MAPEH7 Q2 Weeks1to4 Binded Ver1.0

7
MAPEH
Quarter 2
Modules 1 - 4
7
MAPEH
Quarter 2
Module 1- Week 1
MAPEH – Grade 7
Alternative Delivery Mode
Quarter 2 – Module 1 – Week 1
Second Edition, 2021
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Published by the Department of Education - Schools Division Office of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb CESE
Development Team of the Module
Writer: Music : Russel M. Indab

Arts : Katrina Marie D. Tallo
P.E. : Elaine Joy B. Nayve
Health : Catherine S. Casuga
Editor: Myrna T. Parakikay
Reviewers: Michelle S. Payumo and Katrina Marie D. Tallo
Layout Artist: Jobelle M. Partido
Management Team: Neil Vincent C. sandoval
Chief, Curriculum Implementation Division
Myrna T. Parakikay
Education Program Supervisor, MAPEH
2nd Edition 2021
Editor : Music: Christine An V. Basilio P.E. : Kemuel Gavino

Arts : Hasmin T. Bongas Health : Jason Rufino
Reviewer: Myrna T. Parakikay
Layout Artist: Rachelle S. Venus
Management Team: Neil Vincent C. Sandoval
Myrna T. Parakikay
Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)
Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo
City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
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MUSIC
Lesson
Vocal Music of the Cordillera Highlands
1
• Describes the musical characteristics of the music of the Cordillera highlands

• Improvises simple melodic accompaniment to selected music of Cordillera
The music of the Cordillera highlands is very important to the

people’s social and spiritual activities. Most of their vocal music is
participatory, which means that the people in the community are
involved in performing it. In this lesson, you will understand the
characteristics of the vocal music of the Cordillera and how they
incorporated it in their daily life.
What I Know
Write the letter of the correct answer on the blanks provided before each number.
_____ 1. Which of the following best describes the musical scale?

A. diatonic B. chromatic C. pentatonic D. octatonic
_____ 2. What do you call a musical composition without a time signature?

A. free form B. free meter C. free range D. free tempo
_____ 3. Which of the following vocal genres is very common to the Cordillera?
A. Badiw B. Charngek C. Hudhud D. Salidomay
_____ 4. Which of the following is NOT a characteristic of the music of Cordillera?

A. music is only sung by leader only
B. music is communal and participatory
C. music is used in community celebrations and rituals
D. music is transmitted to other generations through oral transmission
_____ 5. Which of these vocal music genres contains elements of an epic, ballad, and
romance and is sung by one person?
A. Badiw B. Hudhud C. Tamiya D. Ullalim
What’s In
The word Salidummay has no direct translations but is used in many Cordilleran songs
that express thanksgiving, religious rites, and others. The phrase “dang dang ay si dong
ilay, isinalidumay” is commonly heard in songs during occasions and celebrations.
1
Translations:
1. We are coming together to the Sumadel peace pact celebration
Refrain: Dang dang ay si dong ilay, isinalidummay

[no translation for these vocables]
2. If there is a big case, let’s not be surprised
• What is the message of the song?

• What did you feel while singing it?
What’s New
Here is one of the musical performances done in some of their rituals. Guess the
correct answer and write each letter on the boxes provided.
What is it
VOCAL MUSIC OF THE CORDILLERA
The Cordillera Administrative Region

(CAR) is consists of six provinces namely Abra,
Apayao, Benguet, Ifugao, Kalinga, and
Mountain Province. Located in this
mountainous region are major rivers that
provide water irrigation and energy in parts of
northern Luzon.
Characteristics of the Music of Cordillera
The indigenous vocal music of Cordillera exemplifies most of the Southeast Asian
musical characteristics such as:
• music is part of their life and culture
• oral tradition
• communal and participatory
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• community celebrations and rituals
• rhythmic and melodic features e.g. using pentatonic (five-tone) scale
Pentatonic scale where a Tiguian chant “Da-eng” was patterned
Functions of Music
Their music is used for different functions or occupational events and various rituals
such as:
o peace pacts
o agricultural cycle
o curing of the sick
o communicating with spirits
o grand celebrations and festivals
o other life cycle events like birth, coming of age, work, marriage and death
Characteristics of Vocal Music

a. Melismatic - refers to a phrase or composition employing singing several
notes or pitches to a single syllable/vowel.
Da-eng is an example of a Tinguian (ethnic group in Abra) chant performed by boys

and girls alternately, while dancing during a religious ceremony. In this example, the
encircled syllables “it” and “na” were sustained using many notes.
b. Free improvisation of words to a common melody. The verses can be

improvised as long as the text must fit the occasion. For example,
to welcome guests, their names are usually incorporated in the
verse line in the Ibaloi song Salidommay.
c. Free meter - refers to a musical meter without time signature. Free meter is
usually used in chants of the Cordillera ethnic groups.
d. Uses natural (“throaty”) voice in singing
Vocal Genres
Vocal genres of the music of the Cordillera among indigenous communities may be
identified according to their functions. Their vocal music is usually performed in groups
or ensemble but sometimes in solo singing also. The skills in text improvisation and
song extensions are very important in the people of the Cordillera.
1. Ullalim (Kalinga)
Also known as Gassumbi (Northern Kalinga), Ullalim (Southern Kalinga), and
Dang-dang-ay (Western Kalinga) is a poetry that is chanted and not read. It contains
elements of epic, ballad, and romance and is sung by one person. The singer/story-
teller who performs this is called “man-ullalim”.
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2. Hudhud (Ifugao)
It is an Ifugao form of epic that contains themes like battle, heroes and heroines
and their series of tales for its fictitious or supernatural calamities. This is performed
by alternation between one singer (munhawe) and a group of singers (manhudhud).
3. Badiw (Ibaloi)
It is a vocal form that reflects their beliefs, aspirations, and poetic view of his
universe. Badiw can be performed in celebrations like birthdays, weddings, wakes,
funerals, as well as small gatherings of friends or family. It is sung by one singer whose
part is called (manbadiw), and a group of singers called (asbayat).
4. Uyyaya (Ifugao)
It is a type of song that has a regular rhythm in duple time and contains one
melodic phrase that is sung repeatedly in different verses. It can be performed by one
person or group of persons. Examples of Uyyaya are the songs Ed-edoy, Hi Buklod, and
Laggit that are popular on Banawe.
5. Tamiya (Ibaloi)
Tamiya consists of a single melodic line that is divided into two phrases: first
phrase is sung by the song-leader while second phrase is sung by a group, repeating
the verse of the leader.
6. Salidomay
A song genre that is popular in the Cordillera. It contains a pentatonic melody
with two to four phrases that is in duple or quadruple time. It can be performed in solo
or by a group in unison. Salidomay can be sung in welcoming guests, farewell,
courtship, or entertainment.
What I Can Do
Activity. Let’s Harmonize! The people in Kalinga love to add more sounds to their
music. In this activity, you are going to form two groups. You may involve your
household or family members in doing this.
Group I. Sing the song from beginning to end but begin singing on after group II has
sung its pattern two times.
Group II. Sing this pattern and keep repeating this over and over again until group I
stops singing.
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a. Did the two groups sing the same patterns? _____________________
b. What was group I singing? ____________________________________
c. What was group II singing? ____________________________________
What I Have Learned
Complete the following sentences.

1. Melisma is one of the characteristics of vocal music of
Cordillera which refers to. . . .
2. One of the functions of the music of Cordillera is . . . .
3. A pentatonic scale is composed of . . . .
4. The mode of transmission of the music of the Cordillera
is through . . . .
5. Badiw and Tamiya are song genres from . . . .
ARTS
Lesson
Arts and Crafts of Mindoro
1
• Identifies and analyzes the elements and principles of art in the

production of one’s arts and crafts inspired by the arts of MIMAROPA
particularly in Mindoro.
• Incorporates the design, form and spirit of artifacts and art objects from
Mindoro.
This module will take you to the journey of arts and crafts of Mindoro; the different
designs, motifs and history of their crafts and accessories. The arts and crafts of
Mindoro reveal many aspects of the people’s culture, traditions and history. The
elements and principles of art of these fascinating arts and crafts will lead you to
understand the rich culture and tradition of the Philippines that is handed down
from generation to generation.
KNOW THE
ACRONYM
What I Know
▪ What does MIMAROPA stand for?
▪ Write your answer on the space provided.
MI
MA
RO
PA https://images.app.goo.gl/thUXLFoEHmMYV
dRB7
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MIMAROPA, also known as Region IV-B, is a region of the
Philippines located in Luzon. The name is an acronym that
stands for the provinces, comprising the region. The region was
created on May 17, 2002, after Region IV (Southern Tagalog)
was further sub-divided.
REMEMBER
ME?
What’s In
▪ Complete the words by filling in the missing letters.

▪ Write your answer on the space provided.
B_L_N_ _
P_T___ N
L__E
https://images.app.goo.gl/2qEbvex62vnRjxLk8 T _ _ _ U_ E
FIND THE HIDDEN
What’s New WORDS
Find and circle all the listed words below that are hidden in the grid. The words may
be hidden in any direction.
MINDORO AMBAHAN PAKUDOS
MANGYAN URUKAY
S P A K M M A M
S M I N D A M A
O O R O D N I M
D D M A N G U G
U R U K A Y R H
K H A M B A Y A
A M B A K N K N
P A M B A H A N
What is It Mindoro is the seventh largest island in the

Philippines by land area. It is located off
the Southwestern coast of Luzon. Mindoro
is divided into two provinces such as
Occidental Mindoro and Oriental Mindoro.
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Indigenous People
Mangyan refers to the Philippine ethnic

group living in Mindoro Island. The word
Mangyan is the generic name for the eight
indigenous groups found on the island. The
Northern tribes include the Iraya, Alangan
and Tadyawan tribes while Buhid, Bangon,
Ratagnon and Hanunoo Mangyan comprise
the tribes in the South. https://images.app.goo.gl/425XJkqtdrbVefCJ8
Festival
Malasimbo Festival upholds sustain eco-

cultural development and the preservation of
the indigenous culture and heritage of the
Mangyan tribes of Mindoro.
https://images.app.goo.gl/1vPJ7jWf7ADzrECL8
Ambahan
It is an indigenous poetry of the Hanunoo

Mangyan of Mindoro province, it is engraved
using an ancient syllabic script derived from
India. It is now listed in the UNESCO Memory
of the World Registry.
Ambahan has seven syllables and engraved
onto bamboo segments, nodes, musical
instruments or other materials using the tip of
a knife. The poems represent a Mangyan’s
personal thoughts, feelings or desires. It is
presented through recitation and chanting
without a determined musical pitch or
accompaniment. Urukay is a variation of the
Ambahan that uses eight syllables instead of
seven.
Pakudos
It is a Mangyan design that is characterized

by simple symmetrical organization with
equal stress on vertical and horizontal
composition and an orderly use of lines and
spaces that are pleasing to the eyes.
Basket of the Iraya Mangyans
It has intricate patterns and design of IDENTIFY THE “E”

humans, animals, tress and other objects. https://images.app.goo.gl/qqrUfW45Ur2PBy4o8
AND ANALYZE THE
The basket of Iraya Mangyans are made of “P”
nito grass and forest vines, which are
meticulously and patiently woven to create
these unique baskets.
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What I Can Do
• Identify the elements of art and analyze the principles of design used in the
images of Mindoro arts and crafts.
• Write your answer on the space provided.
1 Elements of art
Line:
shape:
color:
texture:
PRINCIPLES OF DESIGN
BALANCE:
EMPHASIS:
PATTERN:
https://images.app.goo.gl/vt9XYFLE5FeTp9vV7 UNITY:
2 Elements of art
Line:
shape:
color:
texture:
BALANCE:
EMPHASIS:
https://images.app.goo.gl/qqrUfW45Ur2PBy4o8 PATTERN:
UNITY:
3 Elements of art
Line:
shape:
color:
texture:
BALANCE:
EMPHASIS:
PATTERN:
UNITY:
https://images.app.goo.gl/eRMNeCGozmEjJ5xQ7
What I Have Learned
• Complete the levels of reflection below. This self-assessment activity will give you
the opportunity to reflect and assess your learning about the Arts and Crafts of
Mindoro. Write your answer on the space provided.
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PHYSICAL EDUCATION
Lesson
Badminton
1
• Describes the nature and background of the sport badminton.
Active participation in sports and games like badminton can provide

numerous advantages in a student's life. It allows students to improve
their mental, physical, and social skills. However, a proper balance
between a child's maturity, skills, and interests must be maintained.
What I Know
True or False: Write TRUE if the statement is correct and FALSE if the statement is
wrong. Write your answer on the space provided.
________1. Official badminton plays with the 21-point rally scoring system.
________2. A badminton 'birdie' can travel at speeds of up to 200 MPH.
________3. Badminton can be played in singles or doubles format.
________4. A player may reach over the net to hit the shuttlecock.
________5. It is called a singles match when two people play on each side of the court.
What’s In
Complete the diagram below by supplying information about FITT principles of exercise.
Write your answer on the space provided.
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PRINCIPLE WORD DEFINITION EXAMPLE
FREQUENCY
INTENCITY
TIME
TYPE
What’s New
Do you still remember the first time you played badminton? In three to five sentences,
write your experiences on the space provide.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What is It
Badminton is a racquet sport in which players use a racket to hit a shuttlecock across
a net inside a badminton court. Generally, it comes in two forms: “Singles”, a 1 vs 1
game and “Doubles”, a 2 vs 2 games.
HISTORY AND DEVELOPMENT

