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Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

MAPEH-CAT
GRADE 10
Journey to Modern Life!
Quarter 1 Week 1 Module 1

Most Essential Learning Competencies:


1. Describes distinctive musical elements of given pieces in 20th
Century Styles.
2. Analyzes art elements and principles in the production of work
following the style of a western and classical art.
3. Identifies distinct characteristics of arts during the different art
periods.
4. Identifies representative artists from various art periods.
5. Assesses physical activity, exercise and eating habits.
6. Engages in moderate to vigorous physical activities for at least 60
minutes a day in and out of school.
7. Explains the guidelines and criteria in the selection and
evaluation of health information, products and services.
8. Understands the implementation of DRRM for education
practitioners and partners planning and programming at all levels.
HOW TO USE THIS MODULE

Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below
to successfully enjoy the objectives of this kt. I Have fun!
1. Follow carefully all the contents and instructions indicated in every
page of this module.
2. Write on your notebook the concepts about the lessons. Writing
enhances learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/ guardian assess your answers using the answer
key card.
5. Analyze conceptually the post-test and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations – These are what you will be able to know after completing
the lessons in the module.
• Pre-test – This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
• Looking Back to your Lesson – This section will measure what learnings
and skills did you understand from the previous lesson.
• Brief Introduction – This section will give you an overview of the lesson.
• Activities – This is a set of activities you will perform with a partner.
• Remember – This section summarizes the concepts and applications of
the lessons.
• Check your Understanding – It will verify how you learned from the
lesson.
• Post-test – This will measure how much you have learned from the entire
module.
PRE-TEST

Multiple Choices
Directions. Choose the letter of the best answer.

1. Which of the following music is impressionism?


A. Pierrot Lunaire C. 4’ 33”
B. Claire de Lune D. Poeme Electornique
2. What 20th century music is characterized by strong emotions?
A. Electronic Music C. Expressionism
B. Chance music D. Impressionism
3. Who is the composer of Claire de Lune?
A. Claude Debussy C. Edgard Varese
B. John Cage D. Arnold Schoenberg
4. This era of Art History changes the perception of artworks to more expressive
and innovative styles.
A. Pre-historic Arts C. Romantic Arts
B. Baroque Arts D. Modern Arts
5. Claude Monet is well known artist and pioneer of this Modern Art Movement.
A. Expressionism C. Surrealism
B. Impressionism D. Pop Art
6. Which of these Modern Art Style is Fernando Amorsolo well-known for?
A. Abstractionism C. Expressionism
B. Cubism D. Impressionism
7. Ability of the body to do everyday activities without undue fatigue.
A. Fit C. Physical Fitness
B. Healthy D. Skill Related Fitness
8. Ability of the joints to move in a wider range of motion.
A. Endurance C. Reaction Time
B. Flexibility D. Strength
9. Physical fitness component that relates to sports abilities.
A. Exercises C. Physical Fitness
B. Health Related Fitness D. Skill Related Fitness
10. This refers to the programs to appraise the health condition of an individual.
A. Health Information C. Health Services
B. Health Product D. Health Status
11. Source of health information with scientifically based facts.
A. Blogs C. Reliable Source
B. Radio D. Unreliable Source
12. Source of health information based on hearsays?
A. Blogs C. Reliable Source
B. Radio D. Unreliable Source
13. First comprehensive mandate calling for full integration of DRR concepts
into the school curriculum?
A. RA 8185 C. DepEd Order No. 55 s. 2007
B. RA 10121 s. 2010 D. Deped Order No. 42 s. 2020
14. An act strengthening the Philippine Disaster Risk Reduction and Management
System, that provides NDRRM Plan, fund appropriation therefore and for
other purposes.
A. PD No. 1566 C. RA 10121 s. 2010
B. PD No. 2255 D. RA 10011 s. 2011
15. This orders the strengthening of Philippine Disaster Control, Capacity and
Establishing National Program on Community Disaster Preparedness wth the
foundation of Disaster Coordinating Councils.
A. RA 9155 C. DepEd Order No. 21 s. 2015
B. PD No. 1566 D. Proclamation No. 25

Great, you finished answering the questions.


You may request your facilitator to check your work.
Congratulations and keep on learning!
MUSIC 10
LESSON 1: CHARACTERISTICS OF 20TH CENTURY
EXPECTATIONS

You will listen perceptively and identify the characteristics of


20thCentury music. Specifically, this module will help you to:
• listen perceptively to selected 20th century music;
• describe distinctive musical elements of given pieces in 20th century
styles.

Let us start your journey in learning more about 20th Century Music.
It’s now time to think and move!

LOOKING BACK TO YOUR LESSON


Word Search
Directions. Below are terms related to 20th century music. Encircle the words you
will find and write in your activity notebook.

Impressionism
Expressionism
Electronic
Chance
Debussy
Schoenberg
BRIEF INTRODUCTION
Listen to the following music. Write your observations in your activity
notebook following the chart below:
20TH Century Title of Composer Sounds Moods /
Music Composition Observed Feelings
1. Impressionism Claire de Lune Claude
https://www.youtu Debussy
be.com/watch?v=Cv
FH_6DNRCY
2. Expressionism Pierrot Lunaire Arnold
https://www.youtu Schoenberg
be.com/watch?v=O
5DNxRG2-ow
3. Electronic Poème Électronique Edgard
Music https://www.youtu Varese
be.com/watch?v=zE
vS0EthYbU
4. Chance Music Concert for Prepared John Cage
Piano and Orchestra
https://www.youtu
be.com/watch?v=m
s70jqdZHzs

Guide Questions for Reflections:

1. What types of sounds did you hear in each music?


_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Can you identify the moods or feelings you experienced while listening
to each music?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

The sounds you heard in each music and the moods and feelings you felt
are characteristics of 20th century music. On the next page, you will learn
more about Impressionism, Expressionism, Electronic Music and Chance
Music. Ready? Let’s go!
20th Century Period
The 20th century is the period of new musical styles in music moving
away from the conventional techniques of the previous period to
improvisations and innovative style. These new styles were impressionism,
expressionism, electronic music and chance music.

