Instructional module(G8) - Department of Education

Transcription

Module in MAPEH GRADE 8
Quarter: First
Music: Southeast Asian Music
Competencies:
1. Analyze the music of Southeast Asia.
2. Perform using the music of Southeast Asia.
3. Analyze examples of Southeast Asian music and describes how the musical elements are
used.
4. Relate Southeast Asian music to the lives of the people.
5. Explain the distinguishing characteristics of representative Southeast Asian music in
relation to history and culture of the area.
6. Perform available instruments from Southeast Asia, alone and/or with others.
7. Improvise simple rhythmic/harmonic accompaniments to selected Southeast Asian music
criteria.
8. Explore ways of producing sounds on a variety of sources that would simulate instruments
being studied.
9. Evaluate the quality of your own and others’ performances and improvisations of Southeast
Asian music using developed.
Activity 1: Blind Map
Instruction: Discuss among your seatmates and try to identify the countries in the given map
below. Then, answer the following questions.
Guide questions: Answer in a sentence.
1. What region in Asia is the map above? _______________
2. What are the similarities and differences among these countries?
Activity 2: Describe Southeast Asian Music
Instruction: Supply the following table based on your research, discussions and other ways of
information.
COUNTRY
Cambodia
Indonesia
Laos
Malaysia
Myanmar
Philippines
Singapore
Thailand
Vietnam
DESCRIPION OF MUSIC
INSTRUMENTS
1
SAMPLE SONG
Activity 3: Music analysis (Rasa Sayang )
Instruction: Let the students listen to the Rasa Sayang music and let them describe the following by
checking:
Time Signature
Dynamics
timbre
Pitch
Form
A. Dynamics
___ 24
___ soft
___ light
___ high
___ strophic
___ moderate
___ 34
___ loud
___ bright
___ low
___ binary
B. tempo
___ 44
___ fast (allegro)
___ dark
___ neutral ___ Ternary
___ moderate (moderato)
___ slow (lento)
___ Rondo
b. How do you feel after hearing the Rasa Sayang? _____________________________________.
Activity 4: Music analysis (Burung Kakatua)
Instruction: Let the students listen to the Burung Kakatua music and let them describe the following
by checking:
Time Signature
Dynamics
Timbre
Pitch
Form
A. dynamics
___ 24
___ soft
___ light
___ high
___ strophic
___ moderate
___ 34
___ loud
___ bright
___ low
___ binary
B. tempo
___ 44
___ fast (allegro)
___ dark
___ slow (lento)
___ Rondo
b. How do you feel after hearing the Burung Kakatua________________________________.
Activity 5: Rhythmic Activity
Instruction: After learning the song Rasa Sayang and Burung Kakatua, they will sing the songs while
clapping or with improvised materials for rhythmic accompaniment.
Activity 6: Concept Map
Instruction: Write your own understanding about the music of Southeast Asia based on the
previous discussions and leanings.
Topic:
Evaluation: Portfolio making
Rubric title: Rubric for portfolio making
Target Intelligence: Visual-Spatial
Performance Task: Each student will create their own portfolio showing concept and ideas about
the music of Southeast Asian music.
Objective: Give importance to the music of Southeast Asian music.
CRITERIA
10
5
3
RATING
Creativity
Content
Punctuality
Very Good
Show very high sense of
creativity and artistry.
Illustrate
impressive
information.
Submit on or before the
deadline.
Good
Show just enough
creativity
and
artistry
Illustrate
just
information
Submit a day after
the deadline.
TOTAL
2
Poor
Creativity is
showed.
not
Content is not seen.
Submit 2 days and
beyond the deadline
Arts: Folk Arts of Southeast Asia
Competencies:
1. Name the countries in Southeast Asia.
2. Understand the nature of Southeast Asian arts and crafts and how they affect the life and
culture of the people.
3. Analyze how the elements of art and principles of design are applied in Southeast Asian folk
arts
4. Compare and appreciate the similarities, differences, and uniqueness of Southeast Asian
Art.
5. Create examples of Southeast Asian indigenous and folk arts showing understanding of the
elements and principles of art.
6. Put up a mini-Southeast Asian art exhibit using their own artworks.
7. Appreciate the contribution of Southeast Asian art and culture.
Activity 1: Loop Relay
Instruction:
1. Choose 5 boys and 5 girls to represent the class.
2. The first player will read and analyze the written letters to form word/s related to the art of
Southeast Asia.
3. Use chalk or any writing instrument to loop the word either horizontally, vertically or
diagonally.
4. Go back to your group and tag the next player to loop the next word. Do this until all the
members of the group have identified the words.
5. The first group to finish wins.
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Activity 2: Batik Making
Materials:
Canvas or old cotton fabric
Fabric paint or acrylic paint (Latex)
Elmer's washable blue gel
glue
Paint brushes
Plastic wrap or plastic placemat
Procedure:
1. Cut canvas or cotton fabric into the desired size.
Now it’s time for you to learn how to make Southeast Asian Artworks. Do the activities below and
have fun creating the artworks. Follow the procedures carefully to produce fabulous artworks!
2. Sketch a design (optional)
If you are planning on making a detailed picture, you can lightly sketch your design onto the fabric.
Another option you can do is to cut out a picture or template and trace its outline on the fabric.
3. Make a batik design with glue
Place plastic wrap or a plastic placemat under your fabric in case the glue seeps through. Squeeze
the glue to make lines and designs on your fabric. You can make simple designs like flowers or
geometric shapes, or do a complete picture. If you will use a sketch, you simply have to apply glue
along the lines of your drawing.
4. Allow the glue to dry
Once you are satisfied with your design, allow the glue to dry. This will take around six hours or
more, depending on the weight of your fabric and the thickness of the glue lines. When completely
dry, the glue lines will turn transparent.
5. Prepare your paint
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Prepare the colors of fabric paint or acrylic paint on your palette. Watering down the paint can
create a nice watercolor-like wash. Be careful with adding too much water because your batik
might look old and too washed-out. On the other hand, adding just a little bit of water can give
beautiful deep hues but thick acrylic paint sometimes chips off from the fabric. The best way to find
the right balance is to try it out for yourself on a spare swatch of fabric.
6. Paint the fabric
Classic batik usually makes use of one or two colors. This puts emphasis on the lines rather than on
the colors, although multiple colors are not uncommon. When using two or more colors, you can
paint random splotches of color or paint an ordered pattern (e.g. stripes).180
7. Allow the paint to dry
When you have covered the entire fabric with colors, let the paint dry completely. *To find out if
the glue has effectively resisted the paint, check the flip side of your fabric. The areas with glue
should not absorb any of the colors.
A variation you can do is to use the glue lines as the borders for the colors, quite similar to painting
any picture.
8. Remove the glue
Soak the fabric in warm water for 15 to 30 minutes. You can do this in a basin or directly inside a
sink or bathtub. The glue will soften as it soaks longer. You can speed up the process by rubbing on
the areas with glue. After all the glue has been removed, hang the fabric to dry.
Another method that does not involve soaking in water is to peel off the dry glue lines directly from
the fabric. This does not work for certain types of fabric. However, it works well with canvas batik
but not on cotton tank top.
9. Finishing touches
Once your batik has dried, iron it and it is ready to be framed or displayed as an artwork You may
also hem the edges to turn it into a placemat, napkin or bandana. If you worked on a large piece of
batik, you can sew and transform it into a bag, pillowcase, tablecloth, and other projects.
Activity 3: Puppet Making (Wayang Kulit)
Materials:
pattern or template
old cardstock watercolor
cutter
single hole punch or press
punch paper fasteners
wooden sticks
string clear gloss (optional) gold or silver
doilies
PROCEDURE:
1. Draw or trace the pattern of a character (Bima) on cardstock or illustration board.
2. You can enlarge the pattern if you wish and then photocopy it directly onto cardstock or you may
also print off the pattern and then glue this down to your cardstock or illustration board.
3. Cut out all the pieces of your puppet.
4. Using a single-hole puncher, or even the tip of a knitting needle, punch a hole in all the little
circles on the pattern. You can also add some extra holes for decoration as these look good in the
shadow. These are your joints so you can have some movement in your puppet. Attach some paper
fasteners. If the ends from a large fastener are too long, just fold it back on itself or you can trim
them off with scissors.
5. Attach the main part of your puppet to a stick using adhesive tape. 6. The best way to attach the
wooden sticks to the arms is by a string so that you can get better movement for your puppet.
Attach a piece of string to the stick using adhesive tape. Wrap the string around the wrist of the
puppet .This enables the stick to move sideways from the arm which makes the puppet easier to
manipulate.
7. You can add a coat of clear gloss varnish to your puppet so it will last through many
performances.
8. This is how the finished product should look. Bima is one of the five sons of King Pandu.
Research and you can find many images of Wayang Kulit characters as well as some of the
traditional plays and you can build your own little puppet troupe.
Activity 4: Soap Carving
Soap
Knife
Cutter
Pencil
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Old newspaper
Procedure:
1. Choose a bar of soap. Any soap will work; however, a larger bar is easier to hold and gives more
material to work with. Make sure you have a well-covered area to do your soap carving on.
2. Choose a knife to use. Soap is fairly soft, so a sharp knife is not absolutely necessary. Plastic
knives, spoons, or Popsicle sticks would also work. This is especially important to note if you are
doing this project, to prevent any accidents from using sharp knives.
3. Draw an outline of your carving on one side of the soap. You can either draw the outline first
using a pencil, or directly use a knife, orange wood stick, or toothpick to scrape the outline into the
soap.
4. Remove the soap outside the outline using small slivers or chips. Make sure to scrape away only
small portions at a time, as it would be easier to remove than to put back an over scraped portion.
Cutting off too much would cause the soap to break off into chunks.
5. Add detail to the inside of your outline to refine the design further. When the carving is finished,
wet your finger and rub the surface of the soap to create a smooth finish. Allow it to dry and
harden for a day.
Evaluation: Research Report
Rubric title: Rubric for research report
Target Intelligence: Linguistic
Performance Task: Each group will choose one country in Southeast Asia and they will make a
research report about their arts.