• Badminton’s origins date back at least two thousand years to the game of
battledore and shuttlecock, in which two or more players keep a feathered
shuttlecock in the air with small rackets; and played in ancient Greece, India and
China.
• In Japan, the related game called Hanetsuki was played as early as the 16th
century.
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• In ancient China, it was called “ti jian zi” which used a shuttle and laid the ground
for badminton.
• The Indians called the game “Poona” during the 18th century.
• The British army officers stationed in India in the 1860s soon brought home the
sport and made it competitive.
• Badminton originated from the Badminton House in Gloucestershire, the home
of the Duke of Beaufort, where the sport was launched in 1873.
• Initially, the sport was played under the rules applied in India. Then John Henry
Eustace Hart finalized the standard rules and made the game applicable to
English players by 1887.
• In 1893, the Badminton Association of England published the first set of rules
like the modern-day rules. By 1899, the first world badminton competition, “All
England Open Badminton Championships” was opened.
• By 1934, the Badminton World Federation was formed with England, Scotland,
Wales, Canada, Denmark, France, Ireland, New Zealand, and the Netherlands as
the founding members.
• Eventually, badminton became a full-medal Olympic sport in 1992, with
competition for men’s and women’s singles and doubles.
BADMINTON EQUIPMENT AND FACILITIES
BASIC RULES OF BADMINTON
• A game can take place with either two (singles) or four (doubles) players.
• A match consists of the best of three games of 21 points.
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• The player/pair winning a rally adds a point to its score.
• At 20-all, the player/pair which first gains a 2-point lead wins that game.
• At 29-all, the side scoring the 30th point wins that game.
• The player/pair winning a game serves first in the next game.
• A competitive match must be played indoors utilizing the official court
dimensions.
• A point is scored when the shuttlecock lands inside the opponent's court or if a
returned shuttlecock hits the net or lands outside of the court the player will lose
the point.
• At the start of the rally, the server and receiver stand in diagonally opposite
service courts.
• A legal serve must be hit diagonally over the net and across the court.
• A badminton serve must be hit underarm and below the server's waist height
with the racquet shaft pointing downwards, the shuttlecock is not allowed to
bounce. After a point is won, the players will move to the opposite serving stations
for the next point.
• The rules do not allow second serves.
• A player is not able to touch the net with any part of their body or racket.
• A player must not deliberately distract their opponent.
• A player is not able to hit the shuttlecock twice.
• A 'let' may be called by the referee if an unforeseen or accidental issue arises.
• A game must include two rest periods. These are a 90-second rest after the first
game and a 5-minute rest after the second game.
What I Can Do
Complete the crossword puzzle below by writing the word described in each item.
ACROSS:
1. Another name for shuttlecock.
3. A term for badminton in India during
1800s.
6. An object that players hit in badminton
game.
7. A meshed material supported on a cord
between two posts that divides the court.
DOWN:
1. A sport played using racquets to hit a
shuttlecock across a net.
2. What country did Poona originated in?
4. The instrument used by players to hit the
shuttlecock.
5. A game between teams of two players.
What I Have Learned
Read the statements carefully and put a check mark (√) on the statements that are
correct.
1. Badminton originated in 6. Shuttlecock Weight ranges
Gloucestershire, England in between 4.74 and 5.50 grams.
the late 19th century.
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2. Badminton became a full- 7. The badminton court is 13.4m
medal Olympic sport in 1992, long and 6.1m wide
with competition for men’s and
women’s singles and doubles.
3. A player can touch the net with ▪ 8. A player can hit the shuttlecock
any part of their body or racket. twice.
4. A legal serve must be hit 9. Badminton is a racquet sport in

diagonally over the net and which players use a racket to hit a
across the court. ball across a net inside a
badminton court.
5. The net shall be 0.75 m in 10. A match consists of the best of
depth and at least 6.1 meters 3 games of 21 points.
wide.
HEALTH
Lesson
The Right Food for Adolescents
1
• Determine the right food choices for nutritional needs of adolescents.
As a teenager, you will begin to turn out to be more self-sufficient

and settle on your own food decisions. As your body is developing, it
is important that you eat enough great quality of food and the exact
type to meet your vitality and nourishment needs. This lesson will
help you identify the right foods that will help you grow and achieve
optimum health.
What I Know
Arrange the following letters based on the definitions given. Write your answer on
the space provided before each number.
__________ 1. A food plate model to convey the right food group proportions.
PINGGGANG PNOYI
__________ 2. Includes the Vegetables and the Fruits Group that supply the body
with vitamins and minerals.
W G O L FO D O S
__________ 3. Energy giving foods like rice, corn, and pasta.
OG SOODF
___________4. Protein rich food to make our body strong.
ROGW OODSF
___________5. Getting the necessary food for health and growth.
NUTTONIIR
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What’s In
Let’s check out your understanding of Coping Skills for Adolescents. Circle the letter of
the correct answer.
1. Which of the following professions help ensures the mental health and
well-being of a person?
a. Veterinarian b. Lawyer c. Psychologist d. Teacher
2. How do you positively solve a problem?

a. Get mad easily c. Come up with different solutions
b. Blame anyone about the problem d. Just forget about the problem
3. Which of the following is NOT a positive problem-solving strategy?

a. Accept the unexpected c. Reject the help of other people
b. Consult others d. Stay optimistic
4. When preparing for a stressful situation, which of the following responses should
you use?
a. I cannot do it c. “Leave me alone”
b. I am scared d. I know I can do it.
5. Which of the following will you do when there is a great deal of stress in life?
a. Remind oneself that things will eventually get better.
b. Reject the help of other people
c. Get into more arguments
d. Blame practically everyone for the problem
What’s New
Analyze the pictures using the guide questions below.
• What does being healthy mean to you?

• What role does nutrition play in being healthy?
• How can these foods help you grow?
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What is It
Nutrition for young people implies giving you enough

nourishment from age 13 to 18 years old. As a young person,
you’ll go through a rapid development during this time. It’s
important that you have a variety of foods to choose from for
fast growth and development. Here’s a sample meal based on
Pinggang Pinoy for teens.
• Glow Foods-for half-part of the

plate, with a greater proportion of
vegetables than fruits. This means
that they should eat more vegetables
than fruits.
• Go and Grow foods, - for the other
half- part of the plate. Go foods of
greater proportion compared to the
grow foods. The Go foods examples
are rice, corn, bread, and root crops.
Grow foods includes fish, meat,
eggs, poultry, and legumes.
To help teens eat right, the

Department of Science and
Technology-Food and Nutrition
Research Institute (DOST-FNRI)
developed the Pinggang Pinoy
specifically for teens (13 to 18 years
old.
Male and female adolescents have
different needs during this crucial
time of growth.
Here is a sample meal
based on Pinggang Pinoy
for male and female adolescent.
What I Can Do
Direction: In a short bond paper, draw a plate that contain a nutritious

meal you must eat for a day. You are free to choose any material like crayon,
pastel, colored pencils. Take a picture of your work and send it to your
teacher. Please refer to the rubric below as guide.
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Rubric:
Relevance to the theme 35%
Plate Content 35%
Creativity 30%
TOTAL 100%
“My Pinggang Pinoy”
What I Have Learned
Answer the following questions to show your learnings in this module.
My Plan for Choosing Healthier Foods

 What do I want to change about how I choose foods?
_____________________________________________________
______________________________________________________
 What will I have to do differently to make this change?
______________________________________________________________
______________________________________________
 How will this change make me feel or benefit my health?
______________________________________________________________
______________________________________________
 How will I reward myself for making this change?
______________________________________________________________
______________________________________________________________
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Assessment
Multiple Choice. Write the letter of the correct answer.

MUSIC
_____ 1. Which of the following chant is performed by boys and girls alternating their
parts while dancing during a religious ceremony?
A. Da-eng C. Ullaling
B. Orde-e D. Uyyaya
_____ 2. Which of the following is not a vocal genre of the music of the Cordillera?
A. Badiw C. Kumintang
B. Hudhud D. Salidomay
_____ 3. Which of these characteristics refers to the singing of several notes or pitches
to a single vowel?
A. melisma C. rote method
B. oral tradition D. sight-singing
_____ 4. Which of the following statements is NOT true about the music of the
Cordillera?
A. people in the communities can participate in chanting
B. vocal music of the Cordillera can only be performed one person
C. lyrics of the songs can be improvised as long as it fits the occasion
D. their music features characteristics like that of the Southeast Asian
Music
_____ 5. What musical scale is being patterned by the music of the Cordillera?
A. diatonic C. minor
B. major D. pentatonic
ARTS
_____ 1. What region does Mindoro belong?
A. Region I C. Region IV-B
B. Region IV-A D. Region VI
_____ 2. Which of the following arts and crafts originated in Mindoro?

A. Abaca Fiber crafts
B. Bolinao Mats
C. Iraya Basket
D. Tinalik Basket
_____ 3. Who are the indigenous people in Mindoro?
A. Batak
B. Ifugao
C. Mangyans
D. Tagbanwa
_____ 4. Which of the following festivals is being held in Mindoro?
A. Ati-Atihan Festival
B. Dinagyang Festival
C. Malasimbo Festival
D. Sinulog Festival
_____ 5. Which of the following is NOT true about Ambahan of Mangyans?
A. Ambahan is an indigenous poetry of the Hanunoo Mangyan.
B. Ambahan has eight syllables.
C. Ambahan is engraved onto bamboo segments, nodes and musical
instruments.
D. Ambahan is presented through recitation and chanting
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PHYSICAL EDUCATION
_____ 1. What is the standard height of a badminton net in the center of the court?
A. 4 feet C. 6 feet
B. 5 feet D. 7 feet
_____ 2. When was badminton introduced as a Medal Sport in the Olympics?

A. 1992 Barcelona Olympics
B. 1996 Atlanta Olympics
C. 1998 London Olympics
D. 2000 Sydney Olympics
_____ 3. What is the least amount of points a player must lead by to win the match?
A. 1 C. 4
B. 2 D. 5
_____ 4. You are playing a game of doubles. You started the game serving. Let's say
that the score is at 8-5, in favor of you. From your field of vision, where on
the court will you serve from and to?
A. Serve from your center court across to the left.
B. Serve from your left court across to the right.
C. Serve from your center court across to the right.
D. Serve from your right court across to the left.
_____ 5. What kind of equipment is needed to play badminton?
A. Ball and Bat
B. Ball and Racket
C. Shuttlecock and Bat
D. Shuttlecock and Racket
HEALTH
_____ 1. What is the food plate model used by Food and Nutrition Institute to convey
the right food group proportions?
A. Food Diary C. Food Pyramid
B. Pinggang Pinoy D. Food Matrix
_____ 2. Which of the following is an example of energy giving food?

A. apple C. pork
B. chicken D. rice
_____ 3. Which item isn’t a good source of vitamins and minerals?
A. cake C. carrot
B. orange D. tomato
_____ 4. What food group is rich in protein that can make our body strong?
A. Go C. Grow
B. Glow D. nutrition
_____ 5. How can a young person like you can maintain good health?
A. Always on a diet.
B. Skip a meal to be fit.
C. Just eat everything I want.
D. Obtain the food necessary for health and growth.
End of MAPEH7-Q2-Week1
18
7
MAPEH
Quarter 2
Module 2 – Week 2
MAPEH – Grade 7

Arts : Katrina Marie D. Tallo
P.E. : Xyzerlin C. Macababbad
Health : Ginny Rose A. Domingo
Reviewer: Katrina Marie D. Tallo
Myrna T. Parakikay
2nd Edition 2021
Editor : Music: Christine An V. Basilio P.E.: Kemuel Gavino

Arts: Hasmin T. Bongas Health: Jason Rufino

Myrna T. Parakikay

Telefax: (632) 8882-5861 / 8882-5862
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MUSIC
Lesson
Instrumental Music of the Cordillera
1
• Identifies the musical instruments and other sound sources from Cordillera
• Discovers ways of producing sounds on a variety of sources similar to
Cordillera instruments
The traditional instrumental music of the Cordillera plays an

important role to the lives of the people living there. These instruments
have been used for various purposes from religious rites, peace pact
gatherings, to entertainment. This lesson will help you appreciate the
beauty and uniqueness of the sounds that these instrument produce.
What I Know
Classify the following instruments accordingly. Write your answer on the blank whether it is
IDIOPHONE, CHORDOPHONE, MEMBRANOPHONE, or AEROPHONE.
1. 4.
________________________
________________________ __
__
2. 5.
________________________
________________________ __
3.
________________________
1
What’s In
In the previous lesson, we learned that the music of Cordillera is performed in

many occasions and celebrations, religious rites, peace pacts and festivities. As a
review, match Column A with Column B by writing the letter of the correct answer on
the blank. Fill in the boxes with letters to complete the terms associated with the vocal
music of the Cordillera
COLUMN A COLUMN B
_____1. It is a chanted poetry that contains A.

elements of epic, ballad, and S a i m y
romance and is sung by one person.
_____2. It is a famous genre of the Cordillera B.

m l s a
that is composed of pentatonic
melody with two to four phrases in
duple or quadruple meter.
C. e n a t i c
_____3. This is a musical scale that contains
five tones.
D. f e m t e
_____4. This refers to the singing of several
notes or pitches to a single vowel.
E. u h u
_____5. It is an Ifugao form of epic that
contains themes like battle, heroes
and heroines and their series of tales F. U l l m
for its fictitious or supernatural
calamities.
What’s New
Bamboos produce wonderful sounds when made into musical instruments.

Many instruments of Kalinga in the Mountain Province are made of bamboo. Here are
some bamboo instruments which you have probably seen or heard before. Put the name
of the instrument under each picture.
1. b__ n __ k __ __a 3. t o __ g __ __ o n __
2. t a __ __ __ t a __ 4. __ a __ t e __ e __
• How do you think does the sound of these instruments is being produced? Is it
by plucking, striking, shaking, or blowing?
• What does each instrument produce? Is it rhythm, or melody?
• Do these bamboo instruments have a definite pitch? Why?
• What words can be used to describe the sounds of these instruments?
2
What is it
INSTRUMENTAL MUSIC OF THE CORDILLERA
Instrumental music of the Cordillera used to accompany dances for their

festivities, ceremonies during planting or harvesting, peace pacts, and other important
occasions up until this day. Most of the cultural-linguistic groups in Cordillera share
similar types of instruments: flat gongs and bamboo musical instruments.
Generally, these instruments are played by groups or ensembles with interlocking
rhythm. Though these instruments come in different sizes produce indefinite pitch, you
can hear a nice woven sound when interlocking rhythm is being played.
Interlocking Rhythm
In this type of music, several instruments of the same type are being played.
Each instrument plays the same rhythm over and over again but they come in one after
the other at different starting points. The beginning of the rhythm is always marked by
an accent ( ), to emphasize it.
Patteteg no. 1 go on.
An example of interlocking rhythm pattern used for Patteteg instrument. The

players do not start at the same time, just like in singing round songs.
Musical Color
Flat gongs and bamboo instruments produce a unique sounds when they are
struck, plucked, or blown. Sounds have their characteristics and color, which
musicians call it as timbre [pronounced as “tahm-bur”]. If we try to listen to all the
instruments as they play their parts one after the other, we can hear a hidden melody
produced by the indefinite pitches. This is described as a resultant melody that is
produced by the interlocking of sounds.
Gongs
Gong playing plays a very big role in the lives of
the people in the Cordillera. Gongs are usually played
during peace pacts, weddings and other special
ceremonies, feasts, and rituals. Gongs are special
instruments because they are considered as family
heirlooms (pamana), handed down from one generation
to another. Sometimes, gongs are used as dowry for
marriage. Gong playing is only performed by males,
which they learned by oral tradition. Gongs are
made up of iron, copper brass, or bronze. They are
also called gangsa, by the Kalinga, Kankanaey, and
Gaddang. They are also called gangha (Ifugao), kalsa
(Ibaloi), cangsa (Bontok), hansa (Isneg) or pahyuk
(Ilonggot).
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There are two manners in playing the gong.
a. toppaya – gong is played by slapping using the palms of the hand while it is
rested on the lap
b. palook / pattong – gong is held by the left hand and played by striking with a
stick
Bamboo Instruments
Traditional bamboo instruments of the Cordillera are categorized according to
Hornbostel-Sachs classification.
Idiophones – any musical instruments with an indefinite pitch that create sounds by
striking, rubbing, or by vibrating the instrument itself.
a. Tongatong – is made of a bamboo tube and played by striking its close end on a
solid block of wood at a slight angle while the other end is covered and
uncovered alternately with the palm.
b. Patteteg/Patatag – is made up of young bamboo which was split in half along its
length. It is played by striking using a small stick.
c. Bungkaka/Balingbing – is made up of young bamboo tube that is cut into half

allowing it to vibrate when the instrument is struck against the lower
portion of the palm of the hand.
d. Taggitag/Pattangguk – made up of bamboo tube with half of the portion is cut

away leaving the remaining half to protrude like a tongue. A hole in the
lower end is covered and uncovered while the instrument is struck
against a hard object to produce a sound.
Aerophones – any musical instrument in which sound primarily by causing a body of

air to vibrate.
a. Tongali (nose flute) – is made of a young bamboo with a

node on one end, and the other end is open. The
sound is produced by forcing the air from one nostril
into the small hole while the other nostril is closed.
b. Paldong (lip-valley flute) - is made of bamboo with an open

mouthpiece that is curved at a slant to follow the
contour of the lips. It produces a melancholic sound
that is used to court a girl in the olden days.
Kalinga nose flute, Tongali Kalinga lip-valley flute, Paldong
c. Diwdiw-as - consists of five small bamboo pipes of

different lengths tied together, closed off, and joined at
the bottom. The Kalinga and Bontok people usually
play this instrument to entertainment them while
Diwdiw-as resting in the rice field after work.
Chordophones – are bamboo or wood string instruments in which sound is produced

primarily by striking, plucking or bowing.
a. Tambi (bamboo zither) – is a whole node of bamboo with

two strands that are cut free from the bamboo itself
with rattan rings at the end to support them. Small
wooden bridges near both ends lift the strings. A
whole is bored under the platform as a resonator. The
Kalinga people play this in a group of five to six by
striking the platform with a stick.
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What I Can Do
Activity. Let’s Play! Perform the following rhythm pattern used for playing patteteg.
Form a group with four members. You may invite anyone in your household to do this
activity. Look for any materials that have indefinite pitch like spoon and fork, a small
block of wood, bamboo sticks, and etc. Before doing the activity, practice first this simple
rhythm over and over again.
- the first note is always accented
- the other beats are played lightly
If your group is ready, perform the following pattern already. Listen carefully to the
others while you are playing.
instrument no. 1 go on.
Does Not Meet Approaching Proficient Advanced

Category
(7 pts.) (8 pts.) (9 pts.) (10pts.)
Used only the same Used 2 different Used 3 different Each player used
Resourcefulness object or instrument objects or objects or different objects or
for everyone. instruments at the instruments at the instruments at the
same time in same time in same time in
playing. playing. playing.
Group seldom plays Group sometimes Group mostly plays Group consistently
Interlocking the correct rhythms. plays the correct the correct rhythms. plays the correct
Rhythm Accuracy rhythms. rhythms.
Student seldom Student sometimes Student mostly Student
Ensemble Playing plays together with plays together with plays together with consistently plays
the group. the group. the group. together with the
group.
a. How did you feel while doing the activity?
b. Did you start and end at the same time? Why?
c. What did you do to perform the interlocking rhythm properly?
What I Have Learned
Complete the following sentences.
1. ___________ is used to describe the characteristics and

color of sounds of the Cordillera instruments.
2. Instrumental music of Cordillera is made up of
________ and ___________.
3. __________ is the manner of playing the traditional
instruments of the Cordillera to produce resultant
melody.
5
ARTS
Lesson
Arts and Crafts of Marinduque
1
• Identifies and analyzes the elements and principles of art in the

production of one’s arts and crafts inspired by the arts of MIMAROPA
particularly in Marinduque.
The arts and crafts of Marinduque reveal many aspects of the people’s
culture, traditions and history. The elements and principles of art of
these fascinating arts and crafts will lead you to understand the rich
culture and tradition of the Philippines that is handed down from
generation to generation.
WHAT YOU
THINK YOU
KNOW?
What I Know
Look at the picture; write down something that you

THINK! you already know. Write your answer on the space provided.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
https://images.app.goo.gl/YeAzErTgPyMjSbKp7 ___________________________
KEEP CALM &
___________________________
LET’S REVIEW
What’s In
▪ Complete the crossword puzzle by identifying the following statements about the
arts and crafts of Mindoro. Write your answer on the space provided.
1. It is the seventh largest island in the Philippines.
2. It refers to the Philippine ethnic group living in Mindoro.
3. It is well-known festival in Mindoro.
4. It has seven syllables and engraved onto bamboo segments.
5. It is a Mangyan design that is characterized by simple symmetrical organization.
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4 PICS 1
What’s New WORD
• Look at the four pictures and find out what they have in common.
• What word are we looking for? Write your answer on the space provided.
Marinduque is called “The Heart of

the Philippine Islands” as the shape
of the provincial island is similar to
that of a human heart. Mt. Malindig
is the highest peak of the province,
this dormant type of volcano is
located on the extreme southern
portion of the heart shaped island
Photo Credit: Katrina Tallo https://images.app.goo.gl/QSF of Marinduque, and a favorite
mountaineering destination.
What is It
Marinduque is an island province of

the Philippines located in the
MIMAROPA region in Luzon. Its capital
is Boac. Marinduque lies between
Tayabas Bay to the north and Sibuyan
Sea to the south. It is located south
and west of Quezon, east of Mindoro,
Eli Obligacion and north of Romblon.
https://images.app.goo.gl/Y7Bums4LrD5WHV6
X8
Festival
The Moriones Festival is a folk-religious

event held annually during Holy
week on the island of Marinduque,
dubbed as the “Lent Capital of the
Philippines”. The word “Morion” refers to
the visor of the helmet that is associated
with the armor of Roman soldiers.
https://images.app.goo.gl/hBnwTz22emYnq7yr8
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Festival…
The word “Moriones” refers to the local

inhabitants who dress up in costumes
and masks of Roman soldiers during
Biblical times. These costumed locals are
farmers and fishermen who engage in the
street theater as a form of penitence. The
morion mask are made of wood or papier
mache adorned with colorful shells,
animal hairs, tassel and crepe papers.
https://images.apphttps://images.app.goo.gl/xtRvTJ
Putong/Tubong WcQ8rZp35p9goo.gl/hBnwTz22emYnq7yr8
The putong or tubong is a ceremony

indigenous to the island of Marinduque.
The word “putong” means to crown, is a
song of thanksgiving, hope and prayer for
a long, blessed life. Commonly performed
to welcome guests and to wish them good
life, health and luck. It is also done
during birthdays, anniversaries,
graduations or any special events that a https://images.app.goo.gl/UJDEW1LhBD1Wu
person is thankful of and praying for a yvw5
blessed path in life.
Buri and Raffia
Buri (buri palm) and raffia weaving also

became staple materials in the crafts of
Marinduque because of their abundance.
This weaving tradition has been passed
on from generation to generation.
https://images.app.goo.gl/abSf2732y2mpsaz
B7
Let’s DO this!
What I Can Do
• Draw a Moriones mask and color it according to your own style.

• Do this activity on a short bond paper and attach it in your activity notebook.
Criteria 5 4 3 2 1
Extraordinary Above Average Average Below Poor
Average
Understanding Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
• Rubric for Demonstrate
understanding of
all concepts and
understanding
of Most
understanding
of some
below average
of
poor
understanding
Individual understanding of instructions is concepts and concepts and understanding of the
instructions and clearly shown. instructions is instructions of the concepts and
Artwork concepts.
shown. shown. concepts and
instructions.
instructions.
Craftsmanship/Skill Shows Shows good Shows Shows below Shows poor

outstanding craftsmanship, average average craftsmanship
Neatness, craftsmanship with some craftsmanship craftsmanship and no
precision, care with clear attention to and attention and little attention to
attention to detail. to detail. attention to detail.
detail. detail.
Creativity/Origina Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
original personal some personal an average little personal lacks evidence
lity expression and expression and amount of expression of personal
Inventiveness, outstanding logical skills. personal and skills. expression.
expression of ideas skills. expression.
and imagination
Use of Elements Exceptional Good Basic Minimal No
understanding understanding understanding understanding understanding
and Principles and application and application and and and
of elements of of elements of application of application of application of
arts and arts and elements of elements of elements of
principles of principles of arts and arts and arts and
design. design. principles of principles of principles of
design. design. design.
8
What I Have Learned
❖ Complete the levels of reflection below. This self-assessment activity will

give you the opportunity to reflect and assess your learning about the
Arts and Crafts of Marinduque. Write your answer on the space provided.
PHYSICAL EDUCATION
Lesson
Badminton (Grip and Stance)
1
• Describes the nature and background of the sport

• Executes the skills involved in the sport
Badminton challenges you as a learner, to become creative,

resourceful, and independent. The scope of the module provides a
variety of activities that will stimulate independent and self-guided
learning experience.
What I Know
Multiple Choice: Encircle the correct answer in each item.
1. What is the name of the International governing body for badminton recognized by
the International Olympics Committee?
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A. Badminton World Federation (BWF)
B. International Badminton Association (IBA)
C. Badminton World Organization (BWO)
D. Badminton Association International
2. The forehand grip is sometimes referred to as:

A. the traditional Grip
B. the pistol grips
C. the handshake grips
D. the natural grips
3. What is the name of the object that is hit in badminton?

A. Ball C. Feather ball
B. Shuttlecock D. Racket
4. It is a way of holding the racket in order to hit shots during a match.

A. stroke C. grip
B. stance D. drop
5. It is the way you stand when retrieving certain shots from your opponent.
A. stroke C. grip
B. stance D. smash
What’s In
TRUE or FALSE: Write TRUE if the statement is correct and FALSE if the statement is
wrong. Write your answers on the space provided.
_______ 1. The play does continue if a player touches the net with the body or the
racket.
_______ 2. The height of the net is different for women as it is for men.
_______ 3. The team that starts to serve is determined by a toss.
_______ 4. A shuttle tipped during play does count as a hit.
_______ 5. Only one hit per side is allowed during play.
What’s New
Complete the missing letters based on the pictures provided below. Write your answer
on the boxes.
10
What is It
BASIC GRIPS IN BADMINTON
1. Forehand grip
✓ This grip is used to hit shots that are on the forehand side of your body and around
the head shots.
✓ Hold the racket head with your non-playing
hand so that the handle points towards you.
Your racket face shall be perpendicular to the
floor.
✓ Place your playing hand on the handle as if
you are shaking hands with it. There shall be
a V shape in between your thumb and your
index finger.
✓ The racket handles shall rest loosely in your fingers for greater flexibility. Can try
shortening your grip and place it nearer to the shaft to increase control and
accuracy when serving and hitting from the forecourt and midcourt.
2. Backhand grip
✓ This grip is used to hit shots that are on the
backhand side of your body.
✓ Hold the racket as you would with a forehand grip.
Turn the racket anti-clockwise so that the V shape
moves leftwards.
✓ Place your thumb against the back bevel of the
handle for greater leverage and power. The racket
handles shall also rest loosely in your fingers.
✓ Can try shortening your grip and place it nearer to
the shaft to increase control and accuracy when
serving and hitting from the forecourt and
midcourt.
3. Bevel Grip is used for:

✓ backhand rear-court shots (clears, drops and
smashes)
✓ some forehand and backhand net shots
(depending on your positioning)
✓ some singles defense if you are really stretched
4. Panhandle grip -
is where you have the thumb on the side of the racket,
pinching the sides with your thumb and fingers in the
position. Panhandle grip is used for:
• late backhand rear-court shots
• retrieving a net-cord on the backhand side
• some net kills or drives depending on your
position and preference
BADMINTON STANCE - is the defensive position that a player should perform when
waiting on their opponent(s) return. Though the badminton stance is a relatively
neutral position, the proper stance is a ready and engaged position with bent legs for
quick reactions to whatever may come your way.
11
By having a ready stance, players can
react more quickly and with more
power to their opponent's hits. To
perform a proper badminton stance,
the body should be turned to face the
opponent’s side of the court with the
non-racket leg forward and legs at a
shoulder width apart.
What I Can Do
Wall Hitting Game
Objective: Execute the 4 basic grips in Badminton.
Equipment:
1. Badminton racket
2. Shuttlecock
3. Wall Space
Procedure:
1. Before you start the game, remove the breakable items in your area.
2. Each student locates space along the gym wall to practice wall hitting.
3. Using wall space, students hit the shuttlecock against the wall using their
forehand grip, backhand grip, bevel grip and panhandle grip.
Check the box that best describes your badminton skills.
Excellent Very Good Good Fair Needs

Improvement
Forehand grip
Backhand grip
Bevel grip
Panhandle grip
What I Have Learned
Complete the following statement. Write your answer in the space provided.
▪ Badminton has four basic grips, and these are the

______________, _____________, ___________ and _____________.
▪ Badminton stance is
_________________________________________________________.
___________________________________________________________
▪ The importance of playing badminton is
__________________________________________________________
12
HEALTH
Lesson Nutritional Needs During the

1 Adolescents Stage
• Explains the need to select food based on the nutritional

needs during adolescence.
Adolescence is a time of rapid physical growth. Therefore,

nutritional requirements are important to support physical growth
and development of the body and for preventing future health
problems.
What I Know
Encircle the letter of the correct answer.
1. What slows down the adolescent’s growth and development?

A. sleep B. malnutrition C. exercise D. education
2. Which of the following is the best source of calcium?

A. milk B. bread C. rice D. water
3. How many servings of calcium are needed for an adolescent in a day?

A. 3 - 5 servings C. 6 - 11 servings
B. 2 - 4 servings D. 3 - 6 servings
4. What mineral from the body was lost due to too much perspiration?
A. fiber B. iron C. zinc D. potassium
5. How many servings of carbohydrates do an adolescent need every day?

A. 7 servings B. 3 servings C. 1 serving D. 2 servings
What’s In
WORD SEARCH
Encircle five (5) words you learned about the right foods during adolescence.
Answer the guide questions that follow.
M J K L I H G B S C
S G R G R O W U P N
T L V E K J L P E Y
G O F T S P M K E N
K W G Q Q T N H L G
O D E X E R C I S E
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Processing Questions:
• What are the three (3) different food groups included in the Pinggang
Pinoy?
• List down three (3) healthy tips for a Filipino adolescent to achieve the
optimum health.
What’s New
Using the numbered letters, complete the box numbered 1 to 16 below.

Write your answers in the spaces provided.
1. GEERYN 2. CUCLIMA
13 12 11 7 2
3. ROPTEIN 4. NAITVISIM
6 5 1 10 9 16
5. DRACARTESBOHY
4 8 15 3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
What is It
NUTRITIONAL NEEDS DURING THE ADOLESCENTS

STAGE
NUTRIENTS AMOUNT IMPORTANCE FOOD SOURCES

• 1300 mg daily (4 Strengthen bones and • Milk
servings) teeth Lessens the risk of • Cheese
1. Calcium osteoporosis • Malunggay
• Tofu (tokwa)
• Boys - 11 mg Helps the blood carry • Sardines
daily oxygen in the body • Dried fruits
2. Iron Most needed by young
• Girls - 15 mg • Egg (yolk)
women due to • Lean meat (beef)
menstruation
• Boys - 2800 cal Provides energy for the • Whole grains
3. • Girls – 2200 cal brain and muscles • Fruits
Carbohydrates Source of fiber and B • Vegetables
vitamin
14
• Boys – 65 grams For growth and • Lean meat
• Girls – 45 grams repair of muscles • Poultry animals
4. Proteins and tissues • Fish and sea foods
• Eggs
• Boys – 28 g Increases feelings of • Fruits
5. Fiber • Girls – 22 g fullness Helps control • Vegetables
weight • Whole grains
Lowers cholesterol
• Boys – 425 cal Helps body take in • Nuts
6. Fats • Girls – 265 cal vitamins Keeps skin • Avocados
healthy • Fatty fish
• Boys – 13 mg For good eye • Carrots
• Girls – 7 mg sight For • Milk
7. Vitamin A
growth • Cheese
Help the immune system
work
8. Vitamin B • Boys and girls – Helps the body in • Whole grain
producing
2.4 mg energy • Meat

• Eggs and
dairy products
• Dark
leafy
vegetable
s
• 40 mg Helps in the • Fruits
particularly for absorption of iron • Vegetables
9. Vitamin C
athletes Prevents iron-
deficiency anemia
• .005 mg daily Helps regulate calcium in • Egg yolk
10. Vitamin D for both boys the blood • Salmon (fish)
and girls Prevents bone deformities
11. Vitamin E • Boys – 10 mg Helps protect cells • Nuts
daily from damage • Green
• Girls – 8 mg leafy vegetables
daily
Nutritional needs vary for each stage of

life, so it is important to eat a healthy
diet through all life stages.
What I Can Do
Activity: POSTER MAKING

Direction: Create a poster that will help you promote the nutritional needs of
adolescents. Attached extra sheet for the created activity. Use the rubrics as your
guide
Rubrics:
Creativity 3
Content 3
Presentation 2
Originality 2
Total 10
15
What I Have Learned
❖ Healthy eating during adolescence is important

as body changes during this stage. The list of
nutritional needs for adolescents is very
important in supporting the needs for growth
and development for a healthy lifestyle.
Assessment
Multiple Choice. Encircle the letter of the correct answer.
MUSIC
1. What traditional instrument of Cordillera is made up of metal and is used in many
of their rituals and ceremonies?
A. bungkaka C. patteteg
B. gangsa D. tongatong
2. Which classification of instruments wherein sounds are produced by striking or

rubbing the instrument?
A. aerophone C. idiophone
B. chordophone D. membranophone
3. Which of the following is a manner of playing the gangsa by striking it using the
palms of the hand of the player?
A. balingbing C. palook
B. pailok D. toppaya
4. Which of the following bamboo instruments produce sounds by forcing the air
from one nostril into its small hole while the other nostril is closed?
A. tambi C. tongali
B. taggitag D. tongatong
5. What manner of playing the Cordillera instruments wherein each one plays the
same rhythm but comes in one after the other at different starting points.
A. blocking C. slapping
B. interlocking D. striking
ARTS
1. What is the Lenten Capital of the Philippines?

A. Mindoro C. Romblon
B. Marinduque D. Palawan
16
2. Which of the following is NOT true about Putong ceremony?
A. Putong or tubong is a ceremony indigenous to the island of Marinduque.
B. The word “putong” means to dethrone.
C. Putong is a song of thanksgiving, hope and prayer for a long, blessed life.
D. Putong is commonly performed to welcome guests and to wish them good
life, health and luck.
3. Which of the following is the staple materials in the crafts of Marinduque?

A. Abaca
B. Bamboo
C. Buri Palm
D. Spider silk
4. Which of the following festivals is being held in Marinduque?

A. Ati-Atihan Festival
B. Moriones Festival
C. Pahiyas Festival
D. Sinulog Festival
5. Which of the following is true about Moriones?

A. Moriones means angry face.
B. Moriones is a group of people who like to go out during Christmas season.
C. Moriones is well known character in Mindoro.
D. Moriones is the local inhabitants who dress up in costumes and mask of
Roman soldiers during biblical time
PHYSICAL EDUCATION
1. Which of the following used to hit shots that are on the forehand side of your body
and around the head shots?
A. Backhand grip
B. Bevel grip
C. Panhandle grip
D. Forehand grip
2. Which of the following is the defensive position that a player should perform when
waiting on their opponent(s) return?
A. Badminton Stance
B. Panhandle grip
C. Grip
D. Serve
3. Which of the following is used to hit shots that are on the backhand side of your
body?
A. Panhandle grip
B. Forehand grip
C. Backhand grip
D. Bevel grip
4. What is the name of the International governing body for badminton recognized by
the International Olympics Committee?
A. Badminton World Federation (BWF)
B. International Badminton Association (IBA)
C. Badminton World Organization (BWO)
D. International Basketball Federation (FIBA)
17
5. Which is the following is not a type of stance?
A. Attacking stance
B. Kick stance
C. Net stance
D. Defensive stance
HEALTH
1. What is the importance of calcium in the nutritional needs of adolescence?

A. Keep the gums healthy.
B. Helps control weight.
C. Strengthen the bones.
D. For better eyesight.
2. How many calories of carbohydrates are needed for boys every day?
A. 265 calories
B. 800 calories
C. 2200 calories
D. 425 calories
3. Which of the following is a fiber-rich food?

A. Chicken
B. Egg
C. Pineapple
D. Chocolate
4. Why is iron-rich food important, especially to young women?

A. Due to menstruation.
B. Due to high cholesterol.
C. Due to osteoporosis.
D. Due to gum problem.
5. How many grams of protein was needed to build and repair muscle tissues of male
adolescents?
A. 45 grams
B. 28 grams
C. 22 grams
D. 65 grams
18
7
MAPEH
Quarter 2
Module 3 – Week 3
MAPEH – Grade 7

Arts : Precious V. Santiago
P.E. : Guilbert T. Miclat
Health : Catherine S. Casuga
Myrna T. Parakikay
2nd Edition 2021

Editor: Music: Christine An V. Basilio P.E. : Kemuel Gavino
Arts: Hasmin T. Bongas Health: Jason E. Rufino
Management Team: Neil Vincent C. SAndoval
Myrna T. Parakikay

Telefax: (632) 8882-5861 / 8882-5862
ii
MUSIC
Lesson
Mangyan Vocal Music (Mindoro)
1
• Explains the distinguishing characteristics of representative music
from Mindoro in relation to its culture and geography
Vocal forms of the Mangyans are either performed solo or in groups,

and are also used for different purposes. Until today, many of these
vocal music genres are still performed among the ethnic groups in
Mindoro. In this lesson, let us explore the rich musical tradition of
the Mangyans as it reminds us of their long history of musical talent
and creativity.
What I Know
True or False: Write TRUE if the statement is correct and FALSE if it is not on the
blank provided before each number.
_____________1. The ambahan is common in the Batangan Mangyan.

_____________2. Marayaw is a vocal genre of the Iraya that is used as a lullaby.
_____________3. Bangian is a song of joy by the Alangan used in their agricultural
cycle.
_____________4. The ambahan is a form of Mangyan poetry with seven syllables in each
line.
_____________5. Iyaya is a vocal genre of the Iraya Mangyan used in their rituals.
What’s In
Let’s check how well you remember the traditional instruments of the highlands
of Cordillera. Name the following instruments and classify them accordingly.
INSTRUMENTS NAME CLASSIFICATION

1.
2.
3.
4.
5.
1
What’s New
The Mangyan syllabic script exists even before the Spaniards came to the
Philippines. Until now, the Hanunuo Mangyans of Southern Mindoro are still practicing
this kind of writing. Here is an example of a Mangyan syllabic script used in their
Ambahan or poetry. Look closely at the symbols and translations and answer the
questions that follow.
From Ambahan 231 on marriage; image courtesy of Mangyan Heritage Center.
• What is the message of the poem?

• How does this poem depict the lives of the Hanunuo Mangyans?
• How can you relate this poem to this current situation?
The Hanunuo Mangyan children are encouraged to learn the Mangyan

handwriting (surat Mangyan) to promote and preserve this kind of art to the next
generations.
• What is the importance of preserving the Ambahan and the surat Mangyan?
• How do these traditions reflect the lives of the Hanunuo Mangyans?
• What do you think are the ways to preserve these Mangyan traditions?
What is it
VOCAL MUSIC OF MINDORO

Mangyan is a collective term for indigenous people of the island of Mindoro that
comprises of eight minority linguistic groups such as Iraya, Alangan, Batangan,
Tadyawa, Buhid, Tao Buid, Hanunuo, and Ratagnon. Each ethnic group is located in
different mountainous parts of Mindoro, from north to south. The Mangyans’ main
livelihood is based on agriculture.
2
In general, Mangyan vocal music is related to their daily activities. They use it
for courting, religious rites, and other occasions. It is mostly in syllabic recitations or
chanting which tones come from the diatonic and pentatonic scale. It is usually
melismatic and rhythm is both free and unmeasured.
1. Iraya Mangyan Vocal Music

a. Marayaw - is one of the two genres of Iraya vocal music. It is a ritualistic power
song that is used for healing the sick and casting magical spells.
Characteristics:
• is only performed during rituals by a spirit medium called an ambuy
• performed in a very loud singing meant to be heard throughout the
village
• text is consist of a long line with seven-syllable verses that only an
ambuy can understand
• melody is consist of one or two repetitive melodic phrases with
emphasis or stressed at the beginning
Marayaw chant, ngayung paglumutungan
b. Igway (literally means “song”) – is another genre of Iraya vocal music which is
used as a courting or love song (sangbay), entertainment, and putting a
child to sleep.
Characteristics:
• text is consist of seven syllables per line which rhyme end on “an” or
“ang” with a punctuating syllable at the end of a phrase
• melody is consist of one or two repetitive melodic phrases with
emphasis or stressed at the end
Example of igway that utilizes a tagalog-styled melody

2. Alangan Mangyan Vocal Music
a. Bangian – is a vocal music genre of the Alangan in celebration of joy in their
work from planting rice to harvesting. This could contain themes like
planting, teasing, courting, or describing how work is done.
- it is usually performed in their Pamaguan, a feasting harvest ritual.
3
Musical characteristics:
• usually begin in downbeat in four-time meter with rhythm described as simple,
flexible, and syncopated in some parts
• sung in a moderate tempo
• melodic direction is more of repeated patterns
• sung with no intervening pause in between notes but with slight accent or
articulation in each note (portato)
• monophonic in nature accompanied by ethnic instruments to produce its
rhythm
3. Hanunuo Mangyan Vocal Music
a. Ambahan – is composed of poems with seven syllables in each line, written on
bamboo, musical instruments, or other materials using the tip of a knife.
Hanunuo Mangyans still use their ancient syllabic script (surat Mangyan)
in writing the ambahan.
- the poems in ambahan express a Mangyan’s personal thoughts,
feelings, or desires.
- it is chanted during social occasions without musical accompaniment,
during courtship, or as requested.
- lowering of the voice at the end of the last word signifies the end of the
piece.
Image courtesy of Renato S. Rastollo / NCCA - ICH.
b. Urukay – is also a form of Mangyan poetry using mostly 8-syllable lines and is
chanted during courtship, in celebrations such as feasts, or to cheer
occasions like litigation meetings. It is also sung in moments of sadness
and melancholy.
- it is performed with an instrument and is sung with a distinct melody
with style varying from individual to individual.
c. Iyaya (lullaby) – certain qualities of the singing voice are used in this chant to
compliment a lullaby. It is sung in some sort of a yawning voice with
dragging, sleepy quality, and exhalation of breaths at certain parts that
contribute to the feeling of drowsiness.
Note: Listen to examples of Ambahan, Urukay, and Iyaya excerpts at

https://folkways.si.edu/hanunoo-music-from-the-
philippines/world/album/smithsonian
recordings number 102, 104, and 124.
What I Can Do
Activity 1. Compare and Contrast. Using this Venn diagram, compare and
contrast the vocal music of Iraya and Alangan.
4
Iraya Vocal Music Alangan Vocal
Music
similarities
Activity 2. My Own Ambahan. Write a simple composition of a four-line Ambahan, in

a topic/theme of your choice. You may write it in Filipino or English. Make sure to
have seven syllables in each line that rhymes.
_________________________________________
Title
__________________________________________________________
__________________________________________________________
___________________________________________________________
___________________________________________________________
What I Have Learned
Write in each box words or statements that describe Mangyan vocal

music in general.
Mangyan Vocal
Music
5
ARTS
Lesson
Arts and Crafts of Romblon
1
• Identify and analyze elements and principles of art in the production of one’s
arts and crafts inspired by the arts of MIMAROPA particularly in Romblon.
The arts and craft of Romblon are usually made from the materials
abundant in their areas with designs and aesthetic that represents
their community. Their skills in weaving, pottery and sculpting are
passed on from generation to generation and have been an integral
part of their community life.
What I Know
Read and analyze the statements very carefully. Encircle the letter of the
correct answer.
1. The most important artifacts and was declared as the National Treasure by the
National Commission of the Arts and were discovered in 1964 inside the
Manunggul Cave.
A. bantilinaw B. manunggul jar C. tingkop D. bayong- bayong
2. What is the secondary burial jar where the bones of a deceased are kept after it
is unearthed and cleansed?
A. bantilinaw B. manunggul jar C. tingkop D. bayong- bayong
3. Who are the indigenous people who first inhibited Palawan?

A. Tagbanuas B. Moriones C. Marinduquenos D. Tagalogs
4. Which of the following is the famous cone-shaped colander harvest basket made
of bamboo of the Tagbanuas?
A. tingkop B. bayong-bayong C. baul D. Baul
5. This is a soft rice basket, made with different unusual shapes with square bases
and round top is known as ______
A. tingkop B. bayong-bayong C. baul D. Baul
What’s In
Identify the origin of the different art forms given. Use an arrow to connect the
pictures to the map and label them.
1 2
5
3
6
What’s New
Read and analyze the short story, then answer the questions that follow.
Lolo Amang's Golden Ghost Ship is the Philippine counterpart of the famous
Flying Dutchman. Lolo Amang's ship frequently appears at night sailing the
violent waters of the Romblon Triangle. A survivor of the M/V Don Juan sinking
reported a sighting of Lolo Amang's ship before it collided with M/V Tacloban.
The captain tried to avoid the ghost ship but ended up colliding with the oil
tanker. It is said that he is docking his ship at a secret location. Allegedly the
place is Barangay Cayatong in Looc or Ferrol town in Tablas Island. The
Philippine Coast Guard frequently give warnings about the area not because of
the appearance of the ship that would cause collisions, but because of the riptides
that can cause big waves that could be dangerous for passing ships. The area is
more dangerous using stormy weather. MV Princess of the Star capsized in the
Romblon Triangle during the onslaught of Typhoon Frank. 437 people died when
the ship capsized.
▪ What is the story all about?

▪ What sort of conflict/s is mentioned in the story?
▪ Where is the setting of the story?
▪ Do you think the story is realistic or true to life? Explain your answers by giving
examples.
What is it
Romblon is an island province

in the Philippines located in the
MIMAROPA Region. It lies south
of Marinduque and Quezon, east
of Mindoro, north of Aklan and Capiz, and west of Masbate. Its capital is also named
Romblon.
The town comprises the entire Romblon Island, one of the three major islands of
Romblon province aside from Sibuyan Island and Tablas Island. As the capital of
the province, it is also the seat of the Provincial Government. Its natives speak
mostly Romblomanon or Ini language
Romblon is known for its local fine marble industry because of its rich deposits of
marble and is considered as the second biggest producer of the mineral in the
country. This marble is used as the materials for the production of jars, ashtrays,
mortar.
https://en.wikipedia.org/wiki/Romblon,_Romblon
Basket weaving Lacy mat for plate
7 https://www.worthpoint.com/worthopedia/romblon - buri-palm-1908829344
➢ This marble is used as the material for the production of jars, astray, mortar
and pestles and other souvenir items
➢ Carving out from marble stones is the main source of living in Romblon.
➢ Weaving of baskets, vases, bags out of bariw, buri, abacca and nito materials
are also popular in the area.
➢ Basket weaving is a major art craft in Romblon. Some variations of the
Romblon baskets are
a. Kokolongkoy vine - the style is roping (used only in Romblon.)
Characteristic – Strong and shiny
b. Nito vine – weaving of dark nito
Characteristics – strong and durable and containers for various sizes
c. Buri strips and split nito –plating buri strips over laid with split nito.
Characteristic – coiled basket, covered trays, or open bowls
What I Can Do
Weave your own bag.
Materials: recycled candy wrappers, thread and needles.
What I Have Learned
Analyze and Reflect.

• This self-assessment activity will give you the opportunity to reflect and assess your
learning about the Arts and Crafts of Romblon. Write your answer in your activity
sheet.
What do you know about What I have discovered

the arts and craft of about the arts and
Romblon? craft of Romblon?
What kind of emotion do

you have now after knowing
their arts and craft?
8
PHYSICAL EDUCATION
Lesson
Badminton (Footwork and Serve)
1
• Executes the skills involved in Badminton.
Badminton is a fast paced, exciting sport that is widespread and for

one to become a good badminton player is not extremely difficult. Like
almost all sports, playing badminton requires a certain level of
physical fitness. A person also must learn all the basics and advanced
skills of badminton to become a good player.
What I Know
Write FACT if the statement is correct and BLUFF if the statement is wrong. Write your
answers on the space provided.
1. Badminton is a game similar in principle to Lawn Tennis.

2. There are 6 different corners in a badminton court.
3. Serve is considered a starting point in badminton.
4. There are 6 basic serves being used in playing badminton.
5. A high serve is used during singles play to move your opponent as far back
in court as possible.
What’s In
Look at each picture below. Identify the correct skill exhibit in each item. Write your
answer on the space provided.
What’s New
Fill in the missing letters based on the pictures below and write a brief description.
Write your answer on the space provided.
9
What is It
BADMINTON FOOTWORK
A good badminton footwork is essential to helping a player reach the returning

shuttlecock in the most efficient way possible (proper balance, timing, and technique)
and to ensure maximum court coverage while
saving energy.
While at the center of the court, players should

apply a stance where their feet are shoulder-width
apart and parallel to each other while body should
be slightly lowered to keep a low center of gravity
for increased stability. It is important to note that
players should return to the center of the court
after every single shot, while waiting for the
opponent's return shot. The center of the court
enables the player to move in a shorter distance to all the different corners, hence
players should always return to the center for a more efficient way to cover the court.
There are different corners in a badminton court as depicted by circles in the image
above while the square represents the center of the court.
1. Front corners -To get to the front corners, a player can apply the 3-steps footwork
(from the center of the court): racket leg, non-racket leg and racket leg (lunge).
For a right-handed player, it would be right leg, left leg, right leg to get to the
front of the court, depending on where the opponent hits the shuttle. The front
corner usually involves shots such as netting, lifting, tapping, and flicking.
2. Side corners -The footwork to get to the side of the badminton court is slightly
different as compared to moving to the front of the court. The footwork to move
to the forehand side corner also differs from the footwork to the backhand side
corner. The side corners usually involve shots such as defense and driving.
✓ Forehand side corner -From the center of the court, the player should apply
something like a chasse step, with the last step being a lunge towards the
direction of the forehand side corner. This is similar to the racket leg, non-racket
leg and racket leg footwork that we implement for the front corners.
✓ Backhand side corner -The backhand side of things is where it gets a little tricky.
From the center of the court, the player should attempt a shuffle towards the
10
direction of the backhand side corner before turning their body with a racket-leg
lunge in the same direction while trying to return the opponent’s shot.
3. Back-court corners
✓ Forehand back-court corner -From the center of the court, we will shuffle
towards the forehand backcourt with our racket leg being nearer to the
backcourt while keeping our eyes on the shuttle. When it is time to contact the
shuttle, we attempt a jump-swing (bringing our racket leg to the front) before
shuffling back to the center again for a return shot.
✓ Backhand back-court corner -For the backhand side of things, if time allows, we
will usually implement an overhead, lob instead of turning to our backhand to
return the shuttle. The reason for this is because beginners will have more
strength in their forehand overhead shots as compared to their backhand shots
and will be able to clear the shuttle better. The footwork that we take for this
corner will be turning our racket leg towards the direction of the backhand
backcourt and shuffling towards the back while keeping our eyes on the shuttle
at all times. Similar to the forehand back-court footwork, we will attempt a jump-
swing and then shuffle back to the center to prepare for the return shot.
BADMINTON SERVE
Mastering various types of badminton serve is essential if you want to improve your
game. Serving is the starting with a point. Use it not merely as "just a serve" but a
weapon during games. Basically, there are four types of serve:
1. High Serve -Use this badminton to serve during singles play to move your
opponent as far back in court as possible, thus opening up his court. Be more
cautious if you use this serve during doubles. Opponents with strong attacking
abilities will work this serve to your disadvantage.
✓ Played with a forehand underarm action.
✓ Stand two to three feet behind the short service line.
✓ Relax your body and bent your knees slightly.
✓ Lead with your non-racket leg and place your racket leg behind.
✓ Bring your racket back to almost your shoulder level, then swing it forward
following the rhythm of the stroke.
✓ Hold the shuttle by the feathers and let it drop slightly in front of you.
✓ Hit it with the flat face of your racket and follow through until your racket
reaches the non-racket side of your head.
2. Low Serve -Use this badminton to serve when you want your opponent to lift the
shuttle. It is commonly used during doubles, but you can use it during singles
too, if your opponent's attack is too strong. You can use either forehand or
backhand to play this serve.
▪ Forehand
✓ Stand two to three feet behind the short service line.
✓ Relax your body and bent your knees slightly.
✓ Bring your racket back to your waist level, then start your forward swing.
✓ Hold the shuttle by the feathers and bring it closer to meet the racket
instead of dropping it in front.
✓ Contact the shuttle at a higher point, but still below your waistline.
✓ Push the shuttle with the racket face and try to make the shuttle skim the
tape of the net.
11
✓ If you normally use high serve during singles, mix the low serve in
occasionally. You might be able to catch your opponent off-guard if you
can execute it well.
▪ Backhand
✓ Stand in a comfortable and balanced position with your racket hand in
front.
✓ Lead with your racket leg and place your non-racket leg behind with your
feet pointing towards your opponent.
✓ Carry out a short back swing, then bring the racket forward.
✓ Hold the shuttle on the tip of the feathers in front of your waist level.
✓ Push the shuttle with the racket face and try to make the shuttle skim the
tape of the net.
3. Flick Serve -Use this badminton to serve when you are under pressure from a
rushing opponent. It is a rather useful tool during doubles. However, you might
be left exposed if your opponent anticipated it. So, use it sparingly and keep your
opponent guessing. You can use either your forehand or backhand to perform
this serve. Give the impression that you are going to push the shuttle as in the
low serve, but instead use your wrist to flick the shuttle over. Wrist action is the
key to executing this serve well.
4. Drive Serve -Use this badminton serve to add some variation to your serving
game. This is considered an attacking serve and can be used in singles and
doubles. The shuttle will travel at a flatter angle pass the net with pace. It may
win you points outright or force a poor service return if your opponent is
unprepared. However, make sure you contact the shuttle below your waist and
not make a service fault.
✓ Played with forehand underarm action.
✓ Stand in a comfortable and balanced position, a bit further from the
service line.
✓ Place your racket a bit below the waist level and bring it back parallel to
it.
✓ Swing the racket forward following through.
✓ Hold the shuttle by the feathers and let it drop slightly sideways to your
body.
✓ Hit the shuttle and let it pass the net at a flatter angle.
What I Can Do
Activity 1: Pointing Footwork/Shadow
Find a comfortable, secure place where you can move around freely without distractions.
Using a chalk/marker, draw the diagram on the floor. In this drill, speed is essential,
so make sure you go as fast as you can. Perform the drills given in 3 rounds of 1 minute.
If it’s too difficult, lower it to 30 seconds. Do not forget to warm up prior to performing
the drills.
1. Front and Back (Straight)

In the straight front and back, you want to choose a half-court. Start in the
middle. When the timer starts, do a smashing motion after quickly shuffling to
the back and then run up to the front and make a net kill motion. Then keep
going back and forth at full speed.
12
2. Front and Back (Diagonal)
This one is the same as straight, except you
move diagonally. Smash at the back and then
net kill front after running diagonally. For
both these drills, you want to switch sides
after a few sets so you can practice both
backhand and forehand movements.
3. Side to Side (Net Kill)

Start in the middle, slightly more towards the
net, of a full court this time. Once the timer
starts, forehand net kill at the net and then
move back to the middle. Then backhand net kill and repeat at full speed.
What I Have Learned
Time to Reflect!!
 Did you enjoy the activity?

 Did you feel difficult in executing the drills? Why or
why not?
 How does these drills help you to improve your
physical fitness?
HEALTH
Lesson
The Food Pyramid Guide for Adolescents
1
• Follows the Food Pyramid guide for adolescents and Nutritional

guidelines for Filipinos in choosing foods to eat.
Eating is one of life's joys; however, it is also a necessity. We all

rely upon nourishment for the vitality that controls all the body's
functions. Adolescents like you experience huge physical
changes in puberty. You need more nutrients to fuel these
physical changes, which implies you have to eat the right food.
What I Know
Write True if the statement is correct and False if it is wrong. Write your answer on
the space provided before each number.
13
_____ 1. The Food Guide Pyramid emphasized only eating more proteins than
vegetables.
_____ 2. Good dietary guidance has three important elements.
_____ 3. Eating a variety of foods once a week is a good nutritional habit.
_____ 4. Nutritional needs vary for each stage of life, so it is important to eat an
unhealthy diet through all life stages.
_____ 5. Over nutrition happens when a person eats and get nutritional requirements
beyond the needed and ideal amount.
What’s In
Let’s look at your understanding of healthy food choices for adolescents. Encircle
the letter of the correct answer.
1. What food group is rich in protein that can make our body strong?
A. Go B. Glow C. Grow D. nutrition
2. What is the food plate model used by Food and Nutrition Institute to convey the
right food group proportions?
A. Food Diary C. Food Pyramid
B. Food Matrix D. Pinggang Pinoy
3. Which of the following is a good source of vitamins and minerals?

A. milk C. rice
B. soda D. fruits and vegetables
4. Which of the following is an example of energy giving food?

A. bread B. lettuce C. pork D. chips
5. How can a young person like you maintain good health?

A. Always on a diet.
B. Skip a meal to be fit.
C. Just eat everything I want.
D. Choose the right food necessary for health and growth.
What’s New
Song Review.
Let’s study the song “ Makulay ang Buhay” and answer the guide questions that follow
▪ What does the song “Makulay ang Buhay” imply?
▪ As mentioned in stanza 1, how is it like eating vegetables?
▪ As stated in stanza 2, what are the benefits of eating vegetables?
14
“Makulay Ang Buhay”
by Sharlene San Pedro
What is It
15
What I Can Do
Activity 1 “My Food Diary”

Direction: List all the foods and drinks you usually eat for a day.
Check the column of food group where each food belongs.
Base on your list, answer the following questions:

▪ What did you observe about your food intake?
▪ Which food group did you have the most in your list?
▪ Which food group did you have less in your list?
▪ Why did you choose those foods?
What I Have Learned
Complete the following lines with the things you have

learned today.
▪
▪
▪
16
Assessment
MUSIC
1. Which of the following Mangyan linguistic groups does the vocal genre Urukay
belong?
A. Alangan B. Batangan C. Hanunuo D. Ratagnon
2. What vocal music genre is described as a powerful ritualistic song that draws
away magic spells and cures the sick.
A. ambahan B. bangian C. igway D. marayaw
3. Which of the following is NOT a musical characteristic of bangian vocal music?

A. it is sung in a moderate tempo
B. it is in a three-time meter with syncopated rhythm
C. it is sung with a slight accent or articulation in each note
D. it is monophonic accompanied by ethnic instruments to produce the rhythm
4. Which of the following vocal music genre is used as lullaby by the Hanunuo
Mangyans?
A. bangian B. igway C. iyaya D. urukay
5. Which among the statements does NOT describe the vocal music of Mangyan?
A. uses a western musical structure
B. rhythm is free and unmeasured
C. mostly syllabic recitations and chants
D. tones come from a diatonic and pentatonic scale
ARTS
1. What is the main source of living in Romblon?

A. Carving out of marble C. Weaving of basket
B. Blackened wood carvings D. Molding burial jars
2. Which of the following style or techniques of weaving is used only in Romblon?

A. Plaiting B. Weaving C. Roping D. Geometric style
3. What province in MIMAROPA is known as the “Marble Country”?

A. Marinduque B. Palawan C. Romblon D. Mindoro
4. Which of the following materials is used for making strong and durable market
basket?
A. Kokolongkoy vine C. Buri strip
B. Nito vine D. Abaca
5. What is the second popular product of Romblon?

A. Basket weaving C. molding burial jars
B. Pottery D. Blackened wood carvings
PHYSICAL EDUCATION
1. Which of the following is an example of individual-dual sports?

A. Basketball B. Football C. Badminton D.Volleyball
17
2. Which of the following is considered as an attacking serve that can be used in
singles and doubles tournament in badminton?
A. High serve C. Low serve
B. Drive serve D. Flick serve
3. Which of the following is the governing body that implements and develop rules
and regulations in Badminton?
A. IITF B. ITTF C. BWF D. NBA
4. Which of the following involves shots such as netting, lifting, tapping, and
flicking?
A. Front corner C. Back corner
B. Push D. Drive
5. What corner usually involve shots such as defense and driving?

A. Front corner C. Back corner
B. Push D. Drive
HEALTH
1. Which action isn’t healthful?

A. Eat fruits and vegetables daily
B. Limit the intake of sugar and salt
C. Increase consumption of fatty foods.
D. Eat breakfast high in fiber.
2. How many eggs should an adolescent have for a day?

A. 1-piece C. 2 pieces
B. 3 pieces D. 4 pieces
3. How many glasses of water should we drink a day?

A. 10 to 12 C. 6 to 8
B. 4 to 5 D. 1 to 3
4. How much serving of vegetable does an adolescent need?

A. 2 servings C. 8 servings
B. 3 servings D.10 servings
5. What is the food model guide that shows the different recommended servings of
each of the food group?
A. Food Matrix C. Food Diary
B. Keto Diet D. Food Pyramid
18
7
MAPEH
Quarter 2
Module 4 – Week 4
MAPEH – Grade 7

Arts : Precious V. Santiago
P.E. : Jassrel P. Gacias
Health: Ginny Rose A. Domingo

Myrna T. Parakikay
2nd Edition 2021
Editor: Music: Christine An V. Basilio P.E. : Kemuel Gavino

Arts: Hasmin T. Bongas Health : Jason E. Rufino

Myrna T. Parakikay

Telefax: (632) 8882-5861 / 8882-5862
ii
MUSIC
Lesson
Mangyan Instrumental Music (Mindoro)
1
• Discovers ways of producing sounds on a variety of sources similar to

Cordillera instruments
• Evaluates music and music performances using rubrics on musical
elements and style.
This module features the indigenous instruments of the Hanunuo

Mangyans. Generally, they rely mainly on agriculture and cloth weaving.
In this lesson, we will learn how the instrumental music depicts their
lives, and how it is being applied in their daily activities, as well as in
rituals, or even during courtships.
What I Know
Multiple choice. Write the letter of the correct answer on the blank before the number
_______1. What classification of instruments wherein sounds are produced primarily

by causing a body of air to vibrate?
A. aerophone B. chordophone C. idiophone D. membranophone
_______2. Which of the following indigenous instruments of Mindoro uses three to four
stings that produces sound by bowing?
A. bangsi B. gitgit C. kalutang D. kudyapi
_______3. Which among the instruments is made up of a pair of equal-sized wood and
struck together to produce sounds?
A. agung B. bangsi C. gitgit D. kalutang
_______4. How is the kudyapi classified as an instrument?

_______5. Which of the following indigenous instruments of Mindoro does NOT belong
to the group according to their classification?
A. Agung B. kalutang C. kudyapi D. subing
What’s In
Let’s check first how well you know the vocal music genres of Mangyan in
Mindoro. Arrange the letters to form the correct word for the vocal genres on the boxes.
Encircle the letter of the correct answer that describes each genre.
1. K U A Y U R
A. chanted poetry with 8-syllabe lines
B. sung to put babies to sleep
C. used for curing the sick
2. A Y W R A A M
A. famous genre of the Alangan
B. monophonic in texture
C. used for healing the sick and casting magic spell
1
3. G N A B N A I
A. sung in moments of sadness
B. sung in four-time meter and moderate tempo
C. chanted poetry by the Hanunuo
4. B H A A N M A
A. sung in moderate tempo
B. used by the Iraya Mangyan
C. chanted or recited poetry with 7-syllable lines
5. G A I Y W
A. slight articulation in each note
B. can be used as a courting song or love song
C. performed for a feasting harvest festival
What’s New
Most Mangyan instruments recorded are from the Hanunuo. Here are some of
their indigenous instruments. Classify each instrument accordingly.
INSTRUMENTS CLASSIFICATION
1.
2.
3.
4.
5.
• How do you think do these instruments produce sounds? Is it by plucking,

striking, shaking, or blowing?
• From what materials are these instruments made?
• What does each instrument produce? Is it rhythm or melody?
• How do you describe the sounds of these instruments?
What is it
MANGYAN INSTRUMENTAL MUSIC
Instrumental music of the Mangyan of Mindoro has similar functions to the

music of Cordillera. Their music is used to accompany dances for their festivities,
2
ceremonies during planting or harvesting, lullabies, and other important occasions up
until this day.
Hanunuo Mangyan Traditional Instruments

The Hanunuo Mangyans are the inhabitants of Mindoro who have remained
faithful to their traditions and have kept their customs free from foreign influences. They
are peaceful people devoting much of their time to hunting, gathering, and agriculture.
Their musical instruments are also classified according to the way the sounds are being
produced. These traditional musical instruments are used in their daily and ceremonial
activities such as:
1. Courting. In Hanunuo Mangyan style of serenade, it requires memorization of

chanted verses and use of four main courting musical instruments.
a. Gitgit - is a small instrument with three-strings and is played with a tiny bamboo
bow made of human hair. The music it produces is used to express
loneliness or love for someone. It can also be used as a lullaby or in other
social gatherings. It is also played to accompany the ambahan.
3-stringed fiddle, Gitgit
b. Kudyapi – is a 6-stringed instrument that is played usually by men to

accompany an urukay (vocal genre) chant. The strings can be played by
strumming (kaskas), or plucking (timpara) the strings with the tips of the
fingers.
6-stringed guitar, Kudyapi
c. Lantuy (nose flute) – is a bamboo instrument and is usually played as a mouth-

blown transverse flute. It is primarily a woman’s instrument and is
usually made by the flutist herself.
d. Kinaban (jew’s harp) – is usually cut from the hard outer layer of the stems of
the thick walled bamboos kiling or kawayan. It is also called subing and
is widely used by either men or women.
2. Merrymaking. The sounds coming from the musical instruments are essential in
their joyous occasions. These instruments used in their merrymaking are called
pangalipay, which is equivalent to the term “pampasaya” in Filipino. Aside from the
instruments mentioned earlier, bamboo buzzers, zithers and bronzed gongs are also
being added.
a. Agung – is considered the loudest instrument by the Hanunuo. These bronze

gongs are not made by the Hanunuo but as heirlooms, which they
inherited from their ancestors. These gongs are probably obtained
originally from Muslim traders from Borneo or Mindanao.
- sounds are produced by striking the boss (central protrusion of the
gong) using a round wooden stick.
The central protrusion, the boss, is

being struck by a wooden stick.
3
b. Kudlung (Tabungbung) – are made from a single closed internode of a smooth
bamboo wherein the two “self strings” are cut from the exterior surface
next to it. This is usually played at the same time or together with other
instruments.
Bamboo zither, kudlung
3. Working. The Hanunuo Mangyans play certain musical instruments to accompany

their daily activities such as hiking, and others.
a. Kalutang – is played in pairs of sticks to produce sounds by striking each.

The sticks differ in size and the sides of some of them are cut flat to
increase the tone quality.
kulutang
What I Can Do
Activity 1. Agung Ensemble!

1. Form a group consisting of three members. You may involve members of your
household to perform with you.
2. Make sure to have three objects/instruments that produce big or loud sounds like
the agung.
3. Assign them their respective rhythm for each instrument. Practice it slowly.
Instrument 1
(Agung 1)
Instrument 2
(Agung 2)
Instrument 3
(Agung 3)
4. Instrument 1 should play twice (2x) first before Instrument 2 comes in. Instrument
2 plays twice (2x) before Instrument 3 comes in.
5. You will be grade by the following rubrics:
Does Not Meet Approaching Proficient Advanced

Category
(7 pts.) (8 pts.) (9 pts.) (10pts.)
Used only the same Used only the same Used 2 different Each player used
Resourcefulness object or instrument objects or objects or different objects or
for two members, instruments at the instruments at the instruments at the
one not same time in for same time in same time in playing.
participating every one playing.
Group seldom plays Group sometimes Group mostly plays Group consistently
Rhythm Accuracy the correct rhythms. plays the correct the correct rhythms. plays the correct
rhythms. rhythms.
Student seldom Student sometimes Student mostly Student consistently

Ensemble Playing plays together with plays together with plays together with plays together with
the group. the group. the group. the group.
a. How did you feel while doing the activity?

b. Did you start and end at the same time? Why?
c. What did you do to perform the different rhythms properly?
4
Activity 2. Compare and Contrast! Choose one instrument from the Cordillera and
one instrument from the Mangyan. Compare and contrast them using the Venn
diagram. Write down 5 words or phrases in each circle.
Cordillera Mangyan
Instruments similarities Instruments
What I Have Learned
Write in each box words or phrases that describe generally the Mangyan Music.
Mangyan
Instruments
ARTS
Lesson
Folk Arts and Designs of Palawan
1
• Identifies and analyzes elements and principles of art in the production

of one’s arts and crafts inspired by the arts of MIMAROPA particularly
in Palawan.
This module will introduce you to the folk arts and design of Palawan You
will be familiar with the art motifs of MIMAROPA specifically Palawan.
These motif and design will be helpful to you in making your own art
projects and in appreciating the diversity of our culture.
5
What I Know
❖ Analyze the picture.

❖ Identify the figures where the elements of art are used.
❖ List down the elements used in your activity sheet.
Memory Check: Matching type. Match column A. with column B

A B
1. The Natives of Mindoro a. Tingkop
2. The local inhabitants who dress up in costumes b. Romblon
and mask of Roman soldiers during biblical times. c. Hanunuo Mangyans
3. The Famous Harvest Basket of Mindoro d. Marinduque
4. The Marble province of the Philippines e. Moriones
5. Known as the “heart of the Philippine Island f. Morion
What’s New
P -
A -
Acronymify: Describe the
picture. Create an acronym L -
from the word PALAWAN (at A -
least 2 or three lines per letter)
W -
A -
https://www.qantas.com/travelinsider/en/explore/asia/philippines/the-
N - complete-guide-to-palawan-philippines.html
What is it
The Palaw-ans live in various parts of

Quezon, Puerto Princesa, and Roxas.
They are good in making functioning
objects like woven baskets that are
delicate and simple. They use rattan,
wood, bamboo, and palm leaves like buri
or pandan. Their popular motif, which is
called ukir, is made by incision. The
common colors used are variation of
yellow and green. They are not fond of
https://www.google.com/search?q=arts+and+crafts+of+palawan&tbm=isch&v
contrasting bright colors.
ed=2ahUKEwjwqfGl-rzyAhUSAaYKHes9ACMQ2-cCegQIABAA&oq=arts
6
▪ Palaw-ans are also fond of creating blackened
wood carvings of animals as symbols of fertility,
like fish and crocodile exposing the original white
grain of wood. They use a small curved knife the
actual shape and the fine details on a soft and
white wood. To blacken it they pass the sculpted
object 0ver a piece of almaciga resin which is
burned on the ground. https://groupmindorawan.files.wordp
ress.com/2015/03/a16.jpg
• The Tagbanua have had more aesthetically

delicate creations in terms of body accessories. In
the past, when both men and women wore their
hair long, they filed and blackened their teeth,
and carved earplugs from the hardwood
bantilinaw. These ornately designed plugs were
https://www.google.com/search?q=blacken
inlaid with mother-of-pearl in geometric +wood+of+palawan&tbm=i
patterns.
• The Tagbanua also carved wooden combs and

bracelets. They strung bead necklaces to be used
in covering women’s necks. Anklets of copper and
brass wire were also crafted and worn by women.
• Tingkop – is a cone-shaped colander harvest

basket made of blackened and natural bamboo. https://macqube.news.blog/2019/01/2
4/palawan-tingkop-harvest basket/
It displays their craftsmanship in weaving. It
uses the under-over pattern of bamboo strips
that makes it design stand out.
• Manunggul Jar – was considered as one of the

important artifacts in the Philippines was
excavated inside the Manunggul Cave at Lipuun
Point, Palawan. This container was use as https://exotictravelling.000webhostapp.c
secondary burial of the deceased. The upper om/Cultures-and-Arts/
portion of the jar, aswell the cover is incised with

curvilinear scroll designs. On top lid is a boat
with two human figures representing two souls
on a voyage to the afterlife.
• The soft rice baskets, called bayong-bayong, are

made with different unusual shapes. These have ttps://exotictravelling.000webhostapp.com/
Cultures-and-Arts/
generally square bases and round tops.
What I Can Do
Activity 1
Identify the pictures presented, elements of art and analyze the

principles of design used in the images of Palaw - ans arts and crafts.
Write all your answers in the activity sheet.
7
Activity 2
ART WORKSHOP
Materials: Pencil, ruler, sign pen, oil pastel, Oslo paper.

Procedure:
• Draw and design your own basket
• Come up with your own decorative designs of various shapes.
• Color your drawing by using color pastel of your choice.
Rubric for Individual Artwork
Criteria 5 Above 4 3
Average Average Satisfactory
Elements of
arts and
Principles of
Design
Creativity
Originality
Effort
Perseverance
Skills
Consistency
What I Have Learned
Direction:
Below is a “Reflection Weight” that aims to determine what we have
realized, the things that you have discovered, and the things that you
have learned from the arts and crafts of Palawan.
Fill in each part of the weight and share it with your classmates
8
Things I have Things I have Things that I have
realized (Attitude) Discovered (Skills) Learned
(Knowledge)
PHYSICAL EDUCATION
Lesson Badminton (Smash, Drop Shot, and

1 Clear/Lob)
• Executes the skills involved in Badminton.

• Appreciate the importance of playing Badminton in relation to
As in any sport, choosing the right shot is essential to excel in

Badminton. If you are a beginner, read on to know about the
essential badminton shots.
physical fitness.
What I Know
True or False: Write the word TRUE if the statement is correct and FALSE if not. Write
your answer on the space provided.
______ 1. Drop Shot is a type of a defensive shot in Badminton.
______ 2. The trajectory of a clear/lob shot is high towards the backcourt.
______ 3. A drop is a soft shot that places the shuttlecock close to the net.
______ 4. Lob is a high overhand shot where the player hits the shuttlecock from one
end of the court to the other end.
______ 5. A powerful smash gives your opponent less time to react to the shuttle and
makes it more difficult to hit a defensive shot that returns to the back line.
What’s In
Complete the table below by providing accurate information about footwork and serve
in Badminton. Write your answer in the table provided.
9
What’s New
Unscramble the letters to figure out what the images represent. Write the answer on
the spaces provided.
What is It
SMASH
Trajectory: Close to the net

Played from: Back court/Mid-court
Purpose: To provide less time for the
opponent
Most lethal shot in badminton. It can be

defined as a drive angled downwards. It
https://images.app.goo.gl/bEYC3WZjDvcUPA
Xq9 can be used when the shuttle is high in
the air and can be angled downwards.
10
DROP
Trajectory: Looping close to the net

Played from: Back court
Purpose: Attacking Shot
It is used when the shuttle is heading

towards you in the back court. As an
attempt to this stroke, the player must
hit downward towards the opponent’s
forecourt, aiming for it to go just over the
net. The closer the shuttle drops to the
net, the harder it is to return.
This shot is used when the opponent is

in the back court, expecting a clear shot
or a drive.
CLEAR/LOB
Trajectory: high, towards the back court

Played from: Back court
Purpose: Defensive shot
Aim of this shot is to let the shuttle fly

high in the air and land at your
opponent’s back court. It is used when
you need time to get back to the base
before the next return or if you don’t have
a clear opportunity to kill and win the
point
What I Can Do
Activity 1: Shuttle Direction

Identify and analyze the essential shots based on the trajectory of the shuttle. Write
your answer on the space provided.
11
Activity 2: “Idolo ko, Ipagmamalaki ko”
• Find at least 3 Filipino Badminton players that you admire and analyze their
skills in Badminton.
• Create a video presentation wherein you state their basic information, reasons
why you admire them and highlight/show their shots in Badminton (Smash,
Drop and Clear/Lob).
• Time allotment: 1-3 minutes long.
• Upload the video in the Google Classroom or whatever is instructed by the PE
teacher.
• Refer to your rubric as your guide.
RUBRIC
CRITERIA EXCELLENT (4) GOOD (3) FAIR (2)

The video The video The video
presentation presentation presentation
conveys a message conveys a message conveys a message
Content that is highly that is somewhat that is not relevant
informative, and highly informative, to the topic
relevant to the topic. and relevant to the
topic.
Shows originality Shows originality Barely shows
Originality/Creati
and creativity in and creativity originality and
vity his/her work. satisfactorily. creativity.
The overall quality of Most of the quality of The quality of the
Videography/Clari the video and the the video and the video is poor, but the
ty focus were excellent. focus were excellent. overall focus was
excellent
What I Have Learned
Complete the following statement. Write your answer in the space provided.
 Learning the essential shots in Badminton is important because…
 I recommend this sport to
12
HEALTH
Nutritional Problems of Adolescents:

Lesson
Malnutrition and Micronutrient
1
Deficiencies
• Describe the characteristics, signs, and symptoms of

malnutrition and micronutrient deficiencies.
Food is the source of nutrients that provide support to our body to grow
and develop. Eating a healthy diet plays an important role in maintaining
a good level of health and fitness. Thus, the food that we eat creates a
great impact on our nutritional status.
What I Know
Encircle the letter of the correct answer.
1. Which of the following is not a characteristic of malnutrition?

A. Loss of fats
B. Not enough energy intake
C. Swollen gums
D. Weight loss
2. Which of the following food groups is given to a person who is experiencing Iron
Deficiency Anemia?
A. Red, orange, yellow and green foods
B. Dark green leafy vegetables, red meat and egg yolks
C. Fatty fish, mushroom, and egg yolks
D. Bread, rice, noodles and oats
3. What condition is experienced if a person’s nutrient is inadequate?

A. Anemia C. Malnutrition
B. Vitamin A Deficiency D. Iodine Deficiency
4. Which micronutrients deficiency resulted from by low blood?

A. Vitamin C Deficiency C. Iodine Deficiency Disorder
B. Iron Deficiency Anemia D. Vitamin D Deficiency
5. Which of the following defines as the lacking essential vitamins and minerals for
the body to grow and develop?
A. Macronutrient Deficiency C. Malnutrition
B. Micronutrient Deficiency D. Obesity
What’s In
Choose the letter of the correct answer. Write your answer on the spaces provided.
1. Which nutrient was needed for the repair of body tissues?
A. Calcium C. Minerals
B. Carbohydrates D. Fats
13
_____ 2. Why is the food guide pyramid, called the diet pyramid?
A. Provides a few sleeps
B. Provides a several exercises
C. Provides the amount of food eaten
D. Provides a number of friends invited
_____ 3. Which among the following are protein-rich foods?

A. Bread, rice, noodles, and cakes
B. Fish, egg, beans, and nuts
C. Banana, apple, and oranges
D. Malunggay, pechay, and kalabasa
_____ 4. How many servings of calcium was needed by an adolescent in a day?

A. 6-11 servings C. 2-3 servings
B. 3-5 servings D. 2-4 servings
_____ 5. Which of the following is a good source of carbohydrates?

A. meat B. milk C. rice D. orange
What’s New
Analyze the pictures using the guide questions below.
Picture 1 Picture 2
1. Compare the pictures presented. What does it tell you?
2. How are you going to improve the situation of these people in the picture?
What is It
Malnutrition and Micronutrient Deficiencies
Malnutrition
A condition wherein a person lacks proper nutrition caused by not eating the
right kind and amount of food.
2 Types of Malnutrition
Undernutrition-a condition wherein a person does not eat enough of the nutrients
needed to maintain good health. (Underweight)
14
Over nutrition–happens when a person eats too much of the nutrients needed to
maintain good health. (Overweight)
WEIGHT
LOSS Signs and symptoms of
malnutrition
• Loss of appetite Feels

NOT Characterist ics LOSS OF tired all the time
E
NOUG
H of Malnutrition •
ENERGY MUSCLE
INTAKE MASS Feeling weak
• Poor concentration
Wounds taking
time to recover
LOSS OF
FATS
Micronutrient Deficiencies
• Lack of essential vitamins and minerals required in small amounts by the

body for growth and development.
• This is caused by the loss of nutrients through feces or vomit.
Signs and symptoms of Micronutrient Deficiencies

Numbness Anemia Swollen tongue
Fatigue Hallucination
Common Micronutrient Deficiencies
Iron Deficiency Vitamin A Deficiency Iodine-Deficiency

Anemia (IDA) (VAD) Disorder (IDD)
• Occurs when your • Leading cause of night • Iodine is needed for

body doesn't have blindness (nyctalopia) and the production of
enough of iron in the permanent blindness thyroid hormone-
blood. (xerophthalmia) among regulates the rate at
children which calories are
• Common to
adolescent girls, burned affecting
pregnant women and • Found in red, orange, weight loss or weight
pre-school children. yellow and dark green gain.
foods. • lack of iodine can lead
• Iron is found in dark to enlargement of the
leafy vegetable, red thyroid/goiter
meat and egg yolks - • can also lead to metal
produce red blood
cells retardation
• Fish, seaweeds, other
seafoods, milk, yogurt,
cheese)
15
What I Can Do
Activity 1
▪ Create a one (1) day meal plan for an adolescent who is experiencing Iron
▪ Consult your meal plan on the food guide pyramid for adolescent to be
able to provide the exact number of servings.
BREAKFAST LUNCH SNACKS DINNER

Ex.
1 cup of rice,
1 pc. boiled
egg 1 pc
banana
1 glass of milk
❖ Explain why you chose such meal plan/food group/servings?
_____________________________________________________________________
____________________________________________________________________
Activity 2: POEM WRITING

 Direction: Create a poem about malnutrition. Your poem must include your role
as a student in helping your community solve the problem on malnutrition.
Attached extra sheet for the created poem.
Criteria 5 4 3 2 1
Showed creativity
Message was clear
Applied insights were discussed
Concepts were clear
Highest possible score = 20
What I Have Learned
 The things I learned today about malnutrition

and micronutrient deficiencies are . . . . .
 After today’s lesson, I will promote . . . . .
 From now on I will practice healthy eating
habits because . . . . .
16
Assessment
MUSIC
1. What Mangyan traditional instruments DOES NOT belong to the group according
to its classification?
A. agung B. kalutang C. kinaban D. lantuy
2. How is the kudlung being classified as an instrument?

3. Which of the following idiophones produces sounds by striking the central

protrusion using a wooden stick?
A. agung B. gangsa C. kalutang D. kinaban
4. Which of the following bamboo instruments is usually played as a mouth-
blown transverse flute and played by Mangyan women?
A. kinaban B. kudlung C. lantuy D. subing
5. Which among these Hanunuo Mangyan instruments is NOT used during

courtship?
A. gitgit B. kudlung C. kudyapi D. subing
ARTS
1. What province is known as the country’s last Frontier because it is rich in cultural
and natural diversities
A. Romblon B. Marinduque C. Palawan D. Mindoro
2. Which of the following craft was originally made from Palawan?

A. Marble jars C. Tingkop basket
B. Paper weaving D. Burnay
3. What is the famous/popular geometric motif of Palaw-ans?

A. Ukir B. Wood curving C. Pisay D. Lacy mat
4. Which refers to the fine knife used in curving triangles, lines and geometric
shapes?
A. Ukir B. Wood curving C. Pisay D. Lacy mat
5. What is the name given to the secondary burial jar of the Palaw-ans?
A. Ukir B. Manungul Jar C. Pisay D. Lacy mat
PHYSICAL EDUCATION
1. Which of the following is the most lethal shot in Badminton?

A. Clear B. Drop C. Smash D. Lob
2. Which of the following best describes the trajectory of a lob shot?

A. close to the net
B. looping close to the net
C. low, towards the back court
D. high, towards the back court
17
3. What type of shot used when the shuttle is heading in the backcourt towards you?
A. Drop B. Smash C. Clear D. Lob
4. Which of the following statement is incorrect?

A. Smash is the most lethal shot in Badminton.
B. Smash is a soft shot that places the shuttlecock close to the net.
C. Clear is a high overhand shot where the player hits the shuttlecock from one
end of the court to the other end.
D. Clear is the most fundamental shot in badminton and should be learned
before any other shot.
5. Which of the following statement is false?

A. To do a basic clear properly, you should rotate your body along with your
arm, forearm, and elbow to create a smooth movement.
B. To perform a smash, you must combine timing, rotation, and coordination
between your core, arm, and wrist.
C. A Drop shot is used when the opponent is in the back court, expecting a
clear shot or a drive.
D. A Drop shot is a good way to get yourself more organized while you’re under
pressure and buys you some time to work yourself back into.
HEALTH
1. Which of the following commonly results in malnutrition?

A. Fall B. Sprain C. Weight Loss D. Infections
2. What is the possible outcome of the deficiency in Vitamin A among children?

A. Goiter B. Anemia C. Obesity D. Blindness
3. What specific disease was developed if there is a deficiency in iron?

A. Goiter B. Anemia C. Obesity D. Blindness
4. Why is Vitamin D important to growing Adolescents?

A. For the development of healthy bones
B. For the production of a healthy skin
C. for a healthy hair
D. for a taller height
5. Which micronutrient deficiency leads to mental retardation or enlargement of the

thyroid?
A. Iron Deficiency Anemia
B. Vitamin A Deficiency
C. Iodine Deficiency Disorder
D. Vitamin D Deficiency
End of MAPEH7- Q2-Week4
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7

Published by the Department of Education - Schools Division Office of Makati City

Development Team of the Module

Writer: Music : Russel M. Indab

Editor : Music: Christine An V. Basilio P.E. : Kemuel Gavino

Department of Education – Schools Division Office of Makati City

• Describes the musical characteristics of the music of the Cordillera highlands

The music of the Cordillera highlands is very important to the

_____ 1. Which of the following best describes the musical scale?

_____ 2. What do you call a musical composition without a time signature?

_____ 4. Which of the following is NOT a characteristic of the music of Cordillera?

Refrain: Dang dang ay si dong ilay, isinalidummay

2. If there is a big case, let’s not be surprised

• What is the message of the song?

VOCAL MUSIC OF THE CORDILLERA

The Cordillera Administrative Region

Pentatonic scale where a Tiguian chant “Da-eng” was patterned

Characteristics of Vocal Music

Da-eng is an example of a Tinguian (ethnic group in Abra) chant performed by boys

b. Free improvisation of words to a common melody. The verses can be

d. Uses natural (“throaty”) voice in singing

What I Have Learned

Complete the following sentences.

• Identifies and analyzes the elements and principles of art in the

▪ Complete the words by filling in the missing letters.

What is It Mindoro is the seventh largest island in the

Mangyan refers to the Philippine ethnic

Malasimbo Festival upholds sustain eco-

It is an indigenous poetry of the Hanunoo

It is a Mangyan design that is characterized

Basket of the Iraya Mangyans

It has intricate patterns and design of IDENTIFY THE “E”

What I Have Learned

• Describes the nature and background of the sport badminton.

Active participation in sports and games like badminton can provide

HISTORY AND DEVELOPMENT

BADMINTON EQUIPMENT AND FACILITIES

BASIC RULES OF BADMINTON

What I Have Learned

4. A legal serve must be hit 9. Badminton is a racquet sport in

As a teenager, you will begin to turn out to be more self-sufficient

2. How do you positively solve a problem?

3. Which of the following is NOT a positive problem-solving strategy?

Analyze the pictures using the guide questions below.

• What does being healthy mean to you?

Nutrition for young people implies giving you enough

• Glow Foods-for half-part of the

To help teens eat right, the

Direction: In a short bond paper, draw a plate that contain a nutritious

“My Pinggang Pinoy”

What I Have Learned

Answer the following questions to show your learnings in this module.

My Plan for Choosing Healthier Foods

Multiple Choice. Write the letter of the correct answer.

_____ 2. Which of the following arts and crafts originated in Mindoro?

_____ 2. When was badminton introduced as a Medal Sport in the Olympics?

_____ 2. Which of the following is an example of energy giving food?

Published by the Department of Education - Schools Division Office of Makati City

2nd Edition 2021

Editor : Music: Christine An V. Basilio P.E.: Kemuel Gavino

Reviewer: Myrna T. Parakikay

Department of Education – Schools Division Office of Makati City

The traditional instrumental music of the Cordillera plays an