Impressionism
One of the earlier but concrete forms declaring the entry of 20th century
music was known as impressionism. It is a French movement in the late 19th
and early 20th century characterized by sublime moods and impressions. It
was meant to create an emotional mood rather than a specific picture. In
terms of imagery, impressionistic forms were translucent and hazy, as if trying
to see through a rain-drenched window. Claude Debussy is the primary
exponent of the impressionist movement and the focal point for other
impressionist composers.

Expressionism
Expressionism revealed the composer’s mind, instead of presenting an
impression of the environment. It served as a medium for expressing strong
emotions, such as anxiety, rage, and alienation. Arnold Schoenberg is the
primary proponent of expressionism in music.

Electronic Music
The capacity of electronic machines such as synthesizers, amplifiers,
tape recorders, and loudspeakers to create different sounds was given
importance by 20th century composers like Edgard Varese.

Chance Music
Chance music refers to a style wherein the piece always sounds
different at every performance because of the random techniques of
production, including the use of ring modulators or natural elements that
become a part of the music. Most of the sounds emanate from the
surroundings, both natural and man-made, such as honking cars, rustling
leaves, blowing wind, dripping water, or a ringing phone. As such, the
combination of external sounds cannot be duplicated as each happens by
chance. John Cage was known as one of the 20th century composers who
experimented with what came to be known as “chance music”.
ACTIVITIES

Activity 1: Let’s Get Organized!


Objective: Enumerate the characteristics of 2oth Century Music.
Directions. Use the diagram below to identify the characteristics of 20th
century music, its composers and their composition. Write your answer in the
activity notebook.

Impressionism
1. Characteristics
2. Composer
3. Compostition

Electronic Music 20th Expressionism


1. Characteristics
2. Composer
Century 1. Characteristics
2. Composer

3. Compostition Music 3. Compostition

Chance Music
1. Characteristics
2. Composer
3. Compostition

Activity 2: Let’s Listen!


1. Listen or watch a video of the following of 20th century music:
a. Debussy – Claire de Lune, La Mer, Children’s Corner Suite
b. Schoenberg – Verklarte Nacht
c. Cage – 4’33"; Metamorphosis, for piano
d. Varese – Hyperprism for wind and percussion

2. Write your reflections in your activity notebook based on the following


pointers:
a. Characteristics of music
b. Moods/Feelings related to the music
REMEMBER
1. The 20th Century gave rise to new musical styles. These new styles were
impressionism, expressionism, electronic music and chance music.
2. Impressionism is a French movement in the late 19th and early 20th century
characterized by sublime moods and impressions. It was meant to create an
emotional mood rather than a specific picture.
3. Claude Debussy is the proponent of Impressionism in music and one of his
famous work is Claire de Lune.
4. Expressionism revealed the composer’s mind, instead of presenting an
impression of the environment. It served as a medium for expressing strong
emotions, such as anxiety, rage, and alienation.
5. Arnold Schoenberg is the primary proponent of Expressionism in music and
one of his famous work is Pierrot Lunaire.
6. Electronic music is the capacity of electronic machines such as synthesizers,
amplifiers, tape recorders, and loudspeakers to create different sounds
7. Technology has produced electronic music devices, which are used for creating
and recording music to add to or to replace acoustical sounds.
8. Edgard Varese is the distinct composer of Electronic music and one of his
famous work is Poème Électronique.
9. Chance Music refers to a style wherein the piece always sounds different at every
performance because of the random techniques of production.
10. Most of the sounds in Chance music emanate from the surroundings, both
natural and man-made, such as honking cars, rustling leaves, blowing wind,
dripping water, or a ringing phone.
11. John Cage was known as one of the 20th century composers who experimented
with chance music and his famous works are 4’33” and Concert for Prepared
Piano and Orchestra.

CHECKING YOUR UNDERSTANDING

Speak out!
Directions. While listening to Claire de Lune, imagine you are in your favorite
place where you always find peace. Now while listening, think of things that
you would like to say to your loved ones to inspire and share positivism in
times of pandemic and crisis. Write your answer in your activity notebook.
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO.1
Directions. Write the Top 3 reflective learning you earned in the
Characteristics of 20th Century Music. Have fun and enjoy!

(Critical Thinking)
What learnings I have
found in this lesson?

(Communication)
What learnings can I share
with my family and peers?

(Character Building)
What good character have I
developed from this lesson?
ARTS 10
LESSON 1: BACKGROUND OF THE MOVEMENT AND
SAMPLE WORKS: IMPRESSIONISM, EXPRESSIONISM,
FAUVISM AND SURREALISM
EXPECTATIONS

You will recognize the Elements of Arts and Principles of Design


applied in Modern Art Movements. Specifically, this module will help
you to:
• identify distinct characteristics of a Modern Art Style;
• identify foreign and Filipino representatives of various Modern Art
movements;
• analyze the art elements and principles in production of work
following a specific art style from various art movements.

Let us start your journey in learning more about Modern Art Styles.
It’s now time to think and move!

LOOKING BACK TO YOUR LESSON


Matching Type
Directions. Match the Elements of Arts and Principles of Design in Column A
to its corresponding definition in Column B. Write your answer in a piece of
paper.
Column A Column B
1. Line a. An enclosed line.
2. Shape b. Creates an illusion of action.
3. Color c. A moving point to point.
4. Emphasis d. It creates a focal point.
5. Movement e. It is derived from reflected light.
6. Pattern f. Repetition of specific visual element.
BRIEF INTRODUCTION
What do you think are their differences?