Objective: Give importance to the arts of Southeast Asia.
CRITERIA
10
5
3
RATING
Very Good
Good
Poor
Show very high sense Show just enough Creativity
is
not
Creativity
of
creativity
and creativity and artistry
showed.
artistry.
Illustrate impressive Illustrate
just Content is not seen.
Content
information.
information
Submit on or before Submit a day after the Submit 2 days and
Punctuality the deadline.
deadline.
beyond the deadline
TOTAL
Physical Education: Health Related Fitness
Competencies:
1. Recognize the physical activity habits of the family in terms of health-related fitness
components;
2. Undertake fitness tests;
3. Assess the family’s strengths and weaknesses in the components of HRF
4. Perform exercises to enhance cardiovascular and muscular fitness;
5. Demonstrate HRF for the family regularly to ensure its promotion of an active lifestyle;
6. Explain why the purpose is critical in ensuring the conduct of activities in the family;
7. Design physical activities that promote cardiovascular and muscular fitness to family
members.
Activity 1: Where Am I?
Instruction: Introduce to your students this brain teasing fun games called “Word Scramble”.
Instruct them to find from the untangled letters the components associated with Health-Related
Fitness. The words could be in any directions as long as the letters are all inter-connected. Let them
write these words below and define each.
S C E N T E R O W
B T E N D U R A E
O L R V I T A N C
D F L E X I B I
L
Y C O M N D Y T
I
I S O P O G F Y R
T I O N S P T A G
M A X I M U M H E
My answers:
1.________________________________
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2.________________________________
3. ________________________________
4. ________________________________
Activity 2: Quest for Fitness
Instruction: Reflect on your daily activities and write them down on the table below. Give special
attention to activities that will help improve your Health-Related Fitness and maximize your body
potentials. After a few minutes, group yourselves into 5 or 8 and discuss your answers with the
group. Present your output in class.
My daily
HRF components
routines/tasks
1.
2.
3.
4.
5.
6.
Activity 3: Picture Parade/collage
Instruction: In this activity, you are expected to bring pictures showing different activities of a
person. Display each picture and describe the action and how the person in the picture might be
feeling. List down benefits associated with each activity.
Examples of pictures might include:
1. A smiling child running (feeling free and happy)
2. A group of people engaged in a game or sport (having fun)
3. A figure skater, dancer, or gymnast performing (graceful, powerful)
After displaying your picture parade, ask one of your classmates to report his/her list of
benefits associated with each activity in class. Allow your classmate to explain his/her answer.
Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or
magazines that will illustrate the benefits of being active.
Activity 4: Body Mass Index
Instruction: Let the students get their own weight in kilograms and height in meters. Then, guide
them in computing their BMI following the formula:
Example:
BMI= WEIGHT (Kg)
HEIGHT (m)2
30 kg. =
30
2
1.10 m 1.10 x 1.10
Classification: below - 18. 5
18.5- 24. 9
25- 29.9
30- above
underweight
normal
overweight
obese
= 30 = 24.79
1.21
Activity 5: Physical Fitness Test
ACTIVITY
90 DEGREE PUSH-UPS
CURL-UPS
ZIPPER TEST
RESULT
HEALTH RELATED COMPONENT
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Activity 6: Web Map
Instruction: List 3 ways on how to achieve fitness in every aspects/dimension.
Physical
Emotional
FITNESS
Social
Spiritual
Mental
Evaluation: Fitness Collage Making
Rubric title: Rubric for Collage
Target Intelligence: Visual-Spatial
Performance Task: The students will be grouped. Each group will create their own collage showing
fitness and wellness of a person.
Objective: Give importance to the holistic wellness of a person.
CRITERIA
10
5
3
RATING
Very Good
Good
Poor
Show very high sense Show just enough Creativity is not
Creativity
of
creativity
and creativity and artistry
showed.
artistry.
Illustrate impressive Illustrate
just Content is not
Content
information.
information
seen.
Submit on or before Submit a day after the Submit 2 days and
deadline.
beyond
the
deadline
TOTAL
Health: Family Health
Competencies:
1. Discuss sexuality as an important component of one’s personality.
2. Explain the importance and dimensions of human sexuality.
3. Analyze the factors that affect one’s attitudes and practices related to sexuality.
4. Assess personal health attitudes that may influence sexual behaviour.
5. Relates the importance of sexuality to family health.
6. Discuss the signs, symptoms, and effects of sexually transmitted infections (STIs), such as
Human Immunodeficiency Virus (HIV) Infection and Acquired Immune Deficiency Syndrome
(AIDS).
7. Enumerate steps in the prevention and control of STIs.
8. Analyze why abstinence is the most effective method for the prevention of HIV and AIDS
and other STIs.
9. Follow government policies in the prevention and control of HIV and AIDS (RA 8504 or
Philippine AIDS Prevention and Control Act).
10. Explain other government efforts in ensuring a clean blood supply to prevent issues and
problems related to sexuality (RA 7719 or Blood Services Act of 1994).
11. Apply decision-making skills in managing sexually-related issues.
Activity 1: How I See Myself – How Others See Me
Listed below are characteristics which may or may not
 Yes, this is very much me!
represent you. Using the icon at the left side, see if you can rate
X No, not me at all.
o Unsure.
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yourself. After you are done, fold the paper in half and ask a classmate to rate you.
Extrovert
_____
Extrovert
_____
Extrovert
______
Selfish
____
Selfish
____
Selfish
______
Confident
_____
Confident
_____
Confident
______
Aggressive
____
Aggressive
____
Aggressive
______
Shy
_____
Shy
_____
Shy
______
Attractive
_____
Attractive
_____
Attractive
______
Good listener
____
Good listener
____
Good listener
______
Approachable
____
Approachable
____
Approachable
______
Liked
_____
Liked
_____
Liked
______
Fun
____
Fun
____
Fun
______
Sincere
____
Sincere
____
Sincere
______
Irresponsible
____
Irresponsible
____
Irresponsible
______
Kind
_____
Kind
_____
Kind
______
Dependable
____
Dependable
____
Dependable
______
Other/s:
______ Other/s:
Other/s: _____________
____
_____________________
Activity 2: Loop Word
On your activity sheet, encircle the fifteen (15) words related to gender and human
sexuality.
B
Y
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B
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X
V
B
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Follow-up activity:
In your own words, define the encircled words you have found! Check your answers! Using
the rubrics below, see how you fare in this activity.
13-15
Excellent
10-12
Very Good
7- 9
Good
4- 6
Fair
0- 3
Needs Improvement
Activity 3: Pre-assessment
For each of the following topic/idea, place a check mark in the cell that appropriately
describes your experience.
Topic/Concept
Have
Read it
Have heard
it
Have seen on TV or
movie production
STIs, HIV, and AIDS
Abstinence
Refusal skill
Blood
donation/transfusion
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Have written a
report paper on it
Activity 4: Check yourself/Reflect and Understand
After they complete the guided practice, ask them to answer the questions below to review
what they have learned.
1. In your own words, give the difference between HIV and AIDS?
2. What are the four ways that HIV can be passed from one person to another person?
3. If you become an HIV positive, what will you do to prevent AIDS? And what will you do to live
longer?
4. AIDS is not curable but it is preventable. What are the best methods of prevention?
5. Name two ways teenager can do to reduce the risk of HIV infection.
6. How can using alcohol and illegal drugs increase a person’s risk of having HIV infection?
Use the chart below in answering the items.
Think back on something that you learned on this learning material. Reflect on the following
questions and then write your answers to them.
1) What did you learn?
2) How did it affect you?
3) Why did you choose to learn it?
4) What/who helped you learn it?
5) What hindered your learning?
6) How did you know that you have learned it?
Activity 5: What? So What? Now What?
Strategy:
My response
What:
 What do I want to know about
the topic?

What behavior I would like to
change or improve to have a
healthy sexual behavior?

What steps are involved to
accomplish this healthy sexual
behavior?
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So what:
 Why is this important?

What does it mean to me?

How does knowing about this
information
change
my
thinking?

What other ideas in human
sexuality do I have or
connections can I make to
STIs and HIV / AIDS?
Now what:



What are the implications of
human sexuality to a healthy
family life?
What am I going to do or
apply to protect and promote
healthy sexuality?
What measures will I do to
prevent HIV / AIDS?
Evaluation: Investigative Reporting
Group the class in to several groups and ask the learners to visit Barangay health center, or
school clinic and interview Barangay health workers, professionals, school health workers and
health professionals and adults.
The following are the guide questions for their interview.
1. What is HIV? What causes AIDS?
2. What are the signs and symptoms of Human Immunodeficiency Virus (HIV) and
Acquired Immune Deficiency Syndrome (AIDS)?
3. How can HIV / AIDS be spread from one person to another?
4. What are effects of HIV/AIDS to our body?
5. What is the difference between HIV and AIDS?
After gathering the facts, the students will submit it to the teacher with some picture
regarding their report and investigation about the topic.
Rubric title: Rubric for Investigative Report
Target Intelligence: Linguistic
Performance Task: Each group will present their own report based on their investigation.
CRITERIA
30
20
10
RATING
Very Good
Good
Poor
Illustrate impressive Illustrate just Content is not
Content
information.
information
seen.
Submit on or before Submit a day Submit 2 days and
after
the beyond
the
deadline.
deadline
TOTAL
10
Module in MAPEH Grade 8
Quarter: Second
Music: Music of East Asia
Competencies:
1. Identify through music listening the characteristics of East Asian (Japan, China and Korea)
Music in relation to their history and culture.
2. Identify similarities and differences of the music of East Asia.
3. Describe how the musical elements reflect East Asian Culture.
4. Analyze representative songs from East Asia and describe how the musical elements are used.
5. Compare and classify the musical instruments.
6. Sing accurately representative songs from East Asia simulating their singing style.
7. Play/improvise simple melodic and rhythmic accompaniments to selected East Asian music.
8. Perform the improvised musical composition using musical instruments or sound sources that
can be used to produce sounds that are similar to the sound of East Asian music with the
awareness of its musical elements and style.
