METHODS AND STRATEGIES IN TEACHING MAPEH MODULE 1 - Bajado

ST. MARY’S COLLEGE OF BORONGAN, INC.
(Formerly: St. Joseph’s College)

Borongan, City, Eastern Samar
SY 2020-2021
A LEARNING MODULE FOR STUDENTS

IN METHODS AND STRATEGIES IN TEACHING MAPEH
Lesson Topic: MUSIC TEACHING METHODS

Sub-topic: The Kodaly Method; The Orff-Schulwerk Method; The Dalcroze Eurythmic
Approach; The Carabao-Cone Method; Justine Ward Method
Values: Excellence: Discipline
Semester 1st Semester
Week: Week 1 to 4
Duration: 12 Hours
I. OPENING PRAYER
Creator of all things, true source of light and wisdom, origin of all being, graciously let a
ray of your brilliance penetrate into the darkness of my understanding and take from me the
trouble in which I have been born, an obscurity of both sin and ignorance, give me sharp sense
of understanding, retentive memory, and the ability to grasp things correctly and fundamentally.
Grant me the talents of being exact in
any explanation, and the ability to express myself with toughness and charm. Point out
beginning, direct the progress, and help in the contemplation. We ask this through Crist our
Lord, Amen.
II. INTRODUCTION
While we all know the countless uses of music in all aspects of life, this module will
provide you with the different methods and techniques in teaching music, and different activities
for you to able to build your confidence in teaching music, not only for your benefit but for your
students as well.
III. OBJECTIVES
Through this module, students are enabled to:
1. Identify the different methods in teaching music;
2. Master the different features which can be used effectively in teaching music;
3. Compare the different methods; and
4. Teach music effectively.
Reminder, I will not be with you in person to guide and clarify matters for you. Therefore, please
work on all the Self-Check Questions (SCQ’s), and Activities. The activities and learning tasks
enable you to use the concepts or practice the skills you read about in this text. The checkpoints
and comments on the activities will not only give you feedback on your performance but also
elaborate on the concepts as well. The lessons in this component will prepare you for your Post
assessment at the end of the module.
Note: Provide an extra sheet of bond paper for your answers in this module.
IV. PRELIMINARIES
1. PREASSESSMENT FOR MUSIC
Let’s see how much you already know about the topics which we are going to discuss in this
module.
You may start answering now.
Multiple Choice: Encircle the letter of the correct answer.
1. A Hungarian composer who introduced a method of teaching music.

a. Emil Jacques Dalcroze c. Carl Orff
b. Zoltan Kadaly d. Justine Ward
2. A German composer who introduced a method of teaching music.
a. Emil Jacques Dalcroze b. Zoltan Kadaly
p. 1 of 40 MAJOR 20 (Methods and Strategies in Teaching Mapeh) 1st Semester Mr. Bajado
c. Carl Orff d. Justine Ward
3. A Swiss teacher/composer who introduced a method of teaching music.
a. Emil Jacques Dalcroze c. Carl Orff
b. Zoltan Kadaly d. Justine Ward
4. This method is based on the rhythm and pentatonic scale.
a. Kodaly Method c. Dalcroze Eurhythmic Method
b. Orff-Schulwerk Method d. Justine Ward Approach
5. This method animates the child’s emotional life and orients his taste to the finest
aesthetic standards possible.
a. Dalcroze Method c. Kodaly Method
b. Justine Ward Method d. Orff-Schulwerk Method
6. This method provides a sensory-motor approach in music foundation.
a. Carabao-Cone Method c. Justine Ward Method
b. Dalcroze Method d. Kodaly Method
7. The grouping of notes in a measure in a given time signature.
a. Dynamics c. Rhythm
b. Form d. Tempo
8. The arrangement of musical sections or parts which may be similar or contrasting, for
beauty and variety.
a. Form c. Rhythm
b. Melody d. Tempo
9. What of the following indicates volume?
a. Dynamics c. Rhythm
b. Form d. Tempo
10. A musical form that has two or more parts wherein each part begins at different points
and ends after the other depending on the number of repetitions made.
a. Form c. Round
b. Rhythm d. Tempo
2. LESSON PROPER
LESSON 1: THE KODALY METHOD
I. OBJECTIVES
1. Acquire skills in singing, reading and writing notes
2. Gain deeper appreciation of our culture.
3. Create and perform rhythmic patterns.
II. DESCRIPTION
The Kodaly Method is a teaching strategy in music which was introduced by a
Hungarian composer, Zoltan Kodaly. This method was adopted by music teachers
from grades one to six. Its foundation is based on the rhythm and the use of a
pentatonic or five-tone scale.
III. DIRECTIONS
The Kodaly Method has the following components:
a. System of rhythm duration symbols such as using syllables “ta” for quarter note,
“ti” for the eighth note, and “ti-di” for the sixteenth note, to indicate one-beat and
half-beat notes.
b. Kodaly Scale- A scale using hand signs or gestures which indicate the notes of
the scale, from lower do to higher do or vice versa. Each hand position signifies
specific characteristics and mood – acting or moving and passive or resting.
The tonic (high and low do) in clenched fist manifest rest, repose or finality or passiveness. The
supertonic (re), median (mi) and dominant (so) are in open palm positions. Subdominant (fa)
with thumbs down and leading tone (ti) with second finger pointing up signify activity or
movement.
IV. LEARNING COMPETENCIES

Melody
a. Identify High and Low Sounds
b. Scale
 Major Scale
Movable Do-identify the home tone Do and notes in each scale
 Pentatonic Scale
Reminder:
Before you can do the sample activities you should master the Kodaly Hand Signals
V. SUGGESTED ACTIVITIES
1. Singing simple songs using Kodaly hand signals
2. Dramatization of a story
LESSON 2; THE ORFF-SCHULWERK METHOD
I. OBJECTIVES
1. Acquire knowledge of the fundamentals of music through active participation.
2. Become familiar with the different instruments and cultural music.
3. Appreciate the activities while singing, moving and using a variety of instruments.
II. DESCRIPTION
The Orff-Schulwerk Method is a unique way of teaching music which was developed
by a German composer, Carl Orff, who was also a music educator. It utilizes the
natural meter of words and the child’s instinctive desire to incorporate speech, rhythm
and movement as the basis for creating rhythms (e.g., strolling, skipping, running,
swinging, etc.)
III. DIRECTIONS
1. Orff devised simple rhythm chants to serve as the basis for sequential
development activities. Speech patterns were taken from chants, games and vocal
sound in the child’s vocabulary. The patterns were chanted, clapped, danced and
sung.
2. Emphasis on rhythm led Orff him to use of percussion instruments in music
education. He developed an ensemble of percussion and string instruments
designed to create the proper timber for the music. The instruments can be played
even without proper training.
3. The children do much imitation and improvisation and are led to create their own
music from their inner feelings and imitation of sounds heard from the
surroundings. Thus, they become sensitive to sound and develop other sounds
from these. Examples: swaying of the trees, dropping of rain, galloping of horses
4. Orff involved creative activities using singing, playing and natural movements.
Example: jumping, walking, running