Mona Lisa by Leonardo Da Vinci Mona Lisa by Ahmet Kurt

Modern Arts
Modern art movement features different Art Styles introduced by the
Foreign and Local Modernists. Each Art Style has its own distinct
characteristics as the Elements of Arts and Principles of Design is being
applied. They are as follows:

Impressionism
Often use short broken strokes. Subjects were everyday scenes. Artists
of this movement found that they could best capture scenes with natural light.

La Promenade Rice Planting


by Claude Monet by Fernando Amorsolo

Expressionism
Artworks with more emotional forces rather than realistic or natural
images. They use distorted outlines, applying strong colors and exaggerated
forms.

Scream The Fishermen


by Edvard Munch by Ang Kuikok
Fauvism
It is a style that used bold, vibrant colors and visual distortions.

Woman with a Hat Untitled


by Henri Matisse by Jose Pardo

Surrealism
A style depicted an illogical, subconscious dream world that seemed to
exist beyond the logical, conscious, physical one.

Persistence of Memory Goodbye Horses


by Salvador Dali by Andres Barrioquinto

ACTIVITIES

Activity 1 – Radial Diagram


Objective: Identify distinct characteristics of Modern Art Styles.
Directions. Using a Radial Diagram, give the distinct characteristics of each
Modern Art Style through writing inside the box. Discuss the Elements of Arts
and Principles of Design. Write your answer on a short bond paper.

IMPRESSIONISM

MODERN EXPRESSIONISM
SURREALISM
ART
STYLES

FAUVISM
Activity 2 – Resume Builder
Objective: Complete the profile of a specific Modern Arts painter.
Directions. Create a Resume of a Modern Artist practicing either
Impressionism, Expressionism, Fauvism or Surrealism. Write this on a short
bond paper.
MODERN ARTIST’S RESUME
Name:
Birthday:
Nationality:
Educational Background:
Special Skills:
Modern Art Style:
Title of Artwork/s:

REMEMBER
1. Modern arts started in 20th Century which do get away with the
Traditional styles, instead developed an expressive and innovative art
styles.
2. Impressionism is an art style that uses short brush strokes and the
subjects are in everyday scenes.
3. Strong and bold colors, distorted outlines and exaggerated forms are the
characteristics of Expressionism. The subjects are usually connoting a
negative feeling.
4. Fauvism is very evident for it uses a bold and vibrant colors with distorted
forms of the subject.
5. Surrealism art style shows unrealistic combination of subjects that are
usually seen in the dream world.

CHECKING YOUR UNDERSTANDING

Question to Ponder!
Directions. In front of you is a Filipino Modernist, what will you ask about
his work? What will you tell him about his masterpiece?

Edvard Munch Claude Monet Fernando Amorsolo Ang Kuikok

Henri Matisse Andres Barrioquinto


Salvador Dali Jose Pardo
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO.2
Directions. Answer the questions inside the Speech Balloon. Write your
answer inside the box.

Hey! How was the Elements of Arts and Principles of


Uhmmm…Does “Persistence of Memory” of
design applied in Impressionism and Expressionism?
Salvador depict anything? If yes, what is it?
(Critical Thinking)
(Communication and Critical Thinking)

Yow! What reminds you of the “Scream” by Edvard


Munch? (Communication and Critical thinking) Wazzup? How does the “Rice Planting” of Fernando
Amorsolo make you feel as a Filipino? Why?
(Character Building)
PHYSICAL EDUCATION 10
LESSON 1: PHYSICAL FITNESS
EXPECTATIONS

You will give importance on your holistic health through


physical assessment and activities. Specifically, this module will help
you to:
• describe the meaning and importance of managing lifestyle and
weight;
• undertake physical activity and physical fitness assessment;
• monitor periodically one’s progress towards the fitness goals;
• express a sense of purpose and belongingness by participating in
physical activity-related community services and programs.

Let us start your journey in learning more about Physical Fitness.


It’s now time to think and move!

LOOKING BACK TO YOUR LESSON


Who is the Fittest of them all?
Directions. Analyze the images and answer the Guide Questions.

Guide Questions:

• What can you say about the picture above? _____________________________

________________________________________________________________________

• Who do you think is the most physically fit person in the picture? Why?

________________________________________________________________________

• How can you say that a person is physically fit or not? __________________

________________________________________________________________________
BRIEF INTRODUCTION

Physical fitness is the ability of the body to do day-to-day activities


without undue fatigue, and still has time to do leisure activities and meet
emergencies.
Physical fitness is divided into two components, health-related and
skill-related components.

Physical Fitness Components


Health-Related Components Skill-Related Components
1. Body Composition 1. Speed
2. Cardio-Vascular 2. Agility
Endurance
3. Power

3. Flexibility 4. Coordination
4. Muscular Strength 5. Balance
5. Muscular Endurance 6. Reaction Time
Health-related components focus on factors that promote optimum health
and prevent the onset of disease and problems associated with inactivity.

Body Composition is the proportion of fat


and non-fat mass in your body. A healthy
body composition is one that includes a
lower percentage of body fat and a higher
percentage of non-fat mass, which includes
muscle, bones, and organs.

Cardiovascular Endurance is the ability of


the heart, lungs, and blood vessels to
deliver oxygen to your body tissues without
becoming overly tired.

Flexibility is the ability of the


joints to move beyond their
normal range of motion.
Muscular Strength refers to the Muscular Endurance is the ability of
amount of force a muscle can a muscle or group of muscles to sustain
produce with a single maximal repeated contractions against a resistance
effort. for long period of time.

Skill-related components refer to your ability to perform physical tasks


efficiently as it relates to a sport.

Speed is the ability of the body


to move fast from one point to
another, in the shortest possible
time.

Agility is the ability to move in a sudden


change of direction and body position
quickly.
Ex. Sudden change of direction during a
Patintero game.

Balance is the ability to


maintain equilibrium even when
moving.

Coordination is the ability to use the


senses and body parts to perform
tasks smoothly, efficiently, and
accurately.

Power is the ability to exert a Reaction Time refers to the speed at


maximal force in the shortest time which a person’s body responds to an
possible, as in accelerating, jumping, external stimulus.
and throwing implements.
Physical Fitness Test is a standardized test which aims to give
information and assess one’s overall physical fitness. PFT shall be done twice
per school year, one at the start of the school year and one at the start of the
3rd quarter.

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of fitness of students.

2. To identify strength and weaknesses for development and improvement.

3. To provide baseline data for selection of physical activities for enhancement


of health and skill performance.

4. To gather data for the development of norms and standards.

5. To motivate, guide and counsel pupils/students in selecting sports for


recreation, competition, and lifetime participation.

TEST PROTOCOL
• Prepare the following testing paraphernalia:
1. First Aid Kit
2. Drinking Water (and a small towel or bimpo to wipe your perspiration)
3. Individual score cards (You may use this in recording your tests scores)

4. During testing:
a. Body Composition – tape measure, bathroom scale, L- square
b. Flexibility – ruler, tape measure or meter stick
c. Cardiovascular Endurance – stopwatch, step box/stairs (12” in
height), metronome app. (if applicable)
d. Muscular Strength – exercise mat

TEST PROTOCOL
e. Speed – stopwatch
f. Power – meter stick/tape measure,
g. Agility – tape measure, masking tape/chalk, stopwatch
h. Reaction Time – plastic ruler (12 inches), table or armchair
i. Coordination – sipa (washer with straw)/20pcs bundled rubber
bands/any similar local materials
j. Balance – stopwatch
• Observe the following prior to actual day of testing:
a. The testing stations should be safe and free from obstructions.
b. The same equipment and testing stations should be used in the start-
of-the-year testing and to the next post-testing date.
c. With the guidance of your parent/relative, go through the various
tests with minimal effort exerted to familiarize themselves with testing
procedures
d. The tests requiring cardiovascular endurance and those other tests
which involve the same muscle groups should not be taken in
succession.
Suggested sequence of administering the tests.

• Record and keep your test results in your individual score card or in your
activity notebook.
ACTIVITIES

Activity 1: Measure Me!


Objective: Assess one’s physical health through various physical fitness tests.
Directions. In this activity you must find a partner (it may be your siblings, parents
or whoever you are with at home) that will help you in performing the tests. Also, you
must wear light and comfortable clothes.

• You will measure your height and weight and then compute your Body Mass
Index.
• Perform the 3-minute step test and get your Working Heart Rate and your
Recovery Heart Rate after the test.
• Be guided of the test protocols and make sure to follow it to prevent untoward
accidents.

Body Mass Index (BMI) is a value derived from the mass (weight) and
height of a person. The BMI is defined as the body mass divided by the square
of the body height and is universally expressed in units of kg/m2, resulting
from mass in kilograms and height in meters.

Formula for computing BMI


weight (in kilograms)
height (in meters) ²

Example: 30 = 30 = 20.83 (NORMAL)


(1.20) ² 1.44

Weight Measurement Protocol


• For the Partner:
o Before the start of weighing, adjust the scale to zero point.
o Stand in front of the performer to get the weight.
o Record the score in kilograms.
o Scoring – record body mass to the nearest 0.5 kilograms

Height Measurement Protocol


• For the Partner:
o Place the ruler/L-square against the wall with the base at the top
of the head of the person being tested. Make sure that the
ruler/L-square when placed on the head of the student is straight
and parallel to the floor. The ruler/L-square should be straight
and parallel to the floor.
o Measure the height from the base of the Ruler/L-square.
o Record the score in meters.
o Scoring – record height to the nearest 0.1 centimeter
o Meter = 100 centimeter
3-Minute Step Test - measures Cardiovascular Endurance

Test Protocol
o Equipment: Step Height for Secondary students - 12 inches
o Stopwatch
o Drum, clapper, metronome with speaker or any similar device

For the Performer:


o Stand at least one foot away from the step or bench with trunk
erect, and eyes looking straight ahead.
o The first step of the sequence should be alternate. At the signal
“Go,” step up and down the step/ bench for 3 minutes at a rate
of 96 beats per minute. One step consists of 4 beats – that is, up
with the left/right foot (ct. 1), up with the right/left foot (ct. 2),
down with the left/right foot (ct. 3), down with the left/right foot
(ct. 4) Observe proper breathing (inhale with the nose, exhale
through the mouth).
o Immediately after the exercise, stand and relax. Locate your
pulse and in five (5) seconds start to get the heart rate.
o Don’t talk while taking the pulse beat.
o Count the pulse beat for ten (10) seconds and multiply it by 6.
o Get the recovery heart rate after one (1) minute after the end of
the test.