9. Evaluate the quality of their own performances and others’ performances and improvisations
of East Asian music using developed criteria.
10. Evaluate music and music performances of East Asian Countries applying knowledge of
musical elements and style.
Activity 1: Pre-assessment
Instruction: Allow the students to brainstorm within their group. Let them discuss each word if they
have any background and let them identify the origin of every word (JAPAN, CHINA or KOREA).
Remind the students that there is no wrong answer as long as they try their best.
1. Yin-yang
2. Cherry Blossom
3. Sanjo (flute)
4. Erhu
5. Dragon
6. Koto
7. Kabuki
8. Ikebana
Activity 2: Picture Web
Form a group and make a picture web on the music and culture of Japan, China, and Korea.
Analyze your output using the guide questions after each section.
MUSIC
COSTUMES
Name of
Country
______
ARTS
CULTURE
Activity 3: Getting to know the culture
Instruction: Let the students do an advance research about any of the three countries (Japan,
Korea, and China). Give them the freedom to write anything in the manila paper about their
research.
CHINA
JAPAN
KOREA
Activity 4: Venn Diagram
Instruction: From the previous activity, let them review all the facts and allow them to decide
what are the similarities and differences of every country below.
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Japan and Korea/ Korea and China/ China and Japan
Differences
differences
similarities
Activity 5: Complete ME
Instruction: Complete the following table by reading and researching the following instruments
used in East music.
Instrument
Description
Classification
Origin
(Chordophone,
Aerophone, (Japan, Korea or China)
Membranophone, Idiophone)
Tsuzum
Tsuridaiko
Taiko
Koto
Shamisen
Biwa
Shakuhachi
Nokan
HIchiriki
Sho
Shinobue
Ryuteki
Yueqin
Pipa
Erhu
Yunluo
Sheng
Dizi
Zheng
Pengling
Kayagum
Geomungo
Haegum
Piri
Changgo
Activity 6: Music Analysis (Sakura)
Instruction: Listen to music of Japan entitled “Sakura” in using the Youtube. Then, analyze the song
based on the following elements. As possible, try to learn the song and prepare for a performance
in the succeeding activity.
Time Signature
dynamics
timbre
Pitch
Form
A. dynamics
___ 24
___ soft
___ light
___ high
___ strophic
___ moderate
___ 34
___ loud
___ bright
___ low
___ binary
B. tempo
___ 44
___ fast (allegro)
___ dark
___ slow (lento)
___ Rondo
b. How do you feel after hearing the song “Sakura”? _____________________________________.
Evaluation: Vocal Singing (Sakura)
Rubric title: Rubric for vocal singing
Target Intelligence: musical
Performance Task: Allow the class to sing the Sakura song in small groups.
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Objective: Give importance to the folk music of Japan.
CRITERIA
10
5
Very Good
Good
Vocal Quality Able to sing with Able to sing with
correct
pitch some errors with
throughout
the pitch.
song.
Performance
Students able to Students able to
present very good present
but
showmanship.
inconsistent
all
throughout
the
performance.
TOTAL
3
RATING
Poor
Unable to sing
the
song
improperly.
Students
perform poorly
and unable to
show what is
expected
Arts: East Asian Arts
Competencies:
1. Identify the characteristics of arts and crafts found in China, Japan and Korea like painting,
pottery, paper arts
2. Analyze art elements (color, line, shape, etc.) and principles (texture, proportion, emphasis,
harmony etc.) in the production of art in China, Japan and Korea.
3. Reflect on and derive the mood, idea, or message emanating from paintings, paper artworks,
pottery, ikebana, face painting and architecture, etc. of China, Japan and Korea by comparing
their similarities and differences.
4. Determine and evaluate the effectiveness of mood, idea, or message as shown by the visual
image in the arts and crafts of Japan, China and Korea.
5. Trace the external (foreign) and internal (indigenous) influences that are reflected in the
artworks and crafts from China, Korea and Japan through research and video clip viewing.
Activity 1: Match and Fill
Instruction: Read each statement and try to identify each by choosing the answers from the box
below
_____ 1. The art that is considered as one of the oldest and most highly refined among the arts of
Japan
_____ 2. It is regarded as the highest form of Chinese painting
_____ 3. The art of beautiful handwriting
_____ 4. Arts and crafts flourished during this period in Korean history
_____ 5. A technique for printing text, images or patterns used widely throughout East Asia and
originating in China in antiquity as a method of printing on textiles and paper
_____ 6. The best known type of Japanese woodblock art print
_____ 7. The era in Korean paintings that offers the richest variety and are the styles most imitated
today
_____ 8. The art of paper folding in Japan
_____ 9. The three concepts of art reflected mostly in the artworks and crafts in China, Japan and
Korea
_____10. It is also known as Jingju Lianpu that is done with different colors in accordance with the
performing characters’ personality and historical assessment
Origami Woodblock Printing
Heaven, Earth, Mankind Calligraphy Painting
Peking Face-Paint
Chosun PeriodUkiyo-e
Four Gracious Plant
Kabuki Face-Paint
Koryo Period
Landscape painting
Activity 2: Chinese Painting
Instruction: Choose a subject to any of the following as an example of Chinese Painting.
1. Flowers and birds 4. Human Figures
2. Landscapes 5. Animals
3. Palaces and Temples 6. Bamboos and Stones
13
Activity 3: Japanese Art (Mask Painting)
Instruction: Choose a subject to any of the following as an example of Japanese Painting.
1. Scenes from everyday life
2. Narrative scenes crowded with figures and details
Activity 4: Korean Mask-making
Instruction: Create your own design of a mask like of Koreans.
Activity 5: Origami
Instruction: Learn the art of paper folding from your teacher and try to make your design. After
doing so, paste it in an oslo paper and add more designs.
Activity 6: Travel to East Asia
Instruction: Choose a country in the East (Japan, Korea or China). Research about any important
sports or events and present it in a web map.
Evaluation: Artfolio of the Arts of the East Asia
Rubric title: Rubric for Artfolio of the Arts of the East Asia
Target Intelligence: Visual
Performance Task: Each student will compile all their outputs about the arts of East Asia.
Objective: Show creativity in presenting their output about the lesson.
CRITERIA
Creativity
Content
Punctuality
10
Very Good
Student shows a very
unique artfolio with the
use of different materials.
The artfolio bares a very
informative product which
explains the details of the
task.
Submits the output on or
before the deadline.
5
Good
Student shows just
enough uniqueness
in the artfolio.
The artfolio bares
inadequate
information.
3
Poor
Students shows no
uniqueness in the
artfolio
The artfolio bares
no information at
all.
Submits the output
a day after the
deadline
Submits the output
2 days and beyond
the deadline.
TOTAL
RATING
Physical Education: Team Sports
Competencies:
1. Discuss the nature and background of baseball/softball.
2. Explain the health and fitness benefits derived from playing baseball and softball.
3. Practice proper and acceptable behavior (e.g. fairness, respect for authority) when
participating baseball/softball.
4. Execute proficiently the basic skills and tactics in baseball/softball.
5. Interprets rules and regulations of baseball/softball.
6. Exhibit enjoyment in playing baseball/softball.
Activity 1: Pre-Assessment
Write the corresponding team sport in the space provided in the right side of the column for basic
skills.
BASIC SKILLS
CORRESPONDING TEAM
SPORT(Baseball, softball,
basketball)
BASIC SKILLS
Dribble
Chest Pass
Bounce Pass
Assist
Bat/Batting
Pitch
Shoot
Throw
Catch
Homerun
Strike
Balls
Home Base
Initial Sack
Key Stone
14
CORRESPONDING TEAM
SPORT(Baseball, softball,
basketball)
Activity 1B: Pre-Assessment
Name: ___________________________ Chosen Team Sport:______________
K-What you KNOW
W-What you WANT to know
L-What you’ve LEARNED
1.
2.
1.
2.
1.
2.
3.
3.
3.
Activity 2: Team Sport Engagement Survey
This time you need to fill up a team sport engagement survey form. This will help assess your
engagement in team sports which will serve as a reference for your planning the sequence of
learning activities about team sports.
Procedure:
1. Copy the survey form in your activity notebook and reflect on your participation in team
sports by honestly responding to the survey questionnaire below.
SURVEY QUESTIONS
BASKETBALL
YES
NO
BASEBALL
YES
NO
SOFTBALL
YES
NO
1. Have you experience playing team sports?
2. Do you play team sports often?
3. Do you play team sports with friends?
4. Do you play team sports with your family?
5. Are you a member of the school varsity team?
6. Do you participate in community sports programs?
7. Do you enjoy participating in team sports?
8. Do you consider the benefits derived from playing team sports?
9. Are there team sports enthusiasts in your family?
10. Do you plan to make team sports one of your lifetime fitness
activities?
2. Just put a checkmark (  ) on the column of your corresponding response to the items
indicated in the survey questions. It’s quite easy, right? So go on, grab a pen and
accomplish the questionnaire.
3. Now that you’re done, submit the questionnaire to your teacher during the face-to-face
encounter. The result of the survey may help your teacher in designing your succeeding
activities in team sport
Activity 3: Fill-in the missing component
1. Below is a table indicating three columns namely: team sports, basic skills and components
of physical fitness involved in performing the basic skills. Copy the table in your activity
notebook.
2. The team sports at the first column have already been provided together with the
respective basic skills. All you have to do is to identify the component of physical fitness
involved in performing the respective skills. Write your answers in the given column.
3. After accomplishing this, meet with your group, friends or relatives and share your
answers. Consolidate all your answers in another sheet.
4. Identify three most frequent components of physical fitness based on your groups,
relatives’ or friends’ responses and come up with an exercise of four repetitions each. Make
sure that it promotes any of the identified fitness components. Do this in five minutes.
5. Let your group present your work to the class
Name: __________________________
Section:___________________________
TEAM SPORTS
Basketball:
Component of Physical Fitness Involved
Baseball/Softball
BASIC SKILLS
Shooting
Passing
Dribbling
Rebounding
Running
Throwing
Catching
Pitching
Batting
Base Running
15
Activity 4: The team sport that I would like to know more
Instruction: This activity allows you to share your knowledge about team sports which brings out
your expectations of the lesson, your prior knowledge and skills, and the specific team sport you
want to learn more.
