg raise
8. Wand in a horizontal position or bent
9. Wand in a superior position (right)

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

1 2 3 4 5 6 7 8 9 10

11 12 13 14
Activity 3: Gymnastics exercise using a ring. Hold each position for eight counts
before moving to the next position.

1. Ring at the back of your neck

2. Ring in front of the chest (vertical)
3. Ring below the chest
4. Ring in front of the chest (horizontal)
5. Ring at your side (left and right)
6. Variation of number 2
7. Variation of number 4
8. Variation of number 6
9. Variation of number 1
10. Ring upwards (both arms)
11. Ring upwards (left or right
12. Ring in a posterior position
13. Variation of number 11
14. Ring in an inferior position

Heart Rate Before: After:

Rate your exercise session by shading the emotion scale below;  
Which specific activities you perform and you did not perform?
__________________________________________________________________________________________
What are your thoughts while doing the activity?
__________________________________________________________________________________________
__________________________________________________________________________________________

What I Have Learned

Create a concept map about the gymnastics apparatus. Provide a short
description of each apparatus based on your understanding. Do it in your P.E
notebook.

Example:

What I Can Do
Create a simple routine using gymnastics apparatus (choose 1 only). Use
the template below. Use your pictures taken while doing the activities, arrange it at
your discretion, and submit to your teacher online. You may also choose to draw
each exercise on each box. Do it in your P.E notebook.
Start here

End here

Assessment
Read each item carefully. Encircle the letter of the best answer
.
1. What is the other term for the horizontal bar?
a. Balance bar c. Parallel bars
b. High bar d. Uneven bars
2. Which is TRUE about balance beam?
a. A balance beam is used in men’s artistic gymnastics.
b. A balance beam is used in women’s artistic gymnastics.
c. The beam has two pommels attached crossways.
d. The beam consists of two bars, which run parallel, but at different
heights.
3. Which apparatus is used by both men and women in artistic gymnastics?
a. Balance beam c. Uneven bars
b. Gymnastics floor d. 7
Pommel horse
4. Which apparatus is used by men in artistic gymnastics?
a. Balance beam c. Uneven bars
b. Gymnastics floor d. Pommel horse
5. Which apparatus is used by women in artistic gymnastics?
a. Beam c. Pommel horse
b. Floor d. Rings
6. Which apparatus is used in aerobic gymnastics?
a. Balance beam c. Uneven bars
b. Pommel horse ` d. None of the above
7. Which apparatus is consists of two bars, which run parallel, but at different
heights?
a. Balance beam c. Parallel bars
b. Horizontal bar d. Uneven bars
8. Who can use clubs as an apparatus in rhythmic gymnastics?
a. Men c. Both
b. Women d. No apparatus
9. Who can use a pommel horse as an apparatus is artistic gymnastics?
a. Men c. Both
b. Women d. No apparatus
10. Who can use vault as an apparatus is artistic gymnastics?
a. Men c. Both
b. Women d. No apparatus
11. Which apparatus resembles the bowling pins with equal length and can be
used with tricks like circles?
a. Ball c. Ribbon
b. Clubs d. Ropes
12. Which apparatus in rhythmic gymnastics can be used by tossing and
catching, rolling, and bouncing it?
a. Ball c. Ribbon
b. Clubs d. Ropes
13. What is a single strip usually made of satin, attached to a stick made of
wood or synthetic material?
a. Ball c. Ribbon
b. Clubs d. Ropes
14. In gymnastics, the length of the rope (apparatus) depends on which of the
following factors?
a. Gymnast’s arm span. c. Height of the gymnast.
b. Gymnast’s waistline. d. Weight if the gymnast.

15. It is made of wood or plastic with 0.7 to 0.8 meters in diameter. It can be
used by tossing and catching it.
a. Ball c. Clubs
b. Beam d. Hoop
 Additional Activities
Keep a weekly journal of your simple fitness program which is a reflection
composed of 4 to 5 sentences.
MY SIMPLE FITNESS PROGRAM
(A Journal)
Week 6:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Lesson
Coping Skills during Adolescence
4
As an adolescent, there are many health concerns and problems brought
about by changes during this growth and developmental stage. Aside from
understanding and demonstrating the proper health appraisal procedures and
engaging in the different programs and initiatives of the school and community to
achieve holistic health, learning coping skills and other self-management skills in
dealing with this transitional phase will surely prevent negative consequences and
ensure well-rounded sanity of an adolescent like you!

What’s In

From the previous lesson, you

already familiarized yourself with the health services in the school and community
to appraise one’s health. As a culmination of all the topics discussed growth and
development, this lesson will help you learn and apply the coping skills in dealing
with health concerns during adolescence.

What’s New

Activity 4.1 Plot Twist

Directions: Identify five (5) things you are worried about at this moment. These can
be problems or concerns dealing with family, friends, relationships, etc. Write your
answers inside the thinking bubble below.
 What is It

A coping skill is a way that someone chooses to respond to feelings of

stress, anger, anxiety, and other emotions. It is characterized in two types which
include - healthy and unhealthy coping skills.