For the Partner


o As the student assumes the position in front of the step, signal,
“Ready” and “Go”, start the stopwatch for the 3-minute step test.
o After the test, allow performer to locate his/her pulse in 5
seconds.
o Give the signal to count the pulse beat.
o Let the performer count his/her pulse beat for 10 seconds and
multiply it by 6.
o Scoring – record the 60-second heart rate after the activity.
REMEMBER
1. Physical fitness is the ability of the body to do day-to-day activities without
undue fatigue, and still has time to do leisure activities and meet emergencies.
2. Physical fitness is divided into two components, health-related and skill-related
components.
3. Health-related components focus on factors that promote optimum health and
prevent the onset of disease and problems associated with inactivity.
4. Skill-related components refer to your ability to perform physical tasks
efficiently as it relates to a sport.
5. Body Composition is the proportion of fat and non-fat mass in your body.
6. Cardiovascular Endurance is the ability of the heart, lungs, and blood vessels to
deliver oxygen to your body tissues without becoming overly tired.
7. Flexibility is the ability of the joints to move beyond their normal range of motion.
8. Muscular Strength refers to the amount of force a muscle can produce with a
single maximal effort.
9. Muscular Endurance is the ability of a muscle or group of muscles to sustain
repeated contractions against a resistance for long period of time.
10. Speed is the ability of the body to move fast from one point to another, in the
shortest possible time.
11. Agility is the ability to move in a sudden change of direction and body position
quickly.
12. Balance is the ability to maintain equilibrium even when moving.
13. Coordination is the ability to use the senses and body parts to perform tasks
smoothly, efficiently, and accurately.
14. Power is the ability to exert a maximal force in the shortest time possible, as in
accelerating, jumping, and throwing implements.
15. Reaction Time refers to the speed at which a person’s body responds to an
external stimulus.

CHECKING YOUR UNDERSTANDING

My Fitness Goals!
Directions. Using the acronym “FITNESS”, set your goals based on the
results of the tests you did today.
F = _________________________________
I = _________________________________
T = _________________________________
N = _________________________________
E = _________________________________
S = _________________________________
S = _________________________________
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO.3
Directions. Answer the following questions. Have fun and enjoy!

What did the result of your BMI computation tells you?

During the ECQ (Extreme Community Quarantine) because of


Covid-19 pandemic which limit our ability to do physical
activities, how can you still maintain a physically fit body while
staying inside your home? Cite examples.
HEALTH 10
LESSON 1: HEALTH INFORMATION, PRODUCTS AND
SERVICES

EXPECTATIONS

You will distinguish the Consumer Health Education


terminologies and evaluate the sources of health information.
Specifically, this module will help you to:
1. differentiate reliable from unreliable health information, products, and
services;
2. explain the guidelines and criteria in the selection and evaluation of health
information, products, and services.

Let us start your journey in learning more about Consumer Health.


It’s now time to think and move!

LOOKING BACK TO YOUR LESSON


Crossword Puzzle (Critical Thinking)
Directions. Supply the needed letters to complete the crossword puzzle. Hints
are provided for your answers.
Across:
3. Sale of products that are not scientifically proven to be effective; fraudulent
advertisement or promotion
4. Healthcare practitioner who specializes in problems of the teeth
5. Allied health professional who provides healthcare to patients in hospitals
6. Public health insurance mandated by Philippine law

Down:
1. Doctor who specializes in the disorders of the respiratory system
2. Alternative medicine practice where needles are inserted in some specific
of the body
4. Form of quackery that uses equipment believed to cure illness
7. Health maintenance organization; form of healthcare provider that makes
use of prepaid money to cover medical expenses

BRIEF INTRODUCTION
Components of Consumer Health

1. Health Information - any concept, step, or advice that various sources


give to aid the health status of an individual.
2. Health Products - are food, drugs, cosmetics, devices, biologicals,
vaccines, in-vitro diagnostic reagents, and household/urban hazardous
substances and/or a combination of and/or a derivative thereof (FDA
Act, 2009).
3. Health Services - are often connected to healthcare. These programs
aim to appraise the health conditions of individuals through screening
and examinations, cure and treat disorders, prevent and control the
spread of diseases, provide safety, emergency care, and first aid, and
ensure a follow-up program for individuals who have undergone
treatment.

Sources of Reliable and Unreliable Health Information

Reliable Unreliable
• Doctors • Testimonials
• Textbooks • Hearsay
• Licensed Healthcare Practitioner • Business Websites
• Consumer Advocacy Groups • Unknown Income-Generating
• Medical Websites Companies
• Government Websites
• Teacher
ACTIVITIES

Activity 1 – Stop and Go


Objective: Recognize the scientifically proven facts.
Directions. Read the health information. Draw a check on the GO column if
it is scientifically true and proven, and draw a check on the STOP column if
it not.
GO Statement STOP
Warts are contagious.
Chocolates cause acne and pimples.
Cracking your knuckles causes arthritis.
Healthy people who eat a balanced diet do not
need supplements.
Sleeping with wet hair causes mental disorders.
Jumping from the third step of the stairs on the
first day of menstruation reduces the number of
bleeding days.
Circumcision is done for hygienic purposes only.
Touching hands of people with HIV may infect
you with such.
Putting toothpaste on burns causes irritation.
Sleep varies depending on the individual.

Activity 2 – Graphic Organizer


Objective: Collaborate with the family members on the use of health products.
Directions. List 8 examples of health products that your family usually buy
and consume.

Health
Products

i
Activity 3 – Graphic Organizer
Objective: Categorize reliable and unreliable sources of health information.
Directions. Identify reliable and unreliable sources of health information and
products by completing the table below.

Sources of Health
Information and Products

Reliable Unreliable
REMEMBER
1. Health information are concept, step or advice that various sources give
to help the individual’s health status.
2. Health Products are food, drugs, cosmetics, devices, biologicals, vaccines,
in-vitro diagnostic reagents and household/urban hazardous substances
and/or a combination of and/or a derivative thereof.
3. Health Services are programs aim to appraise the health conditions of
individuals through screening and examinations, cure and treat disorders,
prevent and control the spread of diseases, provide safety, emergency care
and first aid and ensure a follow-up program for individuals who have
undergone treatment.
4. There two sources of Health Information: Reliable Sources or information
given with scientific basis. On the other hand, Unreliable Sources are
acquired based on experience and not proven scientifically.