Name: _______________________________ Chosen Team Sport:______________
K-What you KNOW
W-What you WANT to know
L-What you’ve LEARNED
1.
1.
1.
2.
2.
2.
3.
3.
3.
Activity 5: Lecture-Discussion
Instruction: Research about following components in basketball. Put it in a short bond paper.
- Nature and background of basketball
- Basic skills
- Facilities, equipment and playing attire ans shoes
- Basic rules and officiating (Violations and misconduct)
Activity 6: Pick-Shoot and Answer!
Instruction: In this activity, you will be given strips of paper containing questions regarding
basketball. Read each question, think of the answer and write it in your activity notebook.
1. Your class will be grouped into four.
2. Each group will be provided with a bowl containing numbered paper strips with written
questions related to basketball. The groups will assemble in columns facing the blackboard
about three meters away. The bowl of questions in front and a basket near the board about
three meters away.
3. As the “go” signal is given, the first member of each group picks up a strip of question to
answer. Within 10 seconds, he/she answers the question , then crumples the strip and
shoot it in the basket provided per group.
4. After shooting, the first members go to the board and write their answers on it.
5. The group with the most number of correct answers and successful shots combined, wins
the game.
Activity 7: Display of Skill
Instruction: Perform the following skills below then Just put a checkmark ( ∕ ) in the column
corresponding to your response to the items indicated in the following table based on how well you
did in each drill station.
SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL
Name:
Section:
STATION DRILLS
Advanced Proficient Approaching Proficiency
Station 1: Shooting
Station 2: Dribbling
Station 3: Passing
Station 4: Rebounding
Station 5: Running
Date:
Developing
Beginning
Evaluation: Artfolio of My Favourite Basketball Player
Rubric title: Rubric for Artfolio of My Favourite
Performance Task: Each student will compile all their outputs about My Favourite Basketball Player.
16
CRITERIA
Creativity
Content
Punctuality
10
Very Good
unique artfolio with the use
of different materials.
task.
5
Good
Student shows just
enough uniqueness
in the artfolio.
The artfolio bares
inadequate
information.
3
Poor
Students shows no
uniqueness in the
artfolio
The artfolio bares no
information at all.
Submits the output a
day
after
the
deadline
Submits the output 2
days and beyond the
deadline.
TOTAL
RATING
Health: Family Life
Competencies:
1. Recognize the different factors that contribute to a successful marriage
2. Discuss the roles and responsibilities of parents in fulfilling the needs of their children
3. Analyze the effects of having a big family and problems it may cause to the health of the nation
4. Make a plan on how to have a successful marriage and family life.
5. Talk about pregnancy-related concerns and prenatal care.
6. Explain the importance of maternal nutrition during pregnancy.
7. Discuss essential newborn protocols.
8. Recognize the advantages of breastfeeding.
9. Analyze the importance of responsible parenthood.
10. Recognize the factors for a successful family life.
11. Explain the effects of family size on the health of the family.
12. Examine the important roles and responsibilities of parents in child rearing and care.
13. Explain the effects of rapid population growth on the health of the nation.
14. Propose ways on how to plan an ideal family size.
Activity 1: LOOP-A-WORD
Loop as many words as you can that have something to do with marriage. Use the words or the
factors of family in a sentence or give the meaning of each.
1. Dating______________________
2. Engagement__________________
3. Courtship____________________
4. Love _______________________
5. Infatuation___________________
6. Marriage_____________________
7. Friendship____________________
8. Pregnancy___________________
9. Newborn____________________
10. Family______________________
P D A T I N G V C T J L
C
R R M A R R I A G E F O O
E E E H T A L C A R E V U
G N F G N E W B O R N E R
N I N F A T U A T I O N T
A E F R I E N D S H I
P S
N N S Y F X 17
N Y J K W G H
C T T E U L F A M I L
Y I
Activity 2: Picture-connectivity
1. What words can you form out of these
pictures?__________________________________________________________________
2. How do these pictures apply to you? ___________________________________________
3. Why is courtship and dating important in choosing a lifetime partner?
_________________________________________________________________________
Activity 2: Courtship
What comes into your mind seeing the picture below? How does the picture appeal to you? Does it
bring good feeling or bad feeling?
Does it spell something? Give your
assessment.
Activity 4: MY IDEAL PARTNER
Instruction: In an oslo paper, draw, and color your ideal man / woman. Below your drawing, write
the characteristics you expect from him / her.
Activity 5: DEBATE
Instruction: Be with your group mates and prepare for a debate by reflecting on and answering
these questions. Assess your performance using this rubric.
Rubrics for Debate
= weak; 2 = developing; 3 = adequate; 4 = above average; 5 = strong
1. Opening statements clearly addressed the central issues of the debate.
1
2. Overall impression on the presentation – eye contact, use of voice
1
3. Claims showed evidence of research.
1
4. Rebuttal statements effectively addressed the statements of the opposing team 1
5. The presentation demonstrated organization and forethought.
1
6. Final statements effectively summarized salient points and improved the
team’s position.
1
7. Participants adhered to rules and procedures.
1
Activity 6: Word Bank
Instruction: Check the words below and find their meanings. Put it in a Web Map.
Pregnancy
Morning sickness Complications Discomfort Trimester
Braxton Hicks Contraction
Health condition
Family
Life
18
2
2
2
2
2
3
3
3
3
3
4 5
4 5
4 5
4 5
4 5
2
2
3
3
4
4
5
5
Activity 7: What to Avoid During pregnancy
Instruction: The following is a list of actions performed during pregnancy. If the action mentioned is
something that a pregnant women should avoid, put X on the space provided. If the activity is
something that would be good for a pregnant woman, put a /. Remember to copy the table in your
activity notebook.
ACTIVITY
1. drinking alcohol
______
2. drinking milk
______
3. dyeing hair
______
4. cleaning the cat’s litter box
______
5. drinking water
______
6. eating varieties of fruits and vegetables
______
7. smoking cigarretes
______
8. sitting in a sauna, steam room, or hot tub
______
9. eating uncooked meat
______
10. taking vitamin B (folic acid) daily
______
11. taking over-the-counter drugs
______
12. having an x-ray
______
13. drinking coffee
______
14. going for walks
______
15. eating sweets and junk foods
______
Activity 8: THUMBS UP OR THUMBS DOWN
Hello! Let’s play THUMBS UP, THUMBS DOWN. Read the statement below, sign
THUMBS UP if you agree with the statement and THUMBS DOWN if not. Explain the reason
for your answer.
_______1. Mom and Dad provide my basic needs.
_______2. Security is the priority of my parents.
_______3. Parents give love and care to their children.
_______4. We live under the bridge because our parents are jobless.
_______5. I get what I want from my parents.
Activity 9: SLOGAN-MAKING
Instruction: Create a slogan expressing the responsibilities and roles of parents their duties and
responsibilities of parents
Evaluation: Artfolio about Family, Courtship and Marriage
Rubric title: Rubric for Artfolio about Family, Courtship and Marriage
Performance Task: Each student will compile all their outputs about Family, Courtship and
Marriage
CRITERIA
Creativity
Content
Punctuality
10
Very Good
unique artfolio with the
use of different materials.
task.
5
Good
Student shows just enough
uniqueness in the artfolio.
The
artfolio
bares
inadequate information.
Submits the output a day
after the deadline
19
3
Poor
Students shows no
uniqueness in the
artfolio
The artfolio bares
no information at
all.
Submits the output
2 days and beyond
the deadline.
TOTAL
RATING
Quarter: Third
Music: Music of Asia
Competencies:
1. Listen to songs from Central Asia, South Asia, and West Asian countries alone and/or with
others.
2. Relate Central, Southern, and West Asian countries’ music in the lives of the people.
3. Analyze examples of music from Central, South Asia and West countries and describe how the
elements are used.
4. Explain the distinguishing characteristics of representative Central, South Asian and West
countries’ music in relation to the culture of the area.
5. Perform using available instruments from Central Asia, South Asia and West countries alone
and/or with others.
6. Improvise simple rhythmic/harmonic accompaniments to music from selected Central, South,
and West Asian countries.
7. Explore ways of producing sounds on a variety of sources that would simulate instruments
being studied.
8. Sing vocal music from Central, South, and West Asian countries alone and/with others.
9. Evaluate music and music performances applying knowledge of musical elements and styles
Activity 1: Name the country
Instruction: Complete the table below by identify the countries where they belong.
CENTRAL ASIA
SOUTH ASIA
WEST ASIA
Follow-up activity: Make a sketch of Asia and locate the counties you identified in the previous activity.
Activity 2: Web Map
Instruction: The class will be grouped into 3 with the following task; to make a web about Central,
South and West Asia. Each group will show their own concept about the music and instruments on
their assign Asian region.
Topic: Asian
Music (Central,
South & West)
Activity 3: Describe Asian Music
Instruction: Supply the following table based on your research, discussions and other ways of information.
COUNTRY
DESCRIPION OF VOCAL MUSIC
Instrumental
Region (South, East, West)
Indian
Pakistan
Middle East
Israel
Activity 4: Peace, Order and Organize
Instruction: Compare and contrast the vocal/instrumental music of Pakistan from the music of
India. Draw this diagram on an oslo paper.
VOCAL & INSTRUMENTAL MUSIC
PAKISTAN
SIMILARITIES
INDIA
PAKISTAN
DIFFERENCES
INDIA
Activity 5: Music analysis (Zum Gali Gali )
Instruction: Let the students listen to the Zum Gali Gali music and let them describe the following
by checking:
20
Time Signature
___ 24
___ 34
___
4
4
Dynamics
C. Dynamics
___ soft
___ moderate
___ loud
D. tempo
___ fast (allegro)
___ slow (lento)
timbre
Pitch
Form
___ light
___ high
___ strophic
___ bright
___ low
___ binary
___ dark
___ neutral
___ Ternary
___ Rondo
b. How do you feel after hearing the Zum Gali Gali? _____________________________________.