Healthy coping skills are habits and practices that help you feel better and
do not cause any physical or emotional harm to other people. It prevents you from
negative consequences and thus helps you to become a better version of yourself as
you deal with problems and concerns of your daily life.

In contrast, unhealthy coping skills are habits that feel you better in a
moment but usually result in consequences and harmful effects to others that
sometimes lead to a poor relationship.

The table below summarizes the healthy coping skills that each adolescent
should learn, value, and practice. It also enumerates the unhealthy skills that may
hinder in achieving a holistically healthy and happy life.

Healthy Coping Skills Unhealthy Coping Skills

 Using positive self-talk  Name-calling or insulting

 Deep breathing
 Reading book
 Going for a walk
 Volunteering
 Exercising
 Taking to a friend
 Play a sport game
 Hanging out with friends
 Listening to music
 Meditating
 Engaging self with arts
 Sharing your feeling with
significant adult
 Taking time by yourself
 Talking to a trusted adult
 Taking a hot bath/shower
 Resolving Problem
 Being in nature
 Being Violent towards others
 Spreading rumors
 Yelling and screaming
 Hurting yourself
 Threatening
 Reckless behaviors
 Using drugs or alcohol
 Self-isolation
 Stress eating
 Blaming others
 Avoiding the problem
a  Being passive-aggressive
 Getting revenge
 Destroying property
 Pretending not to care
 Oversleeping
 Negative social media posts
 What’s More

Activity 4.2 Like or Unlike

Directions: Identify the following statements related to coping skills is healthy or
unhealthy. Put a checkmark if the statement relates to healthy coping skills
and cross mark if the statement demonstrates unhealthy coping skills.

_____1. Using positive self-talk.

_____2. Being passive-aggressive.
_____3. Negative social media posts
_____4. Sharing your feeling with a significant adult
_____5. Taking time to meditate.
_____6. Spreading rumors.
_____7. Hanging out with friends.
_____8. Hurting yourself
_____9. Reading good books.
_____10. Pretending not to care at all.

What I Have Learned

Directions: Read each statement below carefully and fill in the blank(s) with
the correct answer.

1. A way that someone chooses to respond to feelings of stress, anger,

anxiety, and other emotions is_______________.
2. Healthy coping skills are _______________and _______________ that help you
feel better and do not cause any physical or emotional harm to other
people.
3. The habits that feel you better in a moment but usually result in
consequences are _______________ coping skills and _______________ effects
to others that sometimes lead to a poor relationship.
 What I Can Do

Activity 4.3 Mind Mapping

Directions: Using your knowledge about different coping skills in dealing with
health problems among adolescents, create a mind map that enumerates the
practices and habits you need to adapt and demonstrates as you deal with your
current concerns, fears, and worries at home, school, community, and others.

Assessment

Direction: Choose the letter of the best answer.

1. What is a coping skill?

a. It is a way to be kind and generous to others.
b. It is a way to learn new things to be a better person.
c. It is a way that someone disregards as she responds to daily activities.
d. It is a way that someone chooses to respond to feelings and emotions.

2. What are the two types of coping skills?

a. Good and Bad Coping Skills
b. Like and Unlike Coping Skills
c. Best and Worst Coping Skills
d. Healthy and Unhealthy Coping Skills
3. Which of the following is an example of a healthy coping skill?
a. Meditating c. Threatening
b. Oversleeping d. Yelling

4. The following are examples of healthy coping skills EXCEPT:

a. Exercising c. Name-calling
b. Listening to music d. Volunteering

5. What coping skills are characterized by habits and practices that help you feel
better and do not cause any physical or emotional harm to other people.
a. Healthy coping skills c. Good coping skills
b. Unhealthy coping skills . d. Bad coping skills

8
 Answer Key

What I Know
Music Arts P.E. Health
1. C 6. B 11. A 16. D
2. A. 7. A 12. B 17. A
3. C. 8. B 13. D 18. A
4. C 9. A 14. C 19. D
5. D 10. C 15. C 20. C

Music

Assessment
Use the rubric provided for the activity/performance.

Arts
What I Know Assessment
1. B
2. A 1. Basketry 6. Coiling
3. B
2. Tattooing 7. Tie/Dye
4. A
5. C 3. Weaving 8. Abra

4. Pambabatok 9. Kalinga

5. Technique 10. Traditional Art

P.E

Assessment What's More What’s In

1. B Based on the student’s 1. Tumbling
2. B results. 2. Dismount
3. B 3. Flip
4. D 4. Roll
5. A 5. Stunts
6. D
7. D What’s New
8. B Oksana Chusovitina
9. A
10. C
11. B
12. A
13. C
14. C
15. D

Health
What I have
Learned What’s More What's New
1. Coping skill 1. / Answers may depend
on the students
2. habits 2. X
responses.
3. Practices
3. X
4. Unhealthy
4. /
5. harmful
5. /
Assessment
6. X
1. D
2. D 7. /

3. A 8. X
4. C 9. /
5. A 10. X
References

Music
Siobal, L. R., Capulong, M. A., Rosenberger, L. G., Santos, J. M., Mendoza, J. C., Samoy, C. P., . . .
Aldeguer-Roxas, J. T. (2017). Music and Arts - Grade 7 Learner's Material First Edition. Pasig
City: Department of Education-Bureau of Learning Resources (DepEd-BLR).