CHECKING YOUR UNDERSTANDING

Spot the Differences!


Directions. Identify the differences between two similar photos.
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO. 4
Directions. Answer the following questions. Write your answer inside the box.

What kind of consumer are you?

What will be your basis in choosing a


health product, information and
services?

How are you going to be a wise


consumer?

What will be your advice to everyone


for them to be a Wise Consumer?
CTIZENSHIP ADVANCEMENT TRAINING
LESSON 1: DISASTER RISK REDUCTION
MANAGEMENT

EXPECTATIONS

You will know the legal basis related to the implementation of


Disaster Risk Reduction Management. Specifically, this module will help
you to:
1. understand the implementation of DRRM for education practitioners and
partners planning and programming at all levels.

Let us start your journey in learning more about


Disaster Risk Reduction Management.
It’s now time to think and move!

LOOKING BACK TO YOUR LESSON


Try to Relate!
Directions. Color the situations according to its DRRM Thematic Area.

REBUILDING/
CONSTRUCTION OF
EARTHQUAKE DISTRIBUTION OF RECONSTRUCTION
FLOOD CONTROL
DRILL RELIEF GOODS OF DAMAGED
STRUCTURE
HOUSES

PREPAREDNESS MITIGATION
RECOVERY & REHABILITATION RESPONSE

BRIEF INTRODUCTION
According to the “School Disaster Risk Reduction and Management
Manual” provided by DepEd, the implementation of DRRM in basic education
is guided by DepEd’s three major outcomes—Access, Quality and
Governance. The three major outcomes set the program and policy
development agenda of the agency. The Department, as a member of the
National DRRM Council (NDRRMC), is also committed to implement DRRM in
basic education within the following thematic areas:
a. Prevention and Mitigation
b. Preparedness
c. Response
d. Recovery and Rehabilitation
Legal Basis of School Disaster Risk Reduction Management:
A. DEPED ORDER NO. 55 S. 2007
• Also known as prioritizing the mainstreaming of Disaster Risk
Reduction Management in the school system and implementation of
programs and projects relative thereof.
• The first comprehensive mandate calling for the full integration of
DRR concepts into the school curriculum.

B. REPUBLIC ACT 10121 S. 2010


• An Act strengthening the Philippine Disaster Risk Reduction and
Management System, providing for the NDRRM Plan, appropriating
funds therefore and for other purposes.
• The office of the Office of Civil Defense (OCD) oversees the
administration of a comprehensive national civil defense and DRRM
Program

C. DEPED ORDER NO. 37 S. 2015


• The Comprehensive Disaster Risk Reduction and Management
(DRRM) in Basic Education Framework.
• The Framework shows the interrelationship between the global and
national frameworks in strengthening the implementation of DRRM
in basic education. The Comprehensive DRRM in Basic Education
Framework seeks to:
1. Protect learners and education workers from death, injury, and
harm in schools
2. Plan for educational continuity in the face of expected hazards
and threats
3. Safeguard education sector investments
4. Strengthen risk reduction and resilience through education

D. DEPED ORDER NO. 27 S. 2015


• Promotes Family Earthquake Preparedness to all elementary and
secondary schools.

Department of Education. (2015). Earthquake (Are you prepared?) [Infographic]. Retrieved from
http://depedcalabarzon.ph/wp-content/uploads/2015/07/DepED-Order-No.27-s.2015.pdf
E. Other Mandates
• PRESIDENTIAL DECREE NO. 1566- Strengthening the Philippine
Disaster Control, Capacity and establishing the National Program on
Community Disaster Preparedness is the foundation of Disaster
Coordinating Council.
• REPUBLIC ACT 8185- Increasing the Local Calamity Fund from 2%
to 5%.
• DEPED ORDER NO. 50 S. 2011- Institutionalizing DRRM within
the basic education system.
• REPUBLIC ACT 9155- Governance of Basic Education Act of 2001.
• DEPED ORDER NO. 21 S. 2015- DRRM Coordination and
Information Management Protocol.

ACTIVITIES

Activity 1 – Are we prepared?


Objective: Assess the level of preparedness at home and in school.
Directions. In your activity notebook, make a list of “earthquake
preparedness measures” you have in your:

HOME SCHOOL
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.
REMEMBER
1. The three major outcomes of DRRM in Basic Education are Access,
Quality and Governance.
2. Prevention and Mitigation, Preparedness, Response and Recovery/
Rehabilitation are the four thematic areas in the implementation of DRRM
in Basic Education.
3. The legal basis of School Disaster Risk Reduction Management are:
a. DepEd Order No. 55 s. 2017 – mainstreaming of DRRM in school
system and implementation of programs and projects.
b. RA 10121 s. 2010 – an act strengthening the Philippine DRRM
System.
c. DepEd Order No. 37 s. 2015 – comprehensive DRRM in Basic
Education Framework.
d. DepEd Order No. 27 s. 2015 – promotion of Family Earthquake
Preparedness to all Elementary and Secondary Schools
e. PRESIDENTIAL DECREE NO. 1566- Strengthening the
Philippine Disaster Control, Capacity and establishing the
National Program on Community Disaster Preparedness is the
foundation of Disaster Coordinating Council.
f. REPUBLIC ACT 8185- Increasing the Local Calamity Fund from
2% to 5%.
g. DEPED ORDER NO. 50 S. 2011- Institutionalizing DRRM within
the basic education system.
h. REPUBLIC ACT 9155- Governance of Basic Education Act of
2001.
i. DEPED ORDER NO. 21 S. 2015- DRRM Coordination and
Information Management Protocol.

CHECKING YOUR UNDERSTANDING

Expound on this!
Directions. Explain the content of graphical presentation on the Education
Sector Policies and Plans.

Guide Questions:
1. What are the three Pillars of
Education Sector Policies and Plans?
2. What are the commonalities among
these three pillars?
3. How does the three pillars strengthen
the DRRM plans in your school?
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO. 5
Directions. Complete the sentences. Write your answer inside the box.

I can use my knowledge on


Legal Basis of School DRRM
the Legal Basis of DRRM
help me to...
through...

I can share my learning about


Learning the Legal basis of
the Legal Basis of DRRM
DRRM made me...
with...

If I will speak for DRRM, I


will say...
POST-TEST

Multiple Choices
Directions. Choose the letter of the best answer.
1. What movement was pioneered by Claude Debussy?
A. Expressionism C. Impressionism
B. Electronic Music D. Romanticism
2. Which of the following does not belong to the group of 20th Century Music?
A. Electronic Music C. Classical Music
B. Chance Music D. Impressionism
3. To where does the music of Chance music originate?
A. Computers C. Piano
B. Electronic Device D. Surroundings
4. How does the Expressionists apply color on their masterpieces?
A. Light C. Strong
B. Subtle D. Bright
5. What art style was applied in “A woman with a Hat” by Henri Matisse?
A. Expressionism C. Surrealism
B. Fauvism D. Pop Art
6. Which of these is the usual theme for Impressionistic paintings?
A. Everyday Life C. Racism
B. History D. Still Life
7. What component of Physical Fitness does 3-Min. Step Test measure?
A. CV Endurance C. Reaction Time
B. Flexibility D. Leg Strength
8. Janna is the school representative for 100 M Dash. What skill related fitness
does she need to strengthen?
A. Agility C. Power
B. Coordination D. Speed
9. You found out that your BMI result is 17.4, what is your classification?
A. Normal C. Overweight
B. Obese D. Wasted
10. Who among these provides the tooth extraction service?
A. Dentist C. Psychometrician
B. Doctor D. Orthopedist
11. Which of these is Unreliable Source of Information?
A. Hearsay C. Psychologist
B. Medical Websites D. Teacher
12. How do you classify the source of information from a Business Websites?
A. Commercialized C. Reliable
B. Informative D. Unreliable
13. Preparation for earthquake such as Stay calm and Duck, Cover, Hold during
earthquake is under what legal basis?
A. DepEd Order No. 25 s. 2015 C. DepEd Order No. 27 s. 2015
B. DepEd Order No. 26 s. 2015 D. DepEd Order No. 28 s. 2015
14. Which of these is not part of the Comprehensive DRRM in Basic Education
Framework?
A. Protect learners and education workers from death, injury and harm
in schools.
B. Plan education continuity in the face of expected hazards and threats.
C. Strengthen risk reduction and resilience through education.
D. Secure the DRRM equipment at home and in school.
15. Which of these relates the implementation of Blended Learning Mode for the
schools due to threat of COVID-19 pandemic?
A. Protect learners and education workers from death, injury, and harm
in schools
B. Plan for educational continuity in the face of expected hazards and
threats
C. Safeguard education sector investments
D. Strengthen risk reduction and resilience through education

Great, you finished answering the questions.

You may request your facilitator to check your work.

Let us continue your journey to the next learning opportunity!


References
Books
Aguinaldo, Maria Lourdes. 2014. Our World Of MAPEH. Vibal.

Bayangos M., and Relayson, M. 2012. DepEd’s School Disaster Risk Reduction and
Management Manual (Booklet 1). Department of Education.

Callo, L., M. Camiling, J. Yap, J. Cagulang, J. Doria, E. Deveraturda, and J. Grecia.


2015. Physical Education and Health 10 Learner's Material. Pasig City:
Department of Education.

Cipriano, E., A. Pineda-Limos, R. Solis, M. Fabella, R. Limos, and G. Delos Reyes.


2015. The 21st Century MAPEH in Action. Manila: REX Publishing.

Darilag, A., Vergara, L., & Mateo, G. (2009). 2009. Enjoy Life with P.E. and Health.
Quezon City: SD Publishing, Inc.

Eduardo V. Cipriano, Adelina Pineda-Limos, Ronald Solis, MArk G. Fabella, Ray


Ferdinand D. Limos, Girly Grace L. delos Reyes. (2015). The 21st Century
MAPEH in Action. Sampaloc, Manila: Rex Book Store, Inc. (RBSI).

Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical
Fitness and Wellness (5th ed.). Boston: McGraw-Hill.

Mojica, Angelina A., and Rodelia Natividad Tangco. 2015. Honing Your Skills Through
MAPEH 10. Jo-Es Publishing House.

Muyot, Fritzimarie R., Maria Clara G. Baarde, Maridina D. Garcia, and Esmeralda
Pastor. 2015. MAPEH On The Go!. Sunshine Interlinks publishing House Inc.

Perez, V., L. Luna, C. Tomas, and D. Clemente. 2004. MAPEH-CAT IV. Quezon City:
St. Bernadette Publishing House.

Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.).
Australia: Wadsworth.

Sunico, Raul, Evelyn Cabanban, and Melissa Moran. 2015. Horizons Grade 10
Learner’S Material Music and Arts Appreciation for Young Filipinos.

Internet Sources
Artnet “Past Auction” Accessed May 7, 2020.
http://www.artnet.com/artists/andres-barrioquinto/goodbye-horses-
jv_tqYzY4XXoEQ3_xD2yNg2

Arty Factory “Art Movements and Styles” Accessed May 12, 2020.
https://www.artyfactory.com/art_appreciation/art_movements/art_moveme
nts.htm
Culture Trip “An Introduction to Expressionist Asrt in 12 Works” Accessed May 7,
2020.
https://theculturetrip.com/europe/germany/articles/an-introduction-to-
expressionist-art-in-12-works/

Culture Trip “The 10 Most Famous Filipino Artists and Their Masterworks”
Accessed May 7, 2020.
https://theculturetrip.com/asia/philippines/articles/the-10-most-famous-
filipino-artists-and-their-masterworks/

Department of Education “DO 55, S. 2007 – Prioritizing the Mainstreaming if


Disaster Risk Reduction Manangement in the School System and Implementation of
Programs and Projects Relative Therefor”. Accessed May 15, 2020.
https://www.deped.gov.ph/2007/08/10/do-55-s-2007-prioritizing-the-
mainstreaming-of-disaster-risk-reduction-management-in-the-school-
system-and-implementation-of-programs-and-projects-relative-
therefore/?fbclid=IwAR3mDYHbf1n439epLFO45ddqyfdx4EbartGY13J
_UeQPeSeNJk_AeOXq7iM

DILG- Caraga “The National Disaster Risk Reduction and Management Plan
(NDRRMP)” Accessed May 15, 2020.
http://www.downloads.caraga.dilg.gov.ph/Disaster%20Preparedness/Natio
nal%20DRRM%20Plan.pdf

Meeting Benches “Andres Barrioquinto” Accessed May 11, 2020.


http://meetingbenches.com/2017/07/andres-barrioquinto-1975-filipino-
surrealist-painter/

Official Gazette “Implementing Rules and Regulations of Republic Act No 10121”.


Accessed May 15, 2020.
https://www.officialgazette.gov.ph/2010/09/27/implementing-rules-and-
regulations-of-republic-act-no-10121/

Official Gazette “Presidential Decree No. 1566, s. 1978”. Accessed May 15, 2020.
https://www.officialgazette.gov.ph/1978/06/11/presidential-decree-no-
1566-s-1978/

Official Gazette “Republic Act No. 8187”. Accessed May 15, 2020.
https://www.officialgazette.gov.ph/1996/06/11/republic-act-no-8187/

Official Gazette “Republic Act No. 9155”. Accessed May 15, 2020.
https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/

The Art Story “Artworks and the Artists of Expressionism” Accessed May 8, 2020.
https://www.theartstory.org/movement/expressionism/artworks/

WikiArt “Fauvisim” Accessed May 7, 2020.


https://www.wikiart.org/en/paintings-by-style/fauvism#!#filterName:all-
works,viewType:masonry

Wikipedia “Claude Monet – Woman with a Parasol – Madame Monet and Her Son –
Google art Project.jpg” Accessed by May 11, 2020.
https://en.wikipedia.org/wiki/File:Claude_Monet_-
_Woman_with_a_Parasol_-_Madame_Monet_and_Her_Son_-
_Google_Art_Project.jpg
Legal and Government Documents
Department of Education. Creation of Disaster Risk Reuction and Managememt Office
(DRRMO). Br. Armin A. Luistro, FSC. DepEd Order No. 50, s. 2011. July 1,
2011.https://www.deped.gov.ph/wp-content/uploads/2011/07/DO_s2011
_50.pdf

Department of Education. Disaster Risk Reduction and Managememt Coordination


and Information Management Protocol. Br. Armin A. Luistro, FSC. DepEd Order
No. 21, s. 2015, June 1, 2015.

Department of Education. Prioritizing the Mainstreaming if Disaster Risk Reduction


Manangement in the School System and Implementation of Programs and
Projects Relative Therefor. Vilma L. Labrador. DepEd Order No. 55, S. 2007,
August 10, 2007, https://www.deped.gov.ph/wp-content/uploads/
2007/08/DO_s2007_055.pdf

Department of Education. Promoting Family Earthquake Preparedness. Br. Armin A.


Luistro, FSC. DepEd Order No. 27, s. 2015, June 29, 2015,
http://depedcalabarzon.ph/wp-content/uploads/2015/07/DepED-Order-
No.27-s.2015.pdf
Acknowledgment
DEVELOPMENT TEAM OF THE MODULE
Management Team:
Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS

MUSIC 10
Writers: Leah Santos-Olmos & Jezreel K. Lastra
Editors: Marcos S. Gomez, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Leah Santos-Olmos & Jezreel K. Lastra

ARTS 10
Writers: Darwin M. Reginio & Rosalia B. Ramirez
Editors: Sol D. Cayaban, MT-I & Ma. Agie O. Amar, HT-III
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Darwin M. Reginio
Layout Artist: Darwin M. Reginio

PHYSICAL EDUCATION 10
Writers: Eleazar G. Quiambao, Ronaldo O. Gonzales, Rose Annie C.
Quiambao & Mary Giselle D. Esidera
Editors: Conrado S. Contreras Jr., HT-VI & Eileen Marie C. De Leon, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Eleazar G. Quiambao & Rose Annie C. Quiambao

HEALTH 10
Writers: Ma. Teresa D. Nolasco
Editors: Normita R. Okafor, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Ma. Teresa D. Nolasco
Layout Artist: Ma. Teresa D. Nolasco

CITIZENSHIP ADVANCEMENT TRAINING


Writers: Robert Pelijates, Junrel Abong, Victor Gocoyo Jr., Luigi Alfred
Gonzales, Jessy Sulapas, Arjel Magallanes, Eunica Arsie Basilio &
Bernard Otalla
Editors: Gloria M. Monfero HT III
Reviewers: Aida P. Manrique, MT II
Supervisor-in-charge: Luis M. Anchilo
MAPEH 10: Journey to Modern Life
Copyright, 2020