Evaluation: Vocal Performance
Rubric title: Rubric for Vocal Performance
Target Intelligence: Musical
Performance Task: Students will perform the song Zum Gali Gali with rhythmic accompaniment.
Objective: Show appreciation to the music of a sample Asian music.
CRITERIA
Mastery
Vocal
Rhythm
10
Very Good
Sung the song with
utmost confidence
Performed the song
with correct melody
and pitch throughout
the performance
Performed the song
with consistent
rhythmic pattern.
5
Good
Sung the song with some
inconsistencies.
Performed the song with
some inconsistencies in terms
melody and pitch throughout
the performance.
inconsistencies in term of
rhythmic pattern
3
Poor
Unable to perform the
whole song.
very poor pitch accuracy
and melody
RATING
very poor rhythmic
ability
Total
Arts: South, Central and West Asia
Competencies:
1. Analyze art elements (color, line, shape, etc.) and principles (texture, proportion, emphasis,
harmony etc.) in the production of arts and crafts
2. Understand how art plays a significant role in the daily life and activities of the people
3. Describe the unique lines, forms, shapes and colors found in their folk arts
4. Use the different motifs and designs as manifested in their folk arts
5. Identify contributions made by the named countries in the field of arts like architecture,
painting, and folk arts
6. Compare the development of crafts in specific areas of a country, according to traditional
specialized expertise, functionality, and availability of resources
7. Appreciate the ethnic and unique characteristics of art form and style through creating and
viewing similar artworks
8. Compare the artworks of the Philippines with the artworks of India, Central Asia and West
Asia in terms of forms, motifs, shapes and designs.
9. Appreciate their art forms, motifs and themes by using them in an appropriate programs,
school activities, celebrations and in personal hobbies
Activity 1: Learning from the past
Instruction: Define the following terms.
Elements of Art
1. Color
2. Shape
3. Line
Principles of Art
1. Texture
2. Proportion
3. Emphasis
4. Harmony
Definition
Lesson 2: Indian Crepe (Group Work)
Materials: Dark-colored crepe paper/or any colored paper
Cotton buds
21
Bleach (i.e., Clorox)
Plastic cups
PROCEDURE:
1. Draw your design on a piece of paper.
2. Spread out the crepe paper or the colored paper on a flat surface.
3. Pour a small amount of bleach in a plastic cup. Take care not to spill any on your clothes or to get
any on your skin.
4. Lightly dip the tip of a cotton bud in the bleach.
5. Create designs on the crepe paper by gently drawing lines with the cotton buds. Be careful not to
tear the thin crepe paper.
6. Decide on the pattern: repeated or alternative motifs, radial, or border design.
ACTIVITY 3: Lines and curves – Map of life
MATERIALS NEEDED:
Oslo paper
Pen, pencil or colored pencils
DIRECTIONS:
1. Recall some of your remarkable childhood memories.
2. Using the diagram below sketch or draw the places that have been a part of your life and are of
interest to the members of your family. Example: From your house, church, malls, parks and school.
3. Answer the questions found on the next page.
Write your answers to the following questions in your notebook:
1. Why are those places important to you and your family? How were you able to reach those
places?
2. What features made those places memorable to you and your family?
3. How did these places affect you and the other members of your family?
4. What type of lines can you see on your sketch?
Activity 4: Rangoli Art (Indian)
After learning about Rangoli, I will now let you experience how to make one.
Materials:
Glue Plain paper plate
Pencil Colored sand (different colors)
Instruction:
1. Sketch your design lightly in pencil or chalk in ¼ illustration board.
2. When you are happy with your design, finalize the outline with heavier lines.
3. Use glue to outline your design.
4. Roll the paper plate into a cone and snip a small hole in the narrow end.
5. Fill the larger opening with colored sand. Use your finger as a stopper on the small hole you
made. This is how you will control the flow of the sand.
6. Fill in your design with sand according to your choice and color combination. This is the most
interesting step, and usually the most fun.
7. Apply different design patterns: (Repeated, Radial, Alternating, Border pattern)
8. Display your work in class.
Activity 5: Candle Sculpture (Pakistani)
Materials: Old newspaper
pencil Candle – 2” in diameter
Sketch of your chosen design
Nail pusher
Black permanent marker
Instruction:
1. Spread out the old newspaper to protect your work area.
2. Sketch your chosen design on the candle using your pencil. Use geometric shapes and patterns
like scrollwork and curved lines.
3. With the nail pusher, carve the design on the candle. Use the subtractive technique to cut away
the unwanted part.
4. Highlight the design with the use of a black permanent marker.
22
Activity 6: Border Design It!
Materials: Black cartolina Pair of scissors Stapler Long bond paper
Glue
Emulsion
Paintbrush
Instruction:
1. Cut out two 5“x7“rectangles of black cartolina. Set aside one rectangle.
2. On one of the cartolina rectangles, draw an inside rectangle, measuring 0.5 inchesfrom the
outside edges. Cut out and discard. You will now have a frame.
3. Place the frame on top of the other rectangle. Staple three of the outer edges together so that a
4" by 6" photo can fit inside.
4. Cut the bond paper into 8 lengthwise strips.
5. From the sample design above, create your design by cutting the strips of bond paper.
6. Paste the strips of paper on the frame-shaped cartolina as a border.Trim as needed.
7. Apply emulsion with a brush and let it dry.
8. Put in your photo after finishing your work.
9. Display your work for critiquing.
Evaluation: Portfolio Making about the Arts of Asia
Rubric title: Rubric for Portfolio Making about the Asian Arts
Performance Task: Students will make their a portfolio about the arts of Asia.
CRITERIA
Creativity
Content
Punctuality
10
Very Good
Student shows a very unique
portfolio with the use of
different materials.
The portfolio bares a very
task.
5
Good
Student shows just
enough uniqueness
in the portfolio.
The portfolio bares
inadequate
information.
3
Poor
Students shows no
uniqueness in the
portfolio
The portfolio bares no
information at all.
Submits the output a
day
after
the
deadline
days and beyond the
deadline.
TOTAL
RATING
Physical Education: Indoor Recreational Activities
Competencies:
1. Discuss the nature/background of the game scrabble;
2. Explain the health and fitness benefits derive from playing scrabble;
3.
Practice proper and acceptable behaviour when participating in indoor recreational activities;
4. Execute basic skills and tactics in indoor recreational activities;
5. Interpret rules and regulations of the game scrabble;
6. Apply knowledge of rules and regulations in scrabble;
7. Promote indoor recreational activities to family members.
Activity 1: Terminologies in Scrabble (Web Map)
Instruction: Create a web map about the terminologies used in playing scrabble. Write also its
functions or descriptions.
Terminologies: (tiles, double letter, triple letter, count tiles, shuffle, hook letter, double word,
double challenge, blank tiles, open board))
Topic:
Scrabble
Activity 2: Close Encounter
Instruction: This activity will assess the learners’ encounter with scrabble and will serve as the basis
in planning the sequence of their learning activities regarding indoor recreational activities. Ask
23
them to reflect on their participation in a scrabble game by accomplishing the questionnaire below.
Let the learners’ answer the question using the following smiley,
for YES ; and
for NO.
Note: During the duration of the activity, guide the learners in answering the questions.
QUESTIONS
YES
NO
Have I experience playing SCRABBLE
Do I play SCRABBLE often?
Do I play SCRABBLE with friends?
Do I play SCRABBLE with family?
Am I a member of a SCRABBLE team in school?
Do I enjoy participating in a SCRABBLE game?
Do I consider the benefits derived from playing SCRABBLE?
Is there SCRABBLE game enthusiast in my family?
Do I plan to make SCRABBLE as one of my lifelong activity?
Activity 3: Name Me!
Instruction: Together with your students, analyze the results of your pre-assessment to determine
where they are in terms of knowledge. This will serve as your basis in planning the instructional
activities.
Name
Chess piece
Name
Chess piece
Activity 4: Web Map
Instruction: Create a web about the game chess. You may include how the game developed and
the functions of different pieces.
Topic:
Scrabble
Evaluation: Mini Tournament (Chess and Scrabble)
Rubric title: Rubric for Chess and Scrabble tournament.
Performance Task: Students will compete to each other.
CRITERIA
Skill
Win
10
Very Good
Used the pieces and
functions properly
Won the two games
against an opponent
5
Good
Used some of the
movements
and
functions only
Won only 1 game to an
opponent
TOTAL
24
Target Intelligence: Visual- spatial
3
Poor
Unable to use the functions
and movements of the
different pieces
No win to any of the two
games at all
RATING
Health: Disease Prevention and Control (Communicable Diseases)
Competencies:
1. Discuss the nature, prevention and control of common communicable diseases (mortality
and morbidity);
2. Analyze the common beliefs about the causes of disease;
3. Discuss the factors that influence disease transmission;
4. Explain the different elements of the chain of infection;
5. Discuss the stages of infection;
6. Discuss skin problems: its nature, prevention and control; (Acne, Warts, Tinea (ringworm,
jock, itch, athlete’s foot)
7. Recommends actions to prevent and control the spread of communicable diseases.
8. Demonstrate healthful practices in order to prevent and control communicable diseases.
9. Demonstrate self-monitoring skills to prevent and control communicable diseases during
adolescence.
Activity 1: How well do you know the nature of diseases?
Instruction: The learners will read very carefully each statement about the nature of
communicable diseases. Assist them as they react to its truth or falsity as they put a check (√) mark
on the appropriate box.
1
2
3
4
5
6
7
8
9
1
0
STATEMENT
Organisms like bacteria and viruses are all over the environment.
Many of the most common diseases are caused by tiny microorganisms called
pathogens.
Communicable diseases come from one infected person to another.
Stomach ache is one symptom that can be manifested by a communicable disease.
Viral hepatitis is caused by a virus that affects the liver.
Rabies virus can enter only the brain cells while polio virus attacks only the nervous
system.
Malaria is a sickness caused by a carrier mosquito.
Pinworms hatch and live primarily in the intestines of a person.
Stagnant water is a reservoir for mosquitoes to multiply.
It is the nature of pathogens to invade its host through certain points of entry to
cause morbidity.
TRUE
FALSE
Indicator
SCORE
10 TRUE
COMMENT
They are
Advanced
Very Good
INDICATIONS
They really know, understand, and practice the prevention of getting
infected.
7-9 TRUE
They need to review someone so that you will know, understand and
practice the prevention of getting infected.
4-6 TRUE
Good
They are prone to get infected easily.
1-3
Poor
They have to do something because you are in danger of getting sick
TRUE
easily.
Congratulations! Since they did well in this activity, are they now excited to find out what’s in store for
them in the next level?
Activity 2: Self-Inventory
Instruction: The students will number their activity notebook from 1 to 20. Read the questions and
respond by writing M if the statement describes them most of the time, S if the statement
describes them some of the time and N if the statement never applies to them. The students will
do this without any assistance from you or from anybody.Total the number of each type of the
response. Proceed to the next section, the How Did You Score each section.
QUESTIONS
1 I keep my immunization
records up-to-date.
2 I stay away from people who
currently have cold or flu.
3 I eat a balanced diet daily.
4 I get at least eight hours of
sleep each night.
M
S
N
11
12
13
14
QUESTIONS
I listen and respond to my body that it is
tired or that something may be wrong.
I wash my hands before and after every
meal, before preparing food, and after
using the toilet.
I shower or bathe regularly.
I do not share eating utensils or glasses
with other people
25
M
S
N
5 I exercise aerobically at least
three times a week.
6 I do not smoke.
7 I avoid using towels that
others have used.
8 I avoid using other people’s
combs and brushes.
9 I take a few minutes each
day to relax.
1 I stay at home within the first
0 day when symptoms of an
illness appear.
15
I cover my mouth when I cough or sneeze.
16
17
I avoid walking around without footwear.
I avoid eating dairy & poultry products that
are not refrigerated.
I advise my parents to make sure that our
pets have their vaccines too.
I put food waste in closed containers.
18
19
20
Total for Most of the time
Total for Some of the time
Total for Never applies
I support efforts of the government to
enforce public health laws for
immunization and reporting communicable
diseases.
Total for Most of the time
Total for Some of the time
Total for Never applies
B. How did they score?
Give the learners 4 points for each most of the time;
2 points for each some of the time;
O points for each never answer.
Get their total and read the result of their score below:
60 to 80 = Excellent! Their disease prevention efforts are outstanding.
Congratulations!
40 to 59 = Good. They are doing very well in their efforts to prevent
communicable diseases.
20 to 39 = Fair! Disease prevention is not important to them. Some efforts will be
beneficial to them and to others.
Below 20 = Needs Improvement! Be careful. They may be spreading
communicable diseases to others. Tell them now is a good time
to start taking good care of themselves.
C. Invite the learners to do, “What are your goals?”
If they received an excellent score (60 to 80), they will complete the statements in part A only, but
if they scored fair (20 to 39), then they will complete parts A and B.
Part A.
Part B
1. I plan to learn more about disease 4. My behavior I am most likely to
change is
prevention by_______.
__________.
2. My timetable for accomplishing this 5. The steps involved in making these change are
is ________________.
_______.
3. I plan to share my information with 6. The people or groups I will ask for support and
other people by
assistance are ____________________________.
___________________________.
7. My rewards for making this change will be
_______________.
Activity 3: Activity 3: Looks Familiar?
Instruction: Group the learner into five, each group will look closely on the pictures illustrating
different kinds communicable diseases. Make them choose their answer from the choices given.
Have them reflect on what the causes of each communicable disease then plot their ideas on the
appropriate box.
Picture of COMMUNICABLE
diseases
1
Write on the first row the name of the disease (look at the choices below)
Write on the second row the causes of the disease.
Caused by
2
Caused by
3
Caused by
26
4
Caused by
5
Caused by
6
Bites from
7
Bites from
8
Caused by
9
Caused by
Caused by
10
ACNE
MALARIA
ATHLETE’S FOOT
PNEUMONIA
DENGUEINFLUENZA
JOCK ITCH
RINGWORM
TUBERCULOCIS
WARTS
Activity 4: Know what you see
Instruction: Invite them to look at the figure (power point) and write in their notebook what they
should do and what they should not be doing if they are the one in the picture. Let them copy
figure 2 on their notebook and write their answers on the column provided.
WHAT I SHOULD DO
WHAT I SHOULD NOT BE DOING
Example
Drink using my own
Example
bottle/glass
I should NOT drink from someone’s
bottle/glass.
27
Activity 5: MATCH and CONNECT
Instruction: Give them the pap sheet about the chain of infection. Instruct them to carefully read
each numbered entry and choose from the word pool the appropriate term being described. Help
them do the following:
1. A volunteer from each row will read aloud the definitions very well, then write the word of the
first in the link chain.
2. Another member of the row will explain in her/his own words the meaning of the chain.
3. The other rows will do the same until the link chain is discussed.
CHAIN
MEANING/DEFINITION
is an organism with the ability to cause diseases. The greater the organism's virulence
(ability to grow and multiply), invasiveness (ability to enter tissues) and pathogenicity
(ability to cause diseases), the greater the possibility that the organism will cause an
infection. Infectious agents are bacteria, virus, fungi, protozoa and parasitic worms.
is a place within which microorganisms can thrive and reproduce. For example,
microorganisms thrive in human beings, animals, and inanimate objects such as water,
table tops, and doorknobs. The most common reservoir is the human body
provides a way for a microorganism to leave the reservoir. For example, the
microorganism may leave the reservoir through the nose or mouth when someone
sneezes or coughs. Microorganisms, carried away from the body by feces, may also leave
the reservoir through an infected bowel.
the mode of transmission is the method by which the organism moves from one host to
another. The mode of transmission are contact, droplet, air-borne, food-borne/waterborne, Vector-borne (usually insect.
an opening allowing the microorganism to enter the host. This includes body orifices,
mucus membranes, or breaks in the skin. Tubes placed in body cavities, such as urinary
catheters, or from punctures produced by invasive procedures such as intravenous fluid
replacement can also serve as portal of entry.
a person who cannot resist a microorganism invading the body lack due to immunity of
physical resistance to overcome the invasion by the pathogenic microorganism.
MODE OF TRANSMISSION
HOST
PORTAL OF EXIT
RESERVOIR
PATHOGEN
PORTAL OF ENTRY
SUSCEPTIBLE
Activity 6: What’s the word where they will answer?
Instruction:
1. Copy the puzzle in your activity notebook and write the letters on the boxes to form each
word being described.
2. Choose your answer from these choices:
(Convalescence stage, Incubation stage, Illness stage, Prodromal stage)
4.
1.
2.
3.
28
Across
1. This is the interval between entrance of pathogen into the body to the appearance of first
symptoms.
2. This is the stage when the sick person exhibits signs and symptoms specific to type of
infections.
3. This is the interval when acute symptoms of infection disappears (length depends on
severity of infection and sick person’s state of health).
Down
4. This is the interval from the onset of nonspecific signs and symptoms to the appearance of
more specific symptoms time. When microorganisms grow and multiply, and the sick
person may be more capable of spreading disease to others.
Evaluation: Compilation
Instruction: Each student will make a compilation of all the activities relating to communicable
diseases by following the format below.
Rubric title: Rubric for Compilation
Target Intelligence: Knowledge
Performance Task: Students will compile and collect all the activities in health for third quarter
CRITERIA
Completeness
Content
Neatness
Punctuality
10
Very Good
All activities are in.
5
Good
2 activities are not found.
Importance details are
present
The presentation is
cleanly submitted
Submits the output on
or
before
the
deadline.
Some details are missing
There are some areas which
are not neatly presented
Submits the output a day
after the deadline
3
Poor
More than 3 activities are not
found.
No important details are
included.
The whole project is a mess.
rating
Submits the output 2 days and
beyond the deadline.
Total
Research And Compile:
Infectious
Agent
How it looks
What it is
Bacteria
One-celled organisms
that is found almost
everywhere.
dangerous bacterium it is estimated
that wisteria causes approximately
Examples
Strep throat,
tuberculosis,
sinus infections
Virus
Fungus
Protozoan
Parasite
Have them reflect on the following:
As a student, what can you do to make our environment clean and keep
SO WHAT NOW?
ourselves free from disease?
Do you believe that
you can do great
things to prevent the
spread of
communicable
disease?
1.
2.
3.
4.
5.
Adapt the quotation
that says
“Ako ang simula”
29
Quarter: Fourth
Music: Traditional Asian Music
Competencies:
1. identifies musical characteristics of selected Asian musical theater through video films or live
performances;
2. sing selection/s from chosen Asian musical describe how the musical elements contribute to the
performance of the musical production;
3. identifies the instruments that accompany Kabuki, Wayang Kulit, Peking Opera;
4. explains the distinguishing characteristics of representative Asian musical theater;
5. describe how a specific idea or story is communicated through music in a particular Asian musical
theater;
6. creates/improvises appropriate sound, music, gesture, movements, props and costume for
performance of a chosen Asian traditional musical and theatrical form;
7. evaluates music and music performances applying knowledge of musical elements and style.
Activity 1: Carousel Brainstorming
Instruction:
1. Form a group of three.
2. Each group will travel around the class.
3. Write something about Peking Opera/wayang kulit/kabuki
4. Students will write something about themusic, instruments and performances of each
topic.
5. Each corner has a cue word written in a Manila paper.
Wayang
kulit
Peking
opera
Kabuki
Corner 1
Corner 2
Corner 3
Activity 2: Complete Me
Instruction: Describe the Kabuki base on the cue words below. This could be given as an
assignment.
COSTUME
INSTRUMENT
MUSIC
KABUKI/WAYANG
KULIT/PEKING OPERA
PROPS
Evaluation: Kabuki Time
Rubric title: Rubric for Rhythmic activity
Target Intelligence: Musical
Performance Task: Each group is required to bring materials such as plastic bottles, bamboo sticks,
spoon/fork and an empty soda can.
Objective: Present a rhythmic accompaniment to a kabuki presentation ff.: the rhythmic patterns
given.
Materials
Rhythm patterns for a Kabuki accompaniment
Plastic bottles
Bamboo sticks
Spoon and fork
Empty soda can
30
CRITERIA
Excellent
Good
Fair
Needs
Improvement
DESCRIPTION
Always demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey the message
Usually demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey the message
Sometimes demonstrates understanding of appropriate physical appearance
for performing and connecting with the audience to convey message
Rarely demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey message
RATING
4
3
2
1
Arts: Festivals and Theatre Arts of China, Japan, Indonesia and Thailand
Competencies:
1. Identify the festivals and theatrical forms celebrated in China, Japan, Thailand, and Indonesia.
2. Explain the history of the festival and theatrical composition and its evolution and describe how
the townspeople participate and contribute to its festivity and gaiety.
3. Define what makes each of the Asian festivals unique by a visual presentation and report on
selected festivals representing the different Asian countries.
4. Design with a group the visual components of a school drama
5. Analyze the uniqueness of each group that was given recognition for their performances
6. Explain what component contributed in selecting the performing group
Activity 1: Group dynamics
Instruction: choose one theatre act (Florante at Laura, Ibong Adarna, Romeo and Juliet and Miss
Saigon). Analyze the play according to the theatre aspects in the table below. Be prepared to
explain your analysis in front of the class. You may watch these theatres in a YouTube.
Title of the Elements of Theater
Musical/Stage (Audience,
Actors
and
Play
Actresses, Director, Purpose
of Play Piece, Playwright,
Visual Effect, Sound Effect) (4
points)
Elements of Artistic
Expression
(Line, Color, Sound,
Shape,
Space,
Rhythm, Movement,
Texture) (4 points)
Tools of the
Performers
(Body,
Voice,
Emotion) (4 points
Activity 2: Carousel Brainstorming
Instruction:
1. Form a group of four.
2. Each group will travel around the class.
3. Each group will go to the corners of the class.
4. Write something on the corner depending on the cue words of each corner.
5. Each corner has a cue word written in a Manila paper.
Corner 1
China’s Spring
Festivals
Corner 2
Japan’s Taiko Drum
Corner 3
Indonesia’s Bali Dance
Corner 4
Thailand’s Lantern
Activity 3: China, Japan, Indonesia, and Thailand Theater Arts
Instruction: You are going to watch China’s Peking Opera, Japan’s Kabuki, Indonesia’s Wayang Kulit
and Thailand’s Nang Puppet show. While you are watching the videos you will be given guide
questions to answer. You may answer this individually or in groups. You may watch these clips in
the You tube.
31
1. Tell something about the Chinese Peking Opera. Describe the make-up and movements done in
the play.
Make-up:___________________________________________________________
Movements:_________________________________________________________
2. Write some spectacular things that you see on the stage of Japan’s Kabuki play? How did the
costumes in the play make it more interesting to watch?
___________________________________________________________________
3. Describe how the Wayang Kulit puppets are performed in the play. How did the stage set up,
sounds, and lights affect the show?
___________________________________________________________________
4. Compare Thailand’s Nang (shadow puppet show) to Indonesian’s Wayang Kulit using the chart
below.
Name of Puppet
Shadow Theatre
1. WAYANG KULIT
2. Nang
Materials Used
Movements
Story
Evaluation: Portfolio Making about the China, Japan, Indonesia, and Thailand Theater Arts (3-4
days)
Rubric title: Rubric for Portfolio Making about the China, Japan, Indonesia, and Thailand Theatre
Arts
Performance Task: Each group will make their a portfolio about the China, Japan, Indonesia, and
Thailand Theatre Arts
Objective: Present a creative output about the China, Japan, Indonesia and Thailand Theatre Arts
CRITERIA
Creativity
Content
Punctuality
10
Very Good
Student shows a very unique
portfolio with the use of
different materials.
The portfolio bares a very
explains the details of the task.
5
Good
Student shows just
enough uniqueness
in the portfolio.
The portfolio bares
inadequate
information.
Submits the output
a day after the
deadline
3
Poor
Students shows no
uniqueness in the
portfolio
The portfolio bares no
information at all.
RATING
days and beyond the
deadline.
TOTAL
Physical Education: Regional and National Dances with Asian Influence
Competencies:
1. Discuss the origin and location of folk dance through its costume and music
2. Execute selected regional and national dances with Asian influences such as the Binislakan,
Sakuting, Sua-ko-Sua and Pangalay.
3. Demonstrate the dance sequence appropriately.
4. Identify the meaning of the gestures and hand movements of the dance selected.
5. Approximate interpretation of the dance literature
6. Promote folk dancing as a physical activity for the family.
Activity 1: Philippine Folkdance (Web Map)
Instruction: Create a web map about the Philippine folkdances.
Topic:
Philippine
Folkdances
32
Activity 2: Complete Me!
Instruction: Supply the following column in the table below.
Dance title
Male
Camisa de
Chino and
red pants
EXAMPLE
Costume
Female
Siesgo and kimono
with
loose
and
longsleeves and soft
panuelo
Music
Count
Description
2/4 composed of
two parts: A and B
One, two, one
and two, and
one and two
and
Write the short
description
including
the
origin etc.
BINISLAKAN
SUA-KU-SUA
PANGALAY
TIKLOS
SAKUTING
Evaluation: Dance Performance (Sakuting)
Rubric title: Rubric for Sakuting
Target Intelligence: Kinaesthetic
Performance Task: Students will perform to the dance “Sakuting”.
Weight
5
4
3
2
1
Musicality
(Timing, Dynamics, and
Mastery)
40%
MASTERFUL: Performs
rhythmic composition with
high level of musicality while
observing proper timing,
dynamics and mastery
STRATEGIC: Performs
rhythmic compositions with
a certain level of musicality
while observing proper
timing, and mastery but with
limited ability to perform
with dynamics
ABLE: Performs rhythmic
compositions with mastery
and limited but growing
ability to perform with timing
and dynamics
APPRENTICE: Performs
rhythmic compositions with
general mastery but could
hardly adapt to varying
dynamics and timing
NOVICE: Performs rhythmic
patterns with low or no
mastery, timing, and
dynamics
Degree of Difficulty
(Complexity and Intricacy in
the Use of Rhythmic
Patterns in Various Meters)
40%
SKILLFUL: Creates skillful
composition of complex and
intricate rhythmic patterns in
duple, triple, and quadruple
meters.
COMPETENT: Creates a
certain degree of skillful
composition of complex
rhythmic patterns in duple,
triple, and quadruple meters.
PRACTITIONER: Creates a
commonly accepted
composition of simple
rhythmic patterns in duple,
triple, and quadruple meters.
APPRENTICE: Creates
rhythmic patterns but could
hardly distinguish differences
among duple, triple, and
quadruple meters
NOVICE: can not create any
rhythmic pattern at all
Characterization
(Behavior During
Performance)
20%
MATURE: Demonstrates
proper characterization and
appropriate behavior in the
performance and with high
level of confidence
SENSITIVE: Demonstrates
proper characterization and
appropriate behavior in the
performance and with a
certain level of confidence
AWARE: Demonstrates
generally acceptable
characterization and proper
behavior towards the
performance and with a
certain level of confidence
DECENTERING: Displays
inconsistent characterization
and demonstrates low level
of confidence
EGOCENTRIC: Has little or no
characterization and behaves
inappropriately towards the
performance
Health: Prevention of Substance Use and Abuse (Cigarettes and Alcohol)
Competencies:
1. Discuss cigarettes and alcohol as gateway drugs
2. Analyze the implications of cigarette smoking
 Describe the harmful short and long-term effects of cigarette smoking on the different parts
of the body.
 Discuss the dangers of mainstream, side stream or second-hand and third-hand smoke.
 Explain the impact of cigarette smoking on the family, environment, community, and
country.
3. Analyze the implications of drinking alcoholic beverages
 Describe the harmful short and long-term effects of drinking alcoholic beverages
 Interpret blood-alcohol concentration in terms of physiological changes in the body.
33
 Explain the impact of drinking alcoholic beverages on the family, community, and country
4. Discuss strategies in the prevention and control of cigarette smoking and drinking alcoholic
beverages
 Apply resistance skills in situations related to cigarette and alcohol use.
 Enumerate healthy alternatives to cigarette and alcohol use.
 Follow school rules and government laws related to cigarette and alcohol use.
 Prepare advocacy materials against cigarette and alcohol use.
Activity 1: SELF-INVENTORY (ACTIVE OR PASSIVE?
Instruction: Read and answer each item below by writing YES or NO. Total the number of yes
responses for items 1 to 5, 6 to 13, and 14 and 15.
YES
NO
1.
2.
3.
4.
5.
6.
Do you smoke?
Is there someone who lives with you, who smoke?
Do you have friends who smoke?
Are you often exposed to cigarette smoke?
Do you sometimes find yourself with people who smoke?
When people around you smoke, do you let them know that you do not want to inhale
or smell their smoke?
7. Have you tried giving disapproving look at people who smoke to let them know that
you indirectly dislike smoking?
8. Have you ever commented about someone smoking but not directly to the smoker?
9. Have you ever asked smokers to get rid of their smoke?
10. Have you ever asked smokers to transfer to another place so that you would not inhale
their smoke?
11. Have you ever tried moving away from a smoker who does not listen to your appeal?
12. If you are in a vehicle and someone is smoking, do you roll down the window or turn
towards the window to avoid inhaling smoke?
13. Have you ever tried moving away from a smoker without asking him/ her to move
away instead?
14. Will you just let smokers smoke near you, choosing to be passive, saying nothing and
doing nothing?
15. Are you afraid that if you speak out and ask a smoker to stop smoking or move away
from you, that he/ she will laugh or get mad at you?
What is your score in the self-inventory?
ITEM (YES
ANSWER)
ITEMS 1-5
SCORE
VALUE
INTERPRETATION
5
ITEMS
6-13
5 or more
items
AT THE RISK OF
EXPOSURE
TO
SMOKE
ACTIVE ZONE
and you stand for your rights and protect your health
3 or
items
1 or 2
4
you are heading towards standing for your rights and
protecting your health
you are beginning to stand for your rights and protect
your health
it is important to learn how to be active in standing up
for your rights and protecting your health
ITEMS
14-15
ITEM (NO
ANSWER)
6-13
SCORE
VALUE
INTERPRETATION
8 items
Passive
smoker
and need to learn to stand up for your rights and protect
your health
Activity 2: VALUES CLARIFICATION
Instruction: Copy the illustration below in your notebook or activity sheet. Based on your selfinventory score, encircle the part using any marker or ball pen that best describes your current
position on the chart below.
34
PASSIVE ZONE
ACTIVE ZONE
SAYS NO TO SMOKING
(ACTIVE ZONE)
HEADING TOWARDS
STANDING FOR RIGHTS
BEGINNING TO STAND
FOR RIGHTS
DOES NOT SEE RIGHT
AGAINST SMOKING
AT RISK OF EXPOSURE TO
SMOKE (PASSIVE ZONE)
Activity 3: WHICH ZONE ARE YOU IN?
Copy and answer BOX A if you are in the PASSIVE ZONE. On the other hand, copy and answer BOX
B if you are in the ACTIVE ZONE.
BOX A (PASSIVE ZONE)
BOX B (ACTIVE ZONE)
1.
My first step in standing up for my
rights when I am in danger of being exposed
to cigarette smoke is ___________________.
2.
The last time I inhaled someone else’s
smoke, I became a passive smoker because
_____________.
3.
I will do the following steps to become
more active about avoiding passive smoke:
____________________.
4.
I know that the benefits of being active
about avoiding smoke are _______.
1.
I will help passive smokers who are
afraid to stand up for their rights to speak
up for themselves on the issue of second
hand smoke by ____________________.
2.
Every time a person smokes near
me, I politely react by ________________.
3.
The following are my ways of
protecting my health from the dangers of
smoke: ___________________________.
4.
The benefits of sharing this healthy
information will be __________________.
Activity 4: SELF-INVENTORY (ALCOHOL: IS IT COOL?)
Instruction: Read and answer each item below by writing YES or NO. Total the number of YES
responses.
1. Have you ever had a drink mixed with
alcohol?
2. Have you ever had more than one glass
or bottle of alcoholic drink in a two-hour
period?
3. Do you drink alcoholic beverages on a
regular basis (everyday, every weekend, at
all parties attended, etc.)?
4. Do you drink alcoholic beverages to get
away from problems?
5. Do you drink alcoholic beverages to
become more comfortable with other
people?
6. When you are troubled or angry, do you
drink alcohol right away?
7. Have you ever received comments about
your drinking?
8. Do you get irritated or annoyed when
people talk about your drinking?
9. Do you drink until the supply is gone?
10. Do you sometimes deny your drinking
when someone asks if you drink?
11. Do you find it difficult to say no when
someone else invites you for a drink?
12. Do you sometimes drink even though
you know that it will affect your work or
class the next day?
13. Do you leave class or work just to
attend a drinking session with groups?
14. Are your grades suffering because of
your drinking?
15. Have your friends left or avoided you
because of your drinking?
35
What is your score in the self-inventory?
Give yourself 1 point for every YES answer. Total your score and read the interpretation below:
SCORE
0 to 2
3 to 5
6 to 8
9 and above
INTERPRETATION
Congratulations! You do not have a problem with alcohol.
You could be on your way to having a problem with alcohol.
Chances are you already have a problem with alcohol.
You really need help! You have a serious problem with alcohol.
Activity 5: Key to Knowing
Copy and complete the key diagram below. List the two gateway drugs in the two smaller boxes
and the examples of dangerous and illegal drugs in the bigger box.
DANGEROUS AND ILLEGAL
DRUGS
GATEWAY
DRUGS
Activity 6: Why do Teenagers Smoke?
Answer the questions found on each cigarette diagram. Place your answers on the smoke provided
space.
Why do
teenagers
smoke?
Why do teenagers
experiment on
more dangerous drugs?
Activity 7: How To Say No!
Instruction: Practice this three-step technique for saying NO. Ask yourself each of the questions. Ask a family
member, a classmate, or a friend these questions and positively ask him/her your position.
Step 1: What is the problem? Say what is wrong. Say “that is wrong,” or “smoking is bad,” or “that is
prohibited,” or “ Drinking alcohol is against the school rules.”
Step 2: What could happen?
Ask the following: Could anyone be harmed if I do it (including you)? How?
 Could it get you into trouble? What trouble?  Would it make you feel bad if you do it?
Step 3: What are the ways of saying NO? Choose from any of the following:
 Say No. “No, I’m not interested,” or simply say “No”
 Change the topic. Say “I’m going to the park, you can come with me.” or “Would you like to see a
movie with me?”
 Tell the truth. Say “I hate smoking, it makes my breath smell bad,” or “smoking makes the body smell
stinky,” or “I’m too young to die.”
 Joke about it. Say “My parents are good at smelling, I won’t get past them,” or “Are you really ready to
die? I’m not!”
 Give reasons. “I don’t smoke, it’s bad for the health,” or “I’m pro-environment, smoking makes the air
dirty,” or “I have a training today, I need clean air to get going,” or “Let’s play basketball, beat me!”
 Tell a story. Say “My father got really sick with smoking. It was painful,” or “my grandmother died
from smoking. I don’t want that to happen to me or to you!”
 Walk away if you can’t change your friend’s mind.
36
Activity 8: Key to Knowing
Instruction: Read the information. Copy and complete the key diagram below. List the three types
of alcohol and provide examples.
Alcohol is a colorless, bitter-tasting substance that humans have been consuming since the
ancient times. It comes from plants that underwent fermentation. Fermentation is the process of
extracting alcohol from a plant or a fruit. An example of fermented alcohol is a beer. A beer is
extracted from grains. On the other hand, wines are from grapes and other fruits. There are three
types of alcohol: isopropyl, methanol and ethanol. Isopropyl and methanol are used in laboratories
and are poisonous and fatal if taken. On the other hand, ethanol is also called the beverage alcohol.
This is what humans consume that intoxicates and alters the nervous system.
Examples:
A L C O H O L
Activity 9: Brainstorming
Instruction: Have you seen a person who has consumed alcoholic beverages? What are your
observations? List them inside the bottle.
1. ________
__
2. ________
__
3. ________
__
4. ________
__
5. ________
__
6. ________
__
Activity 3: The Alcohol Path
7. ________
How does alcohol go into your
body? How is it absorbed? Fill in the blanks with correct information.
__
Within 10-20 heartbeats,
Alcohol enters the body first
alcohol in the bloodstream
through the ______.
reaches the __________.
In the _____, alcohol is
converted into water, and
carbon dioxide.
The _________ pumps alcohol
in
the
bloodstream
throughout the body.
Most alcohol enters
bloodstream through
___________________.
Alcohol is filtered in the
________, leaving salts and
acids, then exits the body
through urination.
the
the
37
Evaluation: Green and Go! No to Alcoholism!
Rubric title: Rubric for Green and Go! No to Alcoholism
Target Intelligence: Visual/INtrapersonal
Performance Task: Objective: You will produce advocacy materials for the prevention of alcohol
drinking with shared responsibility from the family for a healthy family life.
Objective: Create a material that advocates for the prevention of alcoholism. Choose from any of
the following:
[ ] Song/Poem: Write a song or poem that centers on the alternative hobbies that you can
replace alcohol drinking. The song or poem may also discuss how alcohol can ruin someone’s life.
[ ] Artwork/Poster: Draw and/or paint an artwork that depicts the causes and effects of
alcohol drinking. You can also use recycled materials like empty bottles/cans of alcohol to create a
3D artwork. Write a 1-paragraph description of your masterpiece.
[ ] Video Create a video presentation that shows alcoholism in the Philippines and how the
government works on it. Write a short synopsis of your video.
Criteria
Required
Elements
Labels
Graphics Relevance
Attractiveness
Grammar
4
The advocacy
material includes all
required elements
as well as additional
information.
All items of
importance on the
advocacy material
are clearly labeled
with labels that can
be read from at
least 3 ft. away.
All graphics are
related to the topic
and make it easier
to understand. All
borrowed graphics
have a source
citation.
The advocacy
material is
exceptionally
attractive in terms
of design, layout,
and neatness.
There are no
grammatical/mecha
nical mistakes on
the advocacy
material.
3
All required elements
are included on the
advocacy material.
2
All but 1 of the
required elements
are included on the
advocacy material.
1
Several required
elements were
missing.
Almost all items of
importance on the
advocacy material
are clearly labeled
be read from at least
3 ft. away.
All graphics are
related to the topic
and most make it
easier to understand.
Some borrowed
graphics have a
source citation.
The advocacy
material is attractive
in terms of design,
layout and neatness.
Many items of
importance on the
advocacy material
are clearly labeled
be read from at
least 3 ft. away.
All graphics relate
to the topic. One or
two borrowed
graphics have a
source citation.
Labels are too
small to view or
no important
items were
labeled.
There are 1-2
grammatical/mechan
ical mistakes on the
advocacy material.
There are 3-4
grammatical/mecha
nical mistakes on
the advocacy
material.
The advocacy
material is
acceptably
attractive though it
may be a bit messy.
Graphics do not
relate to the topic
or several
borrowed
graphics do not
have a source
citation.
The advocacy
material is
distractingly
messy or very
poorly designed.
It is not attractive.
There are more
than 4
grammatical/mec
hanical mistakes
on the advocacy
material.
References:
Music, Arts, Physical Education and Health Guide for Teachers K to 12)
Manual of Rubrics for Performance based-Activities. Rouel A. Longinos. Southwestern University,
Cebu City
Philippines. 2008 Edition.
A worktext in Self-testing Activities (PE 1). Emma Marilla Unciano. 2003 Revised Edition.
(http://www.ph.net/htdocs/education/arts.htm)
38
39

Instructional module(G8) - Department of Education

Transcription

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