Arts

 https://fineartamerica.com/featured/igorrote-farm-in-luzon-philippines-
from-the-history-of-mankind-vol1-by-prof-friedrich-ratzel-hans-
meyer.html?product=art-print
 https://www.hku.hk/press/news_detail_17187.html
 http://nhcp.gov.ph/museums/quezon-memorial-shrine/
 https://www.pinoyadventurista.com/2013/07/basey-samar-banig-
mats.html
 https://www.flickr.com/photos/jerwin_lim/5742046290
 https://windowseat.ph/whang-od-buscalan/
 https://journal.com.ph/lifestyle/people-and-places/recognition-kalinga-
master-tattooist-whang-od https://wesaidgotravel.com/abra-philippines-
tingguians-bamboos-art-dyeing/
https://theberntraveler.wordpress.com/2014/11/22/abra-in-colours-the-
tingguians-bamboos-and-the-art-of-dyeing/
https://startupfashion.com/fashion-archives-ikat-weaving/
 https://pabromichaelagmail.home.blog/2018/10/16/the-
national-museum-of-the-philippines/
http://balita.net.ph/2018/04/16/lang-ay-festival-ng-
mountain-province/
https://www.pinoyadventurista.com/2013/07/basey-
samar-banig-mats.html
https://arceta.com/post/79572295913/burnay-jars-in-
vigan-ilocos-sur-february-2012
https://www.preview.ph/fashion/inabel
 https://www.choosephilippines.com/go/heritage-
sites/72/falling-love-paoay-church
https://www.ourawesomeplanet.com/awesome/2011/08/capt
ivating-calle-crisologo-in-vigan.html
https://www.philatlas.com/luzon/r01.html
 http://www.traveltrilogy.com/2018/12/pampanga-
christmas-lanterns-star-wonders.html
https://www.flickr.com/photos/nccaofficial/18049526
723
 https://primer.com.ph/tips-guides/2017/05/13/expats-
guide-to-the-philippines-national-costume/
https://encyclocraftsapr.com/fish-traps-of-northwestern-
luzon/
 https://www.pepper.ph/5-places-get-good-pottery-
philippines/
 https://www.cnnphilippines.com/news/2020/1/31/doh-
cordillera-monitors-man-from-China.html

Physical Education
 Fédération Internationale de Gymnastique (2017) FIG Apparatus
Norms. Lausanne, Switzerland
 Flores, Mojica, Tolentino (2002) Edukasyong Pangkatawan,
Pangkalusugan, Musika at Sining 1. JO-ES Publishing House, Inc.
 Grossfield, M (1997) The basics of our sport. USAGO: USA Gymnastics
Magazine Online
Online references
 https://www.sports-training-adviser.com/sport-skills.html
 https://gymnasticszone.com/tag/gymnastics-skill/
 https://www.myactivesg.com/Sports/Gymnastics/How-To-
Play/Gymnastics-for-Beginners/Rhythmic-gymnastics-apparatuses-
and-rules
Image sources
 Oksana Chusovitina: https://bit.ly/OksanaChusovitina
 Pommel horse: https://bit.ly/pommelhorsemodule
 Rings: https://bit.ly/gymnasticsringsmodule
 Vault: https://bit.ly/gymnasticsvaultmodule
 Parallel bars: https://bit.ly/parallelbarsmodule
 Horizontal bar: https://bit.ly/horizontalbarmodule
 Uneven bars: https://bit.ly/Unevenbarsmodule
 Beam: https://bit.ly/balancebeammodule
 Floor: https://bit.ly/Floormodule
 Rope https://bit.ly/ropemodule
 Hoop: https://bit.ly/Hoopmodule
 Ball: https://bit.ly/ballmodule
 Clubs: https://bit.ly/clubsmodule
 Ribbon: https://bit.ly/ribbonmodule

Health
"Adolescent Job Aid Manual Desk Reference For Primary Level health Workers in
the Philippine Setting." www.doh.gov.ph. 2009.
https://www.doh.gov.ph/sites/default/files/publications/AdolescentJobAid
ManualFA.pdf (accessed June 21, 2020).
Coping Skills. n.d.
https://www.mylemarks.com/store/p514/Coping_Skills_%5BTeen%5D.htm
l (accessed June 25, 2020).
"DOH Adolescent Health and Development Program Manual of Operations." n.d.
https://www.doh.gov.ph/sites/default/files/publications/WHO_DOH_2017_
12082017_full.pdf (accessed June 25, 2020).
Pabelico, Naida C., Fernan Lanzaderas, Mark Kenneth Camiling, and Alcar E.
Saraza. Physical Education and Health - Grade 7 Learner's Material First
Edition. Ground Floor Bonifacio Bldg., DepEd Complex Meralco Avenue,
Pasig City, Philippines 1600: Department of Education-Bureau of Learning
Resources (DepEd-BLR), 2016.
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph