10

MAPEH
Quarter 4- Module 3

AIRs - LM
MAPEH 10
Quarter 4 - Module 3
First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Writers
Music: Teresa Mae N. Cortez
Arts: Jonas C. Vergara
P.E.: Ian Robert L. Baldemor
Health: Gerry F. Buton Jr.

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., PII

Management Team:

ATTY. Donato D. Balderas, Jr.

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

Lesson
3

Target

Watching musical plays require paying attention to what is happening on

stage and identifying with characters. Your sense of understanding for characters
and their roles will be enhanced and can carry through to daily life.

Theatrical elements work together, thus made more perceptible through the
power of media and music. Watch very sensibly the different video links of some
Philippine musicals and comply intelligently with the activities in this module.

Most Essential Learning Competency

Explain how theatrical elements in a selected part of a musical play

are combined with music and media to achieve effects. MU10MMIIIa-h-2

1
 Jumpstart

Activity 1: IF YOU ARE TO…

Directions: Answer the following questions comprehensively. Write your
answers on another sheet of paper.

1. If you are to sing a song for someone you admire most, what would it
be and why?

2. If you are to celebrate your debut, what would be the theme and why?

3. If you are to show how much you love your parent, what gesture are
you going to do and why?

Very good! Your answers are actually observed under the different elements
of a musical play. To understand better, comply with the next activities. Have
fun!

Discover

Activity 2: STOP, WATCH AND LISTEN!

A. Florante at Laura: https://www.youtube.com/watch?v=uQrHTftKqtU
B. Noli Me Tangere:https://www.youtube.com/watch?v=WBUU3XHZvGM
https://www.youtube.com/watch?v=VBt6qeKnH7c
https://www.youtube.com/watch?v=6d0Wq3TPmsE
C. El Felibusterismo: https://www.youtube.com/watch?v=dEmm95WuBzs
D. Katy the Musical: https://www.youtube.com/watch?v=0i96zvHv4x8
https://www.youtube.com/watch?v=vuZulVESYAc&
list=RD0i96zvHv4x8
E. Magsimula Ka: https://www.youtube.com/watch?v=rkJxNYKCsYI
F. Andres Bonifacio: Ang Dakilang Anak Pawis:
https://www.youtube.com/watch?v=RedgIpBbGog
 Explore

Activity 2: LET ME SHARE MY IDEAS…

Directions: Choose one musical that you have watched and be able to
justify the following by completing the unfinished sentence.

CRITERIA CORRESPONDING SCORE

Well explained answer 10 points
Fairly explained answers 6 points
Poorly explained answers 4 points
Rubrics for Assessment

1. The musical caught my attention very much because

.
2. The elements of a musical play that I was able to watched are

3. The combination of those elements of musical play and the selected songs
was effective because

Deepen

Activity 3: WHAT’S THE CONNECTION? Textual/Lyrical Analysis

Directions: After the table are lyrics of some songs used in selected parts of
a musical play. Analyze the lyrics of the songs and be able to explain the
meaning to see its connection to the theme of the selected musical plays.
Write your answers on a separate sheet of paper. Copy the format.
Rubrics for Assessment
CRITERIA CORRESPONDING SCORE
Well explained answer 10 points
Fairly explained answers 6 points
Poorly explained answers 4 points

Paalam na pag-ibig (Noli Me Tangere)

Crisostomo…
Oh! ako nga, nagbalik at namamaalam,
dumalaw bago mawala, upang bigyan ka ng kapayapaan.
Ipinapatawad kita sana lumigaya ka sa piling ng magiging asawa.

Ayoko ng kapayapaang handog mo,

na may kahalong pagkutya’t paghamak.
Ang nais ko ay pakinggan ako at unawain dahil pinatawad mo,
pakinggan ang aking salaysay at ‘yong paniwalaan,
na ang pagtataksil ko’y mayroong dahilan,
dalawang sulat kapalit ng liham mo, yan ang ipinagdamot ng pagtataksil ko.

Kung ang pag ibig mo’y tunay ngang pinagtaksilan,

unawain ma’y di matalikdan tungkulin sa tatlong magulang.
Inang nagkasala at pinanghangaan,
At ang ama kong tunay na di ko maturingan.

Masasabi mo ba kung sinong ama ko,

Masasabi ko bang humingi ka ng tawad sa kanya
Siya, na nagpahirap sayong ama,
masasabi ko bang ‘lam ko ng lihim nila ni ina.

Maria, Patawad minahal kita ng wagas.

Sa puso mo pagtatapat hininaing ang bukas
hindi ikaw, ako dapat ang humingi ng patawad.
Ang puso ko’y naging marahas humatol ng di siniyasat

Kung sa aking paglayo,

ibibilin ang mga pinto ng buhay na paliko
Ililigpit ang puso, titiklupin ang pagsuyo.
Paalamn na pag-ibig
Paalam na pag-ibig
Paalam na pag-ibig

Source: Musixmatch
 Awit ng Isang Lawin (El Felibusterismo)
Audie Gemora

‘Eto ako nag-iisa, balisat’t walang kasama

Tulad ako ng Lawin, umaawit sa kaniyang sarili
Awit nya’y nakaaliw ngunit walang nakakaintindi
May nakapagsabing kung umibig anfg Lawin’y matindi

Ang nais ko sana ay umibig tulad ng lawin

Ang nais ko sana’y lumipad kasama niya
At kung ito’y sawi, mananatili lamang sa sarili
Ang nais ko sana ay isang Lawin na aawitin sa akin and awit niya

At kung ito’y sawi, mananatili lamang sa sarili

Ang nais ko sana ay umibig tulad ng lawin
Ang nais ko sana’y lumipad kasama niya
Ang nais ko sana ay isang lawin na aawitin sa akin ang awit niya.

Magsimula Ka
Leo Valdes
Magsimula ka, batiin ang kay gandang umaga
Ng may ngiti sa iyong mga mata
Sa pagkakaidli gumising na
Ang buhay ay masaya
Palalagpasin mo ba
Magsimula ka, tuparin ang pangarap mong tunay
Habang ang lakas iyo pang taglay
Sa paghihintay baka masanay
Sayang naman ang buhay mawawala ng saysay
Iisa lang ang buhay mo
Kumilos ka, gamitin mo
Kung may nais ang puso mo
Mangarap ka, abutin mo
Upang ito'y makamit mo
Magsikap ka, simulan mo
Magsimula ka, pilitin at tuklasin ang hanap
Madanas man ang maraming hirap
Ang mithiin mo pag naging ganap
Langit ng pagsisikap iyo nang malalasap
Iisa lang ang buhay mo
Kumilos ka, gamitin mo
Kung may nais ang puso mo
Mangarap ka, abutin mo
Upang ito'y makamit mo
Magsikap ka, simulan mo
Magsimula ka, pilitin at tuklasin ang hanap
Madanas man ang maraming hirap
Ang mithiin mo pag naging ganap
Langit ng pagsisikap iyo nang malalasap
 Minsan ang Minahal ay Ako

Celeste Legaspi
Ano na lang 'yung 'sang sandali na makatikim ng pagmamahal?
Matapos ang luhang ipinagpalit
Ang sandali, 'di naman magtagal, ang yakap mo'y hahanap-hanapin
Akala ko ang mundo na ay akin, ngunit hindi pala ganyan
Kay bilis makalimutan na minsan ang minahal ay ako
Ano na lang 'yung kaunting pasakit kung katumbas ay pagmamahal?
Pag-ibig mo ay aking langit, kahit buhay ko ay handang isugal
Ang himig mo'y aking aawitin habang ako'y kakailanganin
At kung ako'y iyong saktan, ito ma'y gagawing dahilan
'Pagkat minsan ang minahal ay ako
Ang lingap mo ay hahanap-hanapin sa entabladong minsan ay sa akin
At kung ako ay malimutan, kahit sa awit ko man lamang
Iyo sanang matandaan bago tuluyang lumisan na minsan ang minahal ay ako
Ang lingap mo ay hahanap-hanapin sa entabladong minsan ay sa akin
At kung ako ay malimutan, kahit sa awit ko man lamang
Iyo sanang matandaan bago tuluyang lumisan na minsan ang minahal ay ako

SONG MUSICAL PLAY What’s the Connection?

Textual/lyrical Analysis

Paalam na pag-ibig Noli Me Tangere

Minsan ang Minahal Katy

ay Ako

Magsimula Ka Magsimula Ka the

musica
 Gauge

Activity 4: QUESTION AND ANSWER PORTION

Directions: After viewing and listening to the selected musical plays, answer
the following questions comprehensively. Write your answers on a separate
sheet of paper.

1. Do the characters effectively reveal/ portray the theme of the musical by the
way they sing and perform some gestures? Why?

2. Was the scenery effective enough to support the theme of the musical play?

A. Florante at Laura
1.
2.
B. El Felibusterismo
1.
2.
C. Noli Me Tangere
1.
2.
D. Katy the Musical
1.
2.
E. Magsimula Ka
1.
2.

CRITERIA CORRESPONDING SCORES

Well explained answer 10 points

Fairly explained answers 6 points

Poorly explained answers 4 points

 ARTS

Lesson 3

Target

In this lesson, you are going to learn an original performance, specifically the
Philippine Theatre and Performing Groups. In addition, you will also learn the
elements and principles of arts as Applied to an Original Performance.

After going through this module, you are expected to attain the following
objectives:

Most Essential Learning Competency

1. Illustrates how the different elements are used to communicate the meaning;
(A10EL-IVc-3)
2. Explains the uniqueness of each original performance; (A10PL-IVh-1)
3. Designs with a group the visual components of a school play. (stage design,
costume, props, etc.) (A10PR-IVh-2)
 Jumpstart

Activity 1: Keep on Working Dude

Direction. Enumeration: Give the principles of Art as applied to an Original
Performance.

1.

2.

3.

4.

5.

Activity 2: The Perfect Choice

Directions: Multiple Choice: Select the best answer from the different choices given
after each statement or question. Write the corresponding letter of your answer in
the space before the number.
1. What mood is being portrayed in the play if the stage is set with dim light
and sorrowful background music?
A. Eagerness B. Excitement C. Happiness D. Loneliness

2. Lea Salonga and Simon Bowman played the lead role in the musical play
Miss Saigon. What feeling evoked when they sang the song “Sun and Moon”?
A. Disgust B. Eagerness C. Hatred D. Intimacy

3. What props are you going to utilize to present a happy atmosphere in a

theatrical performance?
A. Clouds B. Moon C. Rain D. Sun

4. Which of the following musical plays were NOT derived from the works of
great Western playwrights?
A. Caredivas B. Miss Saigon C. Noli D. Pamana

5. Based on the musical play “Annie” how will you describe the emotions
possessed by the character while singing the song “Tomorrow”?
A. Angry B. Hopeful C. Joyful D. Scared
 Discover
Elements of Art as Applied to an Original Performance

1. Sound and Music – incorporating sound recording and editing techniques

available using applications for desktop or laptop computers, tablets, and
android phones.
2. Gesture, Movement, and Dance – incorporating appropriate dance styles and
techniques learned in Physical Education classes.
3. Costume, Mask, Makeup, and Accessories – incorporating art techniques such
as painting, papier mache, assemblage, simple sculpture and industrial design.
4. Spectacle – creating a striking, even awe-inspiring effect on stage through the
use of lighting, sound, music, costumes, dance, and special effects
Principles of Art as Applied to an Original Performance
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion

Explore
Activity 1: Let’s Get Familiar!

Directions: Identification: Identify the elements of arts applied to a theatrical

performance by choosing the right terms given below. Write your chosen answer on
the space before the number.

Costume, Make-up,
Sound Accesories
and music Gesture &
Movemenet
Spectacle

1. Incorporating editing techniques and striking background music

using technological applications.
2. Applying some art techniques such as painting, assemblage, and
simple sculpture.
3. Showing appropriate dance styles and techniques learned in
Physical Education class.
4. Creating an awe-inspiring effect on stage through the use of
lighting and other special effects.
5. Incorporating industrial design into one’s clothing.
Activity 2: What’s the Word?

Directions: Arrange the jumbled letters to reveal the words. Write your answers
on the space provided.

1. E M C O T U S
2. S S O R I S E C E C A
3. K S M A
4. U P A K E M
5. T A S C L E E C P
6. B E A A N C L
7. S I S P A H M E
8. T U Y N I
9. T Y R V A I E
10.T I O N O R P P R O

Deepen

Activity 4: Let’s React

Direction. Research on the following.

1. Name at least two (2) performing groups in the country and give at least one
major production of each. Afterwards, give your personal reaction about each
original performance.
Activity 5: Let Me Know the Truth

Directions: MODIFIED TRUE/FALSE: Write true if the statement is TRUE. If the

statement is false, UNDERLINE the word that makes the statement wrong then
WRITE THE WORD to make the statement true or correct. Write your answer on
the space before the number.
1. In designing a school play performance, all members must be
assigned a role to play or portray.
2. Schedule a/an audition day at least a week before the intended
performance date of the play.
3. Based on the script that has been sourced or written, the
characters will be cast from the class members.
4. All class members should maintain a clear intent to apply the
following rules and regulations in the class production
5. In designing a school play, a certain group of member’s must
work on a comic strip that each characters on the play will
deliver.

Gauge

Activity 1: The Perfect Choice

Directions: Multiple Choice: Select the best answer from the different choices given
after each statement or question. Write the corresponding letter of your answer in
the space before the number.
1. What mood is being portrayed in the play if the stage is set with dim light
and sorrowful background music?
A. Eagerness B. Excitement C. Happiness D. Loneliness

2. Lea Salonga and Simon Bowman played the lead role in the musical play
Miss Saigon. What feeling evoked when they sang the song “Sun and Moon”?
A. Disgust B. Eagerness C. Hatred D. Intimacy

3. What props are you going to utilize to present a happy atmosphere in a

theatrical performance?
A. Clouds B. Moon C. Rain D. Sun

4. Which of the following musical plays was NOT derived from the works of
great Western playwrights?
A. Caredivas B. Miss Saigon C. Noli D. Pamana

5. Based on the musical play “Annie” how will you describe the emotions
possessed by the character while singing the song “Tomorrow”?
A. Angry B. Hopeful C. Joyful D. Scared
Activity 2: Let’s Do It!
Directions: With the use of scrap and recycled materials you find at home, make a
creative set of your stage you want to create with a theme of your favorite Disney
Movie. Picture it and paste it inside the box below.

Rubric
Criteria Very Good Good Average Needs
(10 pts.) (7 pts.) (5 pts.) Improvement
(2 pts.)
Creativity
Resourcefulness
Beauty
Impact

Highest Possible Score: 40 pts.

Equivalent Rating: Very Good: 30-40 pts.=95; Good:20-29 pts.=85; Average: 10-
19 pts.=80; Needs Improvement:1-9 pts.=75
 Physical Education

Lesson 3

Target

This module introduces you to importance of a healthy lifestyle and weight

management in the enhancement of your fitness. You will be provided with a
variety of fitness activities such as active recreation like Cheerdance and
Contemporary Dance which will in turn lead you to a greater awareness of the right
food to eat, and proper ways on how to manage your weight, and practice healthy
lifestyle.

After going through this module, you are expected to attain the following
objectives:

Most Essential Learning Competency

 assess physical activity, exercise and eating habits; PE10PFIVa-h-39

 engage in moderate to vigorous physical activities for at least 60 minutes

a day in and out of school PE10PFIVc-h-45
 Jumpstart

Activity1: Give It All!

Direction: In a concept map, write all the words that you know about dance.
 Discover

Dance
A profound solitary artistic and creative endeavor that requires introspection,
philosophical analysis and complex conceptualization.

I. Classifications Of Dance
A. Interpretative Dance
Dances that are meant to be interpreted for performances and
staging. Dance literatures and signature basic steps are already
inherent to these dances which serve as identifying steps to the dance.
Such dances include folk dance, ballroom dance, and ballet.

B. Creative Dance
Dances that are created out of two approaches, the elemental
approach and creative approach. These dances are highly
improvisational in nature considering the different elements necessary
in the creation of dance. Dances that fall under this classification
include modern-contemporary dance, jazz, pop and hip-hop (b-boying).

II. Elemental Approach in the Creation of

Dance A. Elements of Dance:
1. Space
a. Floor Pattern - Patterns created by the body as it moves through
space examples of which include lines, letters, shapes or polygons, and other
non-geometric patterns.
b. Direction - The course or way in which movement is directed with
reference to the frontal plane of the body. Examples include forward,
backward, sideward, diagonally sideward and upward.
c. Focus - Point of attention by either the performer or the audience. It
may be a personal focus or general focus. Personal focus is the point of
attention by the performer while performing, while general focus is the point
of attention that the performer draws the audience to.
d. Dimension - How performers appear with reference to the audience’s
view. The nearer the performer, the bigger he would appear; the farther the
performer, the smaller he would appear. Dimension has something to do with
perspective.
e. Balance - It may be static or dynamic in nature. Static balance is
balance at rest, while dynamic balance is balance in motion.
f. Levels - They are classified as low, middle and high with the lowest
level the basis of middle and high levels.
g. Mass and Volume - This is dictated by the number of bodies
performing through space. There are dances or parts of the dance
performance that require more dancers while some require less or few.
 h. Contours and Shapes - Shapes and forms created by the body or
bodies as they move through space.
2. Time
Dance is both a space and time art because it makes use of space and
spends time as movements are executed. Once time passes and movements
are executed, it may or may not be the same when done again. That’s why
live performances of dances are preferred to maximize its artistic and
aesthetic values, which are put on full display when performed live. Time in
dance dictates and determines its speed or length, its mood, and the energy
required in its performance. Time in dance is represented by music
specifically, and is predominantly influenced by rhythm, tempo, dynamics
and melody. Rhythm guides the movement count, tempo dictates the speed of
movement, and dynamics and melody speak of the mood of movement.

3. Energy
Pertains to the amount of effort exerted in the performance of dance
or dance movements and combinations. Energy in dance makes the
difference in terms of the intensity of movement. Two dancers might be
executing same movement, but differ in the manner of execution and level of
energy exerted.

B. With reference to the amount of energy used in the performance of

movement:
1. pendular: swinging, swaying
2. percussive: strong, big, abrupt, and striking movements
3. vibratory: series of rapid and quickly executed small
percussive movements
4. sustained: movement with no preparation, beginning,
and unnoticeable end

C. With reference to the application of energy in the performance of

movement: 1. Locomotor Movement - allows one to move from one point to
another

a. Walk
Series of steps executed by both of your feet alternately in any
direction. In executing a walk, observe that there is this moment when both
feet are in contact with the ground while one foot supports the weight and
transfers it to the other.

b. Run
Series of walks executed quickly in any direction wherein only one foot
stays on the ground while the other is off the ground.
c. Jump
This movement is simply described by having both feet lose contact
with the ground. There are five ways to do it:
• Take off from one foot and land on the same;
• Take off from one foot and land on the other;
• Take off from one foot and land on both feet;
• Take off from both feet and land on one foot; and
• Take off from both feet and land on both.

Explore
Activity 2: My Importance!
Directions: Give the importance of each elements of dance to create a dance
routine. Write your answer inside the box below. 5 points each.

1.

2.

3.

4.

5.

.
 Deepen

Activity3: Where I Belong!

Directions: Identify the following movement if it is Locomotor or Non-Locomotor.
Put check on the column that corresponds to your answer.

Movements Locomotor Non-Locomotor

1. Bend

2. Leap

3. Gallop

4. Crawl

5. Stretch

6. Poke

7. Lift

8. Hop

9. Slide

10.Press

11.Reach

12.Climb

13.Swing

14.Twist

15.Punch
 Gauge

Multiple Choice: Read and analyze each statements below. Write your answer on
the space provided before the number.
1. What element of dance refers to mass volume, balance and
dimension?
A. Body B. Energy C. Space D. Time

2. This movement will allow to move our body from one place to another
place.
A. Locomotor Movement C. Static Movement
B. Non-Locomotor Movement D. Dynamic Movement

3. Ian has the ability to intensify her dance movements. What element
of dance he showed?
A. Time B. Space C. Action D. Energy

4. Series of rapid and quickly executed small percussive movements is

what Ian shows in his dance routine. Therefore Ian has what energy in his
performance?
A. Vibratory B. Sustained C. Pendular D. Percussive

5. I stretched my body by doing one leg completely straight. What kind

of Non-Locomotor movement I did?
A. Flexion B. Extension D. Contraction D. Release
 Lesson 3 Medical and Allied Health Professions

Target

In the previous module you have learned about health career pathways. Moreover,
you have mastered the different examples of health career pathways and its sample
careers. For this module, you will be learning about medical and allied health
profession.

After going through this module, you are expected to attain the following objectives:

Most Essential Learning Competency

1. discusses the components and steps in making a personal health career

plan (H10PC-Iva-b1); and
2. explores the various health career paths selects a particular health career
pathway based on personal competence and interest; participates in a health
career orientation program. (H10PC-IVc-d3)
 Jumpstart

Activity 1 : TRUE OR FALSE

Direction : Read each statement below carefully. Write the word “TRUE” if the
statement is correct. Otherwise, the word “FALSE” if the
statement is incorrect.

1. Health Care Providers are persons who help identify and promote an
illness or disability.
2. Allied Health Professionals are under the supervision of a physician
or healthcare practitioners.
3. Allied Health Professionals are healthcare practitioners with formal
education and clinical training credentials through certification,
registration and/ or licensure.
4. Prevention and assessment or evaluation are not part of the services
given by allied health professionals.
5. Midwives are example of an allied health professionals.

Activity 2 : ARRANGE ME
Direction : Rearrange the jumbled letters to know the services and activities
done by Allied Health Professionals. Write your answers on a
separate sheet.

1. VETNREPONI Keep illness or injury from happening.

2. SSSSEAENTM Appraisal of the condition based on the
patient’s subjective report.
3. AGIDSSINO Analysis based on signs, symptoms, and
laboratory findings.
4. MENTREATT Management and care of a patient or
the combating of disease or disorder.
5. RHABIETATLIION Treatment designed to recover from
injury, illness, or disease towards a
normal condition as possible.
6. CACYADVO A method by which patients, their
families, attorneys, health professionals,
and citizens’ groups can work together
to develop programs that ensure the
availability of high-quality healthcare for
a community.
7. TIONPROMO The process of enabling people to
increase control over their health ad its
determinants, thereby improving their
health.
8. CATEUDION The process of sharing and gaining
knowledge.
9. SERRAECH The diligent inquiry or examination of
data, reports, and observations in
search for facts or principles.
 Discover

MEDICAL AND ALLIED HEALTH PROFESSIONS

The medical profession is a group of individuals qualified to practice medicine. On

the other hand, allied health professions are lines of work that still deal with
healthcare but are restricted from medicine.

They have distinct and specialized knowledge and skills that actively work with
people accessing health and disability that are offered services across a range of
settings. These professions include clinical laboratory or medical technology,
physical therapy, dietetic services, speech language pathology and audiology, and
respiratory therapy.

Who are the Medical and Allied Health Professionals?

Allied health professionals are healthcare practitioners with formal education and
clinical training credentials through certification, registration and/or licensure.
They collaborate with physicians and other members of the healthcare team to
deliver high quality patient care services for the identification, prevention, and
treatment od diseases, disabilities, and disorders.

These professions may be categorized into either technicians or

therapist/technologists. Technicians are those who undergo training to perform
specific procedures. They are required to work under the supervision of
technologists or therapists. This category includes physical therapy assistants,
medical laboratory technicians, radiological technicians, occupational therapy
assistants, recreation therapy assistants, and respiratory therapy assistants.

Therapist or technologists have more intensive training, which includes acquiring

procedural skills. They evaluate patients, diagnose conditions, develop treatment
plans, and understand the rationale behind various treatments in order to judge
their appropriateness and potential side effects. They also assess patients’
responses to therapy and make appropriate decisions about continued treatment or
modification of treatment plans. Furthermore, they are licensed to perform their
tasks.

Allied health professionals provide services and engage in activities which

include:
a. prevention – keep illness or injury from happening.
b. assessment/evaluation – appraisal of the condition based on the patient’s
subjective report.
c. identification/diagnosis – analysis based on signs, symptoms, and
laboratory findings.
d. treatment – management and care of patient or the combating of disease or
disorder.
e. rehabilitation/habilitation – treatment designed to recover from injury,
illness, or disease towards a normal condition as possible.
 f. advocacy – a method by which patients, their families, attorneys, health
professionals, and citizens’ groups can work together to develop programs
that ensure the availability of high-quality health care for a community.
g. promotion of health and well-being – the process of enabling people to
increase control over their health and its determinants, and thereby
improving their health.
h. education – the proves of sharing and gaining knowledge.
i. research – the diligent inquiry or examination of data, reports, and
observations in a search for facts and principles.

Explore
Activity 3 : COMPLETE THE VENN!
Direction : Complete the Venn diagram by writing down two (2) similarities
and two (2) differences of Medical Health Professionals and Allied
Health Professionals.

Medical Health Professionals Allied Health Professionals

Deepen
Activity 4 : REASON OUT!
Direction : Answer the questions briefly but substantially in not more than
five (5) sentences.

1. Why are Allied Health Professionals important in the success of healthcare?

2. Is collaboration between Medical Health Professional and Allied Health
professional important? Why?
Rubric:
Criteria 1 2 3 4
The essay The essay is The essay is The essay is
poorly focused on focused on the focused,
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 Gauge

I. TRUE OR FALSE
Direction : Read each statement below carefully. Write the word “TRUE” if the
statement is correct. Otherwise, the word “FALSE” if the
statement is incorrect.

1. Health Care Providers are persons who help identify and promote an
illness or disability.
2. Allied Health Professionals are under the supervision of a physician
or healthcare practitioners.
3. Allied Health Professionals are healthcare practitioners with formal
education and clinical training credentials through certification,
registration and/ or licensure.
4. Prevention and assessment or evaluation are not part of the services
given by allied health professionals.
5. Midwives are example of an allied health professionals.

II. MATCHING TYPE

Direction : Match the descriptions in Column A to the services offered by
Allied Health Professionals in Column B.

COLUMN A COLUMN B
1. Keep illness or injury from happening. A. Advocacy
2. Appraisal of the condition based on the B. Assessment/
patient’s subjective report. Evaluation
3. Analysis based on signs, symptoms, and C. Education
laboratory findings. D. Identification/
4. Management and care of a patient or the Diagnosis
combating of disease or disorder. E. Prevention
5. Treatment designed to recover from injury, F. Promotion of
illness, or disease towards a normal health and well-
condition as possible. being
6. A method by which patients, their families, G. Rehabilitation/
attorneys, health professionals, and citizens’ Habilitation
groups can work together to develop H. Research
programs that ensure the availability of high- I. Treatment
quality healthcare for a community.
7. The process of enabling people to increase
control over their health ad its determinants,
thereby improving their health.
8. The process of sharing and gaining
knowledge.
9. The diligent inquiry or examination of data,
reports, and observations in search for facts
or principles.