Rhythm
Rhythmic patterns using quarter notes and eighth notes
Values of notes and rests
Different time signature
1. Use of cards with symbols or words, drawings of symbols
2. Play activities – movements of different parts of the body
3. Warning up movements while classical music is played
4. Interpreting music with own movement (examples: walking, running, swaying)
5. Playing rhythmic games
Example: “Partner”
 Both will sing and clap the rhythmic patterns.
 One group will recite and the other group will count while clapping
 Exchange parts.
 Both clap and count at the same time.
 Both sing and clap at the same time.
LESSON 3: THE DALCROZE EURHYTHMIC APPROACH
I. OBJECTIVES
1. Translate terms and symbols for literate musical reading.
2. Interpret music through body responses.
3. Participate actively in the singing activity.
II. DESCRIPTION
Eurhythmics was introduced by Emil Jacques Dalcroze, a Swiss teacher and
composer. Eurhythms is a system of coordinating physical movements with music to
help the participants develop a sense of rhythm. This approach was based on solfege,
piano improvisations, and eurhythmic movements.
III. DIRECTIONS
1. Dalcroze method is like dramatization, play-party games, and dancing. The rhythmic
bodily movements in dramatization and play-party games interpret the text of a song
through dancing. Dalcroze eurhythmics means bodily movements which interpret
aspects of the music.
2. Play-party games, folksongs and dances are used as singing games.
Some rhythmic movements

Dynamics indicates particular levels of intensity
(Fortissimo, pianissimo, mezzo forte, mezzo piano)
Application and interpretation of musical terms and symbols in music performances
(singing, playing, listening or creating)
1. Dynamics
a. Making big motion for loud sounds or small motions for soft sounds
b. Using crescendo (<) and decrescendo (>) to interpret growing or fading, as one
imagines himself to be subject (e.g., a growing plant or fading sunlight)
Examples: Loud Sounds Soft Sounds

1. Drums 1. Stick
2. Cymbals 2. Flute
3. Trumpet 3. Piano
4. Thunder 4. Heart beating
5. Ambulance siren 5. Bird chipping
6. Ball bouncing 6. Water faucet dripping
7. Church bell ringing 7. Clock ticking
8. Jet plane flying 8. Wind softly blowing
9. Children shouting
10. Hammer pounding
LESSON 4: THE CARABAO-CONE METHOD
I. OBJECTIVES
1. Associate visual symbols with musical concepts.
2. Use body movements to show the flow of music.
3. Appreciate the music through movements.
II. DESCRIPTION
The Carabao-Cone Method provides a sensory-motor approach in the music
foundation and “intellectual stimulation for academic achievement.” It was observed by
psychologists Piaget and Bruner that “the learning and thinking of children are linked to
the concrete, seeable and the touchable.”
III. PURPOSE
1. Singing and listening while playing make the music concept alive and ingrained in
the children’s mind.
2. Perception and musical concepts are developed from the simple to the complex as
the children experience movement and touch, and understand the musical
symbols.
3. Fun, familiarity and participation are needed to unravel the musical symbols.
4. Suggested activities are the use of cards with symbols or words, drawings of
symbols, giant replicas. Movements of the different parts of the body are done as
play activities.
Form: Unitary (A) – when a song has one section/part only

Binary (AB) – a structure of a musical piece having two distinct parts.
Ternary (ABA) – a kind of structure in music with the first section (A) played both
before and after the second section (B) thus taking the (ABA) form.
Simple Rondo (ABC) – a structure of a musical piece having three distinct parts.
V. SUGGESTED ACTIVITES
1. Follow a Rondo Form with the use of the following:
a. Instruments
b. Pictures
c. Listening to the music
2. Give the specific title of music/songs in the following form classifications:
a. Unitary (examples: Leron-Leron Sinta, Bahay Kubo)
b. Binary (examples: Paru-parong Bukid, Magtanim ay Di Biro, O Naraniag a
Bulan, We Three Kings)
c. Ternary (ABA) (examples: “YES, I love you” by Sean Genesis)
d. Simple Rondo (ABC) Examples: Lupang Hinirang, Maligayang Bati
LESSON 5: JUSTINE WARD METHOD
I. OBJECTIVES
1. Provide opportunities to develop the power of concentration and listening.
2. Use bodily movements to show the rhythmic flow of music.
3. Experience pleasure in interpreting songs.
II. DESCRIPTION
The technique advocated by the Ward series is to impart music not as dry drill or
as memory work for the child but as something that animates the child’s emotional life
and orients his state to the finest aesthetical standard possible.
The Ward method is the result of ten years extensive study and experimentation
by Justine Ward and the staff of music specialists of the Pius XX School of Liturgical
Music in New York. Justine Ward finalized the Ward series in eight volumes. Each
volume is accompanied by: 1) teacher’s guide, 2) printed chart, 3) set of recorded music,
4) seven (7) song books for children and 5) a set of lesson plans. Each volume of the
Ward Series contains a phase of musical development partially dependent on the
preceding grade and totally essential to the next grade.
III. STEPS/DIRECTIONS
Basic Ward Teaching Techniques
a. Prepared Lessons Plans

Each volume in the Ward Series has prepared lessons plans which contain the
framework of the activities and the materials to be taught each day. The subject
matter content is presented through a definite set of music learning areas which
follow this format:
1. Vocal 5. Eye test 8. Original
2. Intonation 6. Rhythmic work
3. Ear test dictation 9. Song
4. Rhythm 7. Staff work
b. The Ward Rhythmic Gestures

The Ward Rhythmic Gestures were introduced to emphasize the development of a
sense of alternate rise and fall of movements (arisis and thesis). This is done without
singing. After gaining acquaintance with varied gestures, pupils sing simultaneously
with the movements, Rhythmic Gestures 1-2. The gestures are for the simplest kind
of rhythm and time. The up-pulse is exactly of the same length as the lower-pulse.
Rhythmic Gesture 3. This is a legato curving gesture beginning on the up-pulse which moves
alternately from left to right in an up-and-down gesture.
Gesture 4 corresponds to the arsis-thesis movements. Arsis movements are at the beginning of
a phase, ascending progression of a melody and for renewal of spirit. Thesis movements are for
descending melody, relaxed passages, prolonged notes and for the end of a phase.
Round Song two-part round
1. Movements of different parts of the body are done as play activities. Examples: Nod
the head, Touch the elbow, Sweep the hand in the air, etc.
2. Fun, familiarity and participation are needed to unravel the music symbols.
V. SUMMARY
VI. CLOSING PRAYER
We thank you Lord for this wonderful opportunity that we have learned today. And for the
knowledge and wisdom that we will continue to harbor. We thank you for giving us a teacher
who is compassionate and kind in the journey of leading us students in brighter tomorrow.
Guide us, oh Lord, and bless us a s we separate our ways and meet again another day.
Keep us safe from any harm and lead us your way. As we go on our way, we hope that you will
continue to guide us and help us to be a better student, and for our teacher to continue to share
his knowledge and experience for the sake of our future. Bless us oh Lord with your mercy and
wisdom.
We thank you Lord for everything and be with us always. Amen.
VII. REFERENCES
Rivadelo, Rosita F. Music Education Materials and Methods. Mandaluyong: National Book
Store, Inc., c. 1987
Isleta, Mercedes A. Musical Wonders. Quezon City: Phoenix Publishing House Inc., c. 1993
Garcia, Crispinina C. Teaching the Elementary School Subjects. Rex Book Store, 1st ed., 1995
Sunico, Raul M. Music, Art and Physical Education. Quezon City: Tawid Publication, c. 2000
Valdecantos, Emelita C., Umawit at Gumuhit, Manila: St. Mary’s Publication, c. 1999
http://www.slideshare.net/knowellton/module-68-mapeh?from_m_app=android 2020
Designed by: Checked and Approved by:
MR. ERNAND P. BAJADO S. MA. JESUSITA L. BERNATE, RVM

Instructor Cluster Head/President
SY 2020-2021
Name: ______________________________________ Year & Section: __________

IN METHODS AND STRATEGIES IN TEACHING MAPEH
Lesson Topic: ART/SINING Contents and Activities

Sub-topic: Art and Life; Art in Religious Beliefs and Traditions; Texture; Appreciation
of Paintings
Semester 1st Semester
Week: Week 5 to 8
Duration: 12 Hours
I. OPENING PRAYER
“Creator of all things, true source of light and wisdom, origin of all being, graciously let a
Grant me the talents of being exact in any explanation, and the ability to express myself with
toughness and charm. Point out beginning, direct the progress, and help in the contemplation.
We ask this through Christ our Lord, Amen.)
II. INTRODUCTION
This module will help you understand the routine in teaching art, assist you in expanding
the creativity and resourcefulness of your students and elevate their aesthetic appreciation of
the social and cultural significance of visual arts. Presented here is a cross section of art
lessons/activities where varied strategies are validated with different evaluative techniques,
some with rubric assessments that will surely enrich your facilitation of art lessons. Though the
sample lessons presented here are for first year, that does not mean that you could not use the
varied strategies/methodologies/approaches in other year levels. Of course you can!
Art Education in MAPEH, as the newest subject in the revised secondary curriculum,
may have limitations in textbooks and content materials. Let not these scarcities hamper you;
instead, as the art teacher you should let this module challenge your resourcefulness in
accumulating the needed texts and pictures from reference books, magazines, newspapers,
calendars, computers and from your environment which is rich in handicrafts, folk arts and
cultural traditions. In this module, journey to the world of bubbling colors, different shapes, and
visual impressions that will surely expand your confidence as an ART TEACHER.
III. OBJECTIVES
At the end of this module, the learners should be able to:
1. Learn about art and its relation to everyday life, religion/rituals/folk arts.
2. Know the elements of art: line, form, color, value, texture and space.
3. Learn the steps in appreciating sample paintings.
4. Develop confidence and self-esteem as an art teacher.
How You Will Use this Part of the Module
 Glance at the lessons and get a feel of their contents.

 Read the contents page by page; do not rush yourself.
 Answer the pretest on the next page.
 The pictures and illustrations complement the text; go through these and widen your art
knowledge.
 The lessons are of varied art activities; you may enhance or alter these to suit your class
conditions.
 This module will introduce you to the standard routine in teaching Art: motivation,
presentation of procedure, individualized and group activities, and appreciation of
finished artworks, and assessment.
How You Keep Track of Your Progress Depends on Your
 Interest in using and internalizing the module.

 Completion of reference materials, clippings, pictures.
 Resourcefulness in procuring art materials, alternative materials and sample artworks for
motivation.
 Faithfulness in writing down on your assessment of the day’s lesson, problems
encountered and interventions introduced.
 Desire to upgrade your talent in art by doing the art activities before presenting these.
IV. PRELIMINARIES
1. PREASSESSMENT IN ARTS
Part I. Multiple Choices

Direction: Write the letter of the best answer before each number.
_____ 1. Which among the arts do not belong to visual arts?

a. Drawing c. Dancing
b. Painting d. Sculpturing
_____ 2. Which activity refers to finding out the level of artistic ability of the students/class at the
start of the school year?
a. I.Q. test c. Coloring
b. Sketching d. Diagnostic drawing
_____ 3. Which is the secondary color?
a. Orange c. Pink
b. Blue d. Red
_____ 4. What does not belong to the elements of art?
a. Shape c. Color
b. Rhythm d. Texture
_____ 5. If texture is the smoothness or roughness of a surface, what is the example of visual
texture of stones?
a. Real stones c. Paper stones
b. Plastic stones d. Drawing of stones
_____ 6. What coloring medium did you use in diagnostic drawing?
a. Paint c. Crayon
b. Pentel d. Watercolor
_____ 7. The Aetas are one of our ethno linguistic tribes. Which mountain do they inhabit in
Luzon?
a. Mayon c. Pinatubo
b. Makiling d. Sierra Madre
_____ 8. Moriones is a streetplay practiced in which province?
a. Romblon c. Cavite
b. Batangas d. Marinduque
_____ 9. If Juan Luna won the gold medal at the Madrid Painting Exposition in 1884, who was
the Filipino painter who won the silver medal?
a. Fernando Amorsolo c. Carlos Francisco
b. Manuel Baldemor d. Resurrection Hidalgo
_____ 10. What was the title of Juan Luna’s painting in that competition?
a. Spoliarium c. Katipunan
b. Last Supper d. La Solidaridad
2. LESSON PROPER
Day 1: Lesson 1: Art and Life
What is Art?
Art comes from the Aryan root word ar, meaning to join or to put together. The Greek verb
artizen, means to prepare, while the Latin term ars/artis means everything that is made or
assembled by man.
From the above meanings of art, we arrive at the idea that art is anything prepared and
assembled by man. Preparation may mean the gathering of materials. Jar-making involves the
grounding and mixing of the right composition of clay with water. Cave paintings and
pictographs entail the preparation of the cave walls, pigments, and tablets before these are
painted and inscribed. It may also mean preparing the right materials needed in assembling a
basket, a headdress, a spear, a boat or a house. The difference between yesterday’s and
today’s technology is that there is a wider range of art materials now available in the market,
which are prepared and manufactured for our immediate use.
Art has varied meanings, depending on how we connect it to life. In visual art, it may mean:
 a spontaneous visual representation of anyone’s imagination, feelings and experiences.
 A medium of expression or communication that is founded on the elements and principle
of art.
 High-quality creative works done by recognized visual artists.
To abstract painter Paul Klee, art is not an imitation of things but an attempt to make these
things visible.
Art has to major classifications:

Fine Arts Practical Arts
Architecture (overall design, interior and Civic Art (design and construction of bridges,
garden layouts of buildings, houses, expressways, airports, seaports, parks,
churches/ temples, etc.) resorts)
Painting (drawing, cartooning, printmaking, Commercial Art (Advertisements,
photography) commercial ads, billboards, labels, computer
graphics, etc.)
Sculpture (carving, molding, assembling, Industrial Art (mechanical designs, reliefs of
installation art, reliefs, ceramics, etc.) factories, vehicles, appliances, toys, spare
parts, accessories, garments, bags, sport
equipment, etc.)
Literature (novel, short story, poetry, essay, Handicrafts (designs/assembling furniture,
journalism, etc.) decorative crafts, weaving of native
costumes, mats, baskets and folk arts of
ethnolinguistic group, etc.)
Dance (ballet, folk/tribal/dances,
folk/ballroom/modern)
Music (opera, folk/contemporary songs,
musical ensembles, Broadway musicals)
With the above descriptions and classifications of art, now you have a clearer understanding of
the significance of art in our daily lives. Add to these how we describe art as synonymous to
quality, so that we always aspire to perfect the art of teaching, speaking, listening, walking,
dressing and many other connections of art in daily living.
So now you understand that art is not only drawing or painting, sculpturing, assembling or
handicraft making, but it applies to all our interests, as well as to all man-made things that were
designed and produced by hand or machine. These things are assembled, colored and
advertised for their usefulness and aesthetic beauty, before these are sold.
SCQ 1
Direction: Match the right column with the left by writing the letter of the correct answers on
the space provided before each number.
______ 1. If the Greek verb artizen means to prepare, A. Sculpturing

what does the Latin term ars/artis mean? B. Literature
______ 2. Who said that art is not an imitation of things C. Paul Cezanne
but an attempt to make things visible? D. Anything assembled by man
______ 3. What is the art classification of writing novels, E. Commercial Art
essays, poetry, etc. F. Paul Klee
______ 4. Which art is involved in the mechanical G. Industrial Art
designs of factories, vehicles, toys,
appliances, spare parts, accessories, etc.
______ 5. If painting is involved in the use of coloring
mediums, what is the art involved in carving
molding, assembling, installation art, etc.?
Activity 1
Now let’s try to understand the Art Activity.
Creative Drawing is called such because it is drawn from imagination. There would be more
creative drawings you will do from hereon, but for the purpose of this activity, your Creative
Drawing will be treated also as Diagnostic Drawing. Why diagnostic. Because it will guide you in
determining the level of creativity and artistic competence of the students/class. Let each member
of the group draw and color what they think is important for them among the items on the topic
assigned to their group.
As the Art Teacher, you need to experience and undergo first the art activity of the lesson and
evaluate your work by using the Rubric Rating in Creative Drawing.
Learning Task/Art Activity
Artwork : Diagnostic Drawing

Object of interest : Favorite object in the group’s topic
Art materials
Teacher : pictures of visual arts, sample objects/things found in school, home,
community handicrafts
Students : paper, crayons/craypas/oil pastels/pentel pens
Reference : MAPEH I Textbook, p. 26-27
Procedure :
A. Preparatory Activity
Short review of knowledges and skills learned by the students in their elementary
lessons/artworks done in the elementary Sining.
B. Motivation
1. Facilitate the discussion on the meaning and importance of art. Write their
spontaneous answer on the blackboard.
2. Call the leader of each group to come forward and choose their topic placed inside
small envelopes, e.g.:
Group 1 – objects/items at home
Group 2 – objects/items in school
Group 3 – objects/items in the community
Group 4 – objects/items of cultural significance
3. Allow each group 5 minutes to think and identify as many objects/products within
their topic.
4. Allow to each group to report as many art objects on their topic by writing on the
blackboard. The group with the most number of objects/things is recognized with
class applause.
C. Creative Encounter
1. Introduce them to the art activity by showing examples done by previous classes.
2. Explain to them that as their first drawing, this would serve as their diagnostic drawing
too, which would help you determine the level of artistic competencies of the
students/class.
3. Based on their group topic, they will draw any significant object related to art.
4. Tell them to use any color of their choice.
5. Now let them take out their art materials and work on their artworks for 30 minutes.
COMMENTS/FEEDBACK ON THIS ACTIVITY

Though it is easier to ask the whole class to draw only one item as their subject of interest, it is
monotonous for the teacher and students to see only one theme, even if no two interpretations
are the same.
The groupings with respect to their topic may take 5-10 minutes for group discussions. But the
groupings allow each member the opportunities for interactions, sharing, cooperation,
collaboration, and attaining the group’s task.
D. Evaluation
1. After the creative encounter, let all the members of each group show their artworks in front
of the class for appreciation.
2. After all the groups have presented their artworks, let each student rate his/her artwork
based on the rubric presented on this page.
RUBRIC ON RATING A CREATIVE DRAWING
Put a check in the column which best describes your drawing.
5 – Great Work, 4 – Very Good, 3 – Good, 2 – Fair, 1 – Needs

Improvement
Artistic Skills Applied 5 4 3 2 1
Rating = total score x 10
V. CLOSING PRAYER
wisdom.
VI. REFERENCES
Rogers, Paul. (2010. Nov 8). All About Energy Systems For Physical Activity. Retrieved from
http://foodfithealth.com/blog/energy-systems-physical-activity/
Muscle Metabolism: Synthesis of ATP (2016). Retrieved from
http://study.com/academy/lesson/muscle-metabolism-processes-to-generate-atp.html
Namblar, Bindu. (2011. Oct 6). 3 Basic Energy Systems To Perfect Goal Oriented Exercise.
Retrieved from http://www.bodybuilding.com/fun/3-energy-systems-help-trainer.htm
Exercise Energy Systems. (2016). Exercise Energy Systems. Retrieved from
http://www.shapesense.com/fitness-exercise/articles/exercise-energy-systems.aspx
Sports and Nutrition: Fueling You Performance. (2015. July 13). Retrieved from
http://youngwomenshealth.org/2013/07/23/sports-nutrition/
IRubric Short Answer. Retrieved from http://rubistar.4teachers.org/
Designed by: Checked and Approved by:
MR. ERNAND P. BAJADO S. MARYLOU R. DACILLO, RVM

Subject Teacher VP for Academics/Principal
SY 2020-2021

IN PHYSICAL EDUCATION AND HEALTH GRADE 11
Lesson Topic: LET’S BE HEALTH AWARE and EAT RIGHT FOR A HEALTHY LIFE
Sub-topic: Eating Habits, Sleep and Stress
Four types of Eating
st
Quarter: 1 Quarter
Week: Week 3
Duration: 1 Day
I. OPENING PRAYER
We ask this through Crist our Lord, Amen.)
II. INTRODUCTION
Many of us try to live a healthy lifestyle. We do various things to become fit and to
achieve our desired physique — oftentimes without first knowing and understanding the
consequences. Our health becomes at risk and prone to different risks that can affect our
capacity to do daily physical activity. We need to realize that there are some common health
practices — particularly when dealing with stress—that need to be corrected right away,
especially among the young ones. Some stress-coping measures affect or show in a person’s
eating or sleeping habits.
Eating is part of our daily routine. We eat food to increase our energy, to replenish our
strength, and to power our minds to think more clearly to handle problems. In our country, it has
been tradition to prepare delicious food during celebrations—which happens several times in a
year. During these times, most of us would pile up our plate with every type of food we see, and
will not realize until later that we have already consumed a large amount of food. This shows
that we usually don’t mind the amount of food that we eat. Some people choose to eat only a
certain food group. Vegetarians, for example, choose to eat only fruits and vegetables. Others
vary the food they eat and how they eat according to factors such as culture, location, age,
and/or state of fitness or health. Each of us has preference in the type of food we chose and the
way we eat. There are four types of eating we should know of and understand.
III. OBJECTIVES
1. Enumerate the effects of bad health habits

2. Enumerate and explain best practices in maintaining good health habits
3. Write a persuasive essay about maintaining healthy habits
4. Identify and explain different eating habits
5. Assess eating habit through a self-check
6. Create a weekly meal planner
IV. PRELIMINARIES
1. REVIEW
Energy Intensity Duration Lactic Acid Oxygen Examples

System Production Requiremen
t
Anaerobic A High Lasts 10 Does not Does not Shot put,
Lactic seconds or produce require 100-meter
less lactic acid oxygen sprint
Anaerobic Medium to Lasts 10 Produces Does not 400 to 800-
Lactic High seconds to 2 lactic acid require meter sprint
minutes oxygen
Aerobic Low Lasts 2 Does not Requires 3-km run,
Energy minutes to a produce oxygen long distance
System few hours lactic acid swimming,
playing
sports (e.g.
basketball,
football,
futsal)
2. LESSON PROPER
Reading:
Eating Habits, Sleep, and Stress Management: What Goes Wrong?
Eating Habits
We can always eat the food that we want. There is nothing wrong with eating. It only
goes wrong if we consume less or more than what our body needs; also, when we eat
unhealthy food. This can lead to being underweight, overweight, or even obese. It is alarming to
see that many are suffering from malnutrition, overweight, and obesity.
Underweight people are often found to suffer from malnutrition due to lack of adequate nutrients
in the body. Many of them do not get the right amount of calories to fuel their bodies thus, they
tend to lack the energy to do regular tasks at home, school, and work. Their immune system
also gets weak and compromised, making them prone to health risk issues such as anemia and
osteoporosis.
Anorexia nervosa is an eating disorder wherein a person is abnormally underweight, has an

intense fear of gaining, and an abnormal understanding of body weight, often due to coping with
emotional problems stemming from self-worth.
People with anorexia use extreme efforts to prevent weight gain and keep on losing weight by
restricting food intake, exercising excessively, or misusing diet aids, diuretics, and laxatives.
These tend to significantly interfere with activities in their lives.
(http://www.mayoclinic.org/diseases-conditions/anorexia/home/ovc-20179508)
Overeating is also found to be one of the leading causes of overweight and obesity.
Eating too much, especially processed food and sugary drinks, coupled with a sedentary
lifestyle contribute significantly to weight gain. The calories consumed, particularly from fats and
sugars, have to be burned off through physical activity or exercise. Otherwise, these calories will
be just be stored in the body as fat.
Overweight and obese people often encounter a lot of physical and emotional struggles in their
daily lives. They often have a hard time doing simple tasks such as tying their shoelaces or
walking up a short flight of stairs. They also find themselves the subject of bullying.
Furthermore, they are also at risk of developing other health conditions such as cardiovascular
diseases, diabetes, among others.
Sleep Management
Sleep is essential to everyone’s health. Normally, we need about 6 to 8 hours of night
sleep every day to allow the body to rest and regenerate. When we wake up in the morning after
a good night’s sleep, we feel fresh and energetic. We become effective and productive in our
daily activities. However, a lot of people, in particular teens, practice bad sleeping habits such
as the following:
1. Staying up all night - This is the most common bad sleeping habit of most people. In
order to submit a project, a paper, or some other work at the last minute, they cram to
finish it, staying up all night until they are done. Some people just spend the night
reading or doing other stuff that they just do not want to postpone for another time.
2. Internet Addiction - Social media is massively addictive. Many people would spend a
lot of their time browsing social media sites such as Facebook and YouTube. They are
awake all night to converse and play with their friends and forgo sleeping on time. This
results in tiredness and unproductiveness in work, in school, and even at home.
3. Eating Before Sleeping - Eating could be one of the things we do that give us comfort
—but should be discouraged just before bedtime. Eating before sleeping can cause
discomfort preventing us from falling asleep easily. When we eat too close to our
bedtime, it means that we go to our bed while digesting. This can cause acid reflux
which makes a person lose sleep. It is best to eat 4 hours before falling asleep so we
can be sure that our digestive system has done its job.
Stress Management
We need to deal with the fact that stress is part of our lives. Stress happens for many
reasons – environmental factors, fatigue, too much work, illness, and loneliness. It is inevitable;
hence, needs to be handled properly. Handling stress seems to be tough to do but we need to
learn how to cope with it the right way. If not properly dealt with, it can lead to many health
concerns—difficulties in sleeping, poor immunity, hypertension, and even heart disease. One
may also perform poorly in physical activities because of stress. However, while some may be
able to deal with stress, others may not and resort to ineffective—or worst, unhealthy—means
of dealing with stress.
Examples of such means that can be detrimental to health are the following:
1. Smoking
2. Bad Eating Habits – Skipping meals and/or overeating
3. Excessive alcohol intake
4. Excessive sleeping
5. Procrastinating – Trying to hide and escape the problem using delaying tactics rather
than facing the problem
According to the World Health Organization, in 2012, out of 56 million deaths worldwide,
38 million were due to cardiovascular diseases. Knowing this, making the decision to be aware
of our health and to change to a healthier lifestyle—through balanced diet, regular physical
activity, and enough sleep—would be to our advantage.
Four Types of Eating That You Should Know
Fueling for Performance

Before heavy training, an athlete needs the right kind of food that can provide the proper
fuel for his or her energy requirement. There should be a balance among all food groups:
carbohydrates, protein, fats, minerals, vitamins, and water that will provide the body what it
needs for an effective and optimum performance. Athletes usually practice this sort of structured
diet for good body composition, athletic performance, and recovery. In addition, athletes need to
eat a variety of food to stabilize the condition of the body. They need to eat regular meals and
snacks and get enough calories to fuel the body for training and athletic events. Athletes also
need to drink more fluids as compared to non-athletes. This helps them to avoid dehydration
which can cause dizziness, muscle cramps, and lightheadedness.
Emotional Eating
Emotional eating is the practice of consuming large amounts of food in response to
emotions instead of hunger. Many people turn to food as a source of comfort, a stress reliever,
or as a reward. Eating as a coping mechanism is unhealthy because the problem is not
addressed. Eating makes someone feel better for a while but the emotion (or its cause) remains
unaddressed. Overcoming this unhealthy habit means teaching an emotional eater healthier
way to deal with stress and to develop better eating habits. If it is not resolved, emotional eating
can lead to obesity and weight gain.
Social Eating
Many times, in our lives, we get invited to partake of all the scrumptious food on the
table during celebrations. Oftentimes, we indulge even if we are not hungry for the sake of being
sociable and to not offend the host or the group. This is called Social Eating. Sometimes, peer
pressure is the reason why one feels compelled to consume more calories than planned. Social
eating can directly affect a person’s health, leading to obesity and other health-related
problems. While most of us try to maintain a good eating habit, attending social events with lots
of eating can get in the way. This only makes a healthy eating habit difficult to maintain.
Distracted Eating
Have you tried eating while watching your favorite show or sports team on TV? Eating
while watching TV for extended periods of time poses a serious risk to your health. Many do not
pay attention to their meal as they are distracted with what they are watching, thus they tend to
eat more. Others spend time eating junk food, sweets and soft drinks while watching TV. This
type of diet leads to overweight, obesity, and even increased risk to diseases like diabetes and
hypertension. Aside from consuming too much food, it promotes an unhealthy lifestyle—leading
a sedentary lifestyle rather than going out and doing physical activities.
Eating is important but we must learn to manage it properly. Too much or too little food
consumed is unhealthy. It is better to maintain a balanced diet and healthy lifestyle to prevent
illness. No one have control our eating habits except ourselves.
V. ASSESSMENT
Activity 1: Describe Me in My Picture
Directions: Describe the person in the picture below. Use the space provided for your thoughts
what may have caused the person to be that way. Do this activity for 10 minutes.
_______________________________________
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Activity 2: “Let’s Be Health Aware” Essay

In this activity, the student will understand the effects of various bad health habits and find ways
or solutions towards maintaining good health habits.
Direction: Imagine that you are a writer in a Health Magazine. Write a persuasive essay that
talks about health awareness. Emphasize an article that points out bad health habits and the
ways to change it. Include also the best practices for maintaining good health. The article should
be brief and easy to read. See the rubric given below. Do this activity for 30 minutes.
2–
CATEGOR 4 - Above 3 - Meets 1 – Below Scor
Approaching
Y Standards Standards Standards e
Standards
Position The position The position A position There is no
Statement statement statement statement is position
provides a clear, provides a present, but statement.
strong statement clear statement does not make
of the author\'s of the author\'s the author\'s
position on the position on the position clear.
topic. topic.
Support for Includes 3 or Includes 3 or Includes 2 Includes 1 or
Position more pieces of more pieces of pieces of fewer pieces
evidence (facts, evidence evidence (facts, of evidence
statistics, (facts, statistics, (facts,
examples, real- statistics, examples, real- statistics,
life experiences) examples, real- life experiences) examples,
that support the life that support the real-life
position experiences) position experiences).
statement. The that support statement.
writer anticipates the position
the reader\'s statement.
concerns, biases
or arguments and
has provided at
least 1 counter-
argument.
Accuracy All supportive Almost all Most supportive Most
facts and supportive facts and supportive
statistics are facts and statistics are facts and
reported statistics are reported statistics were
accurately. reported accurately. inaccurately
accurately. reported.
Evidence All of the Most of the At least one of Evidence and
and evidence and evidence and the pieces of examples are
Examples examples are examples are evidence and NOT relevant
specific, relevant specific, examples is AND/OR are
and explanations relevant and relevant and not explained.
are given that explanations has an
show how each are given that explanation that
piece of evidence show how each shows how that
supports the piece of piece of
author\'s position. evidence evidence
supports the supports the
author\'s author\'s
position. position.
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Activity 3: 4 Pics 2 Word
Directions: What can you notice in the four pictures? Do they have in common? Fill in the blank
provided the missing letters to complete and revealed the words.
______
_____
Processing Questions
1. What are your eating habits? Do you eat a lot or less? Why?
_________________________________________________________________________________
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2. How does food help you in doing your tasks in school?
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3. What do you mean by bad eating habit? Explain.
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Activity 4: Self-Check
_________________________________________________________________________________
In this activity, the students will know the difference between the four types of eating through
self-check.
Directions: reflect and assess your eating habit by writing “Yes” or “No” on the table below. You
can do this activity for 5 minutes.
My Eating Habits Yes/No

1. I go to the party and eat a lot with my family or friends.
2. I don’t mind if I eat a lot.
3. I make sure that I don’t eat before doing my exercises.
4. Food is my stress reliever.
5. Whenever I’m happy, I love to eat.
6. I eat less when I am depressed.
7. I feel compelled to eat every time we have a celebration.
8. I don’t eat food when I’m watching TV or any sport event.
9. I eat my meals regularly. I make sure that I don’t skip any meal.
10. I eat more than three meals in a day.
Activity 4: My Weekly Meal Planner
In this activity, the students will know how to choose the right food by making a food guide or a
weekly meal planner.
Directions: Make a weekly planner by filling out the table below. Schedule the food that you will
eat from Monday to Sunday. Do this activity in 20 minutes.
Meal Monday Tiiesday Wednesday Thursday Friday Saturday Sunday

Breakfast
Fried egg
1 cup of
rice
Water
“Sinigang
Lunch
na
Baboy” 1
cup of
rice
Snacks
Banana
cue
Water
“Pinakbet
Dinner
”
Fried
Fish
1 cup of
VI. SUMMARY
Activity 5: I Realize
In this activity, the student will be able to understand the effects of bad and good eating habits.
Direction: Answer the following questions. Refer to your answer in the Activity 2 self-check.
Finish this activity within 10 minutes.
1. Do you have a healthy eating habit? Why do you say so?
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2. In your self-check, what are some eating habits do you think should change? Why?
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1. What eating habits should you continue in this pandemic situation? Why?
.
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Below is the rubric provided that will be use in assessing your answer.
Powered by iRubric: Short Answers

Needs Approaching
Good Excellent
improvement standards
3 pts 4 pts
1 pts 2 pts
Ideas and There is no You put thought What you are What you are
Content clear or specific into this, but there writing about is writing about is
explanation in is no real evidence clear. You clear and well-
answer to the of learning. More answered the expressed,
question. specific question. Some including specific
information is support may be examples to
needed or you lacking, or your demonstrate
need to follow the sentences may be what you
directions more a bit awkward. learned. Well
closely. Overall, a decent done!
job.
Use of No terms from Only one term Your answer Your answer
terms the lesson are from the lesson is included several included all the
used. used in the terms from the terms from the
answer. Try for a lesson, lesson that
few more, next demonstrating applied to the
time. adequate question asked.
understanding of All terms are
the material. fully defined and
used in the
proper context.
Sentence Sentences are Some sentences Sentences are Sentences are
Fluency incomplete or are complete and complete and able complete and
too long. It easy to to be understood. they connect to
makes reading understand. one another
them difficult. Others require easily when they
some work. are read out
loud. Your
writing 'flows.'
Convention Few end marks Mistakes using Use of punctuation No punctuation
s or capital end marks or marks and capitals, or structural
letters. capitals as well as as well as spelling, mistakes. No
Answers spelling mistakes is mostly correct. spelling errors.
contain make the writing Few errors exist in Your writing
numerous hard to read. your answer. shows full
spelling or awareness of the
structural rules of English
errors. use.
VII. CLOSING PRAYER
wisdom.
VIII. REFERENCES
Rogers, Paul. (2010. Nov 8). All About Energy Systems For Physical Activity. Retrieved from
http://foodfithealth.com/blog/energy-systems-physical-activity/
Muscle Metabolism: Synthesis of ATP (2016). Retrieved from
http://study.com/academy/lesson/muscle-metabolism-processes-to-generate-atp.html
Namblar, Bindu. (2011. Oct 6). 3 Basic Energy Systems To Perfect Goal Oriented Exercise.
Retrieved from http://www.bodybuilding.com/fun/3-energy-systems-help-trainer.htm
Exercise Energy Systems. (2016). Exercise Energy Systems. Retrieved from
http://www.shapesense.com/fitness-exercise/articles/exercise-energy-systems.aspx
Sports and Nutrition: Fueling You Performance. (2015. July 13). Retrieved from
http://youngwomenshealth.org/2013/07/23/sports-nutrition/
IRubric Short Answer. Retrieved from http://rubistar.4teachers.org/
Designed by: Checked and Approved:

SY 2020-2021

Lesson Topic: MANAGING STRESS THROUGH PHYSICAL ACTIVITY

Sub-topic: Stress and its Characteristics
Coping with Stress through Physical Activity
Quarter: 1st Quarter
Week: Week 4
Duration: 1 Day
I. OPENING PRAYER
II. INTRODUCTION
In the daily challenges of life, individuals often encounter discomfort—circumstances and events
that disturb one’s physical, mental, and emotional states. The body’s response to the discomfort
it experiences is called stress. Stress is the body’s way of reacting to an external stimulus such
as a discomfort. It activates the sympathetic nervous system, which brings about a fight or flight
response wherein cortisol and adrenaline is released into the bloodstream. These hormones
stimulate your heart to pump faster, making your blood pressure rise. Your muscles start to
contract, your breathing quickens, and your senses become more sensitive. These changes in
your body caused by stress increases your stamina and strength, makes you react quickly, and
keeps you more focused.
III. OBJECTIVES
1. Discuss stress and its symptoms

2. Identify the benefits of physical activity in coping with stress
3. Make an information sheet material in managing stress
IV. PRELMINARIES
I. REVIEW
Eating is important. We need to eat for us to perform well. In this lesson, we have learned that
people have different eating habits.
 Fueling for Performance - Athletes follow a structured diet for good body composition, athletic
performance, and recovery. They eat a balanced diet of carbohydrates, protein, fats, minerals,
and vitamins to be effective in their performance.
 Emotional Eating - It is habitually consuming large amount of food in response to emotions
instead of hunger. Food is seen as a source of comfort, stress reliever, or reward to make one
feel better.
 Social Eating - This is eating with peers just for the sake of being sociable. Peer pressure is
the main reason why one feels compelled to consume more calories than what is planned.
 Distracted Eating – People who spend more time eating while watching TV is prone to being
overweight, obese, and increased risks to diseases like diabetes and hypertension. Too much
TV-watching and making it part of one’s lifestyle is unhealthy because it makes a person spend
less time in doing physical activities.
II. LESSON PROPER
Reading:
Stress and its Characteristics
Stress affects all—it is part of one’s life. The human body and its system are equipped to
respond to stress. Most of the events that happen to you and around you contribute stress to
your body.
The effects of stress differ for each individual, based on their ability to adjust to certain changes
from the environment and the people around them. Some are able to cope easily, but others
have hard time.
On the one hand, stress can be helpful for it can keep a person alert and set to avoid
vulnerability. On the other hand, it becomes detrimental when a person is subjected to stress
without relief or relaxation between situations. Stress-related tension may build up and consume
the person. A negative stress reaction is referred to as distress. Distress triggers mental,
emotional and physical problems and, even worse, certain symptoms or diseases.
Symptoms of Stress
Emotional
 Nervousness, gets easily upset, moody
 Overwhelming feeling and sometimes uncontrollable experience in relaxing the mind
 Low-self esteem, loneliness and the feeling of being worthless
Mental
 Lack of focus
 Disturb mind setting
Physical
 Weak and lesser strength, easily gets cold and infection
 Headache
 Upset stomach, including diarrhea and constipation
 Loss of appetite
 Aches, pains, tense muscles
 Sleeplessness

Stress is inevitable and eliminating it entirely from one’s life is impossible. Changes in daily
events are beyond any person’s capacity. However, one’s reaction to stressful changes can be
managed. Regular exercise is sometimes done to cope with stress. Spending time with friends
or family, sleeping, watching movies, as well as listening to music, also work. These coping
techniques are said to be of help but most health professionals recommend participation and
engagement in physical activity and exercise as preferred strategy.
Many of the physical symptoms of stress can be managed through physical activity. Physical
activity is defined as any bodily movement that works your skeletal muscles and physical skills,
that requires strength and energy expenditure. This includes any motion performed throughout
the day. Walking, running, dancing, swimming, yoga, and gardening are a few examples of
physical activity.
Types of Physical Activity

1. Aerobic - light to moderate-intensity physical activity that requires more oxygen than
sedentary behavior, and thus promotes cardiovascular fitness and other health benefits (e.g.,
weight bearing exercises like jumping rope, cycling, swimming, running playing football,
basketball, or volleyball).
2. Anaerobic - high-intensity physical activity that is done in a short duration of time requiring
high energy. Anaerobic activities are strength-base activities in the absence of oxygen (e.g.,
sprinting during running, swimming, or cycling) requires maximal performance during the brief
period.
3. Lifestyle - physical activities which have been a part of our daily routine (e.g., walking,
climbing stairs, sweeping or raking the yard), which is usually light to moderate in intensity.
4. Physical activity play - an intense play activity that requires substantial energy expenditure
(e.g. playing tag, jumping rope).
5. Play - simple and self-reflected activities with flexible rules for the purpose of enjoyment.
6. Sports - a physical activity requiring skill and physical prowess that is governed by set of
rules and regulations that is often done in a competition. There are two categories of sports:
individual and team.
Physical Activities Mechanism in Coping with Stress

Keeping your body physically active can help improve overall disposition, increase the
release of endorphins and offer meditation-like qualities. Exercise can also reduce the
fight or flight response often triggered by stress.
Mood Booster
Engaging in physical activity can improve moods and make us feel better, increasing self-
confidence, thus reducing stress. Exercise can also improve our quality and ability to sleep,
resulting in a fully rested body which can definitely have a positive impact on our overall
disposition and cognitive function.
Endorphin Release
Participating in physical activity can result in an increase in endorphin levels. Endorphins are
chemicals or neurotransmitter hormones that are secreted from the brain and nervous system. It
activates the body’s opiate receptors thus it has analgesic properties that can make you feel
good. It also gives a person the feeling of achievement and being in control.
Mind Stimulator
Exercise can be a form of meditation. While involved in an engrossing physical activity, we may
find that we are concentrating strictly on the physical work. We tend to forget the problems and
worries you have at present. With this, our mind is somehow freed and stimulated to work and
find solutions to our stress.
Reduction of Fight or Flight Response
Stress, either big or small, activates our flight or fight response and in doing so, deluges our
body with different hormones including cortisol, adrenaline, and noradrenaline. Over-secretion
of these hormones is brought about by stress, thus must be controlled and returned to normal
state. Otherwise it could interfere with body functions leading to adrenal fatigue. Physical activity
or movement metabolizes the hormones triggered by stress, processing these chemicals and
returning them to normal levels. Once these hormones have been metabolized, the level of
homeostasis improves, regulating the internal conditions of the body, thus bringing in a state of
balance and stability. In this manner, we feel calm and ready to gear up and face the world once
again.
V. ASSESSMENT
Activity 1: Be a stress manager!

Directions:
1. With a partner, instruct the students to interview 15 other classmates and ask about their
sources of stress, and what they do to cope with it.
2. Ask them to make graphs, tables, and charts to help them interpret their data. Ask them to
present their findings in an oral report and to give recommendations in managing stress through
physical activity.
3. Instruct them to produce their own information sheet on stress management to be given to
their peers to help them manage their stress too.
Activity 2: Checking what’s on your mind.

Directions: Let the student do this in a whole sheet of paper.
1. Participation in physical activity helps in managing stress by ____________.
2. Why is the release of hormones and its processes important to stress response?
3. When I am in a stressful situation, I’ll find time to _____________________ because
___________________________________________________.
V. SUMMARY
Activity 3: Let’s Reflect
In this activity, the students will be able to understand the significant benefits to our health.
Directions: Answer the following questions below.
1. What is the most effective strategies for managing stress?
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2. How does ones living an active life benefits us?
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3. How does one’s self reduces symptoms of stress?

.
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IX. CLOSING PRAYER
wisdom.
References:
Physical Activity Reduces Stress (April 17,2016) retrieved from
http://www.adaa.org/understanding-anxiety/related-illnesses/other-related-
conditions/stress/physical-activity-reduces-st
What is Physical Activity retrieved (April 17,2016) from https://www.k-
state.edu/kines/kineseducation/whatispa.html
Stress Management Health Centre. Retrieved (April18,2016)
http://www.webmd.boots.com/stress-management/physical-stress-symptoms
White, Mary Gormandy, M.A., SPHR - Corporate Trainer & Consultant “Physical Activity and
Stress Management” (April 17,2016) retrieved from http://stress.lovetoknow.com/physical-
activity-stress-management
What is stress? Retrieved ( April 18,2016) from http://www.helpguide.org/articles/stress/stress-
symptoms-causes-and-effects.htm
Exercise for Stress and Anxiety retrieved (April 18,201) from http://www.adaa.org/living-with-
anxiety/managing-anxiety/exercise-stress-and-anxiety
Designed by: Checked and Approved:

SY 2020-2021

Lesson Topic: MANAGING STRESS THROUGH PHYSICAL ACTIVITY

Sub-topic: Stress and its Characteristics
st
Quarter: 1 Quarter
Week: Week 4
Duration: 1 Day
I. OPENING PRAYER
II. INTRODUCTION
Keeping the body physically active enables the body systems to function properly with vigor and
alertness. Staying in shape allows the individual to perform daily tasks efficiently and effectively
resulting to better output and performance.
III. OBJECTIVES
4. Discuss stress and its symptoms

5. Identify the benefits of physical activity in coping with stress
6. Make an information sheet material in managing stress
IV. PRELMINARIES
I. REVIEW
Engaging in physical activity and participating in sports have significant benefits to our health. It
is acknowledged as one of the most effective strategies for managing stress.
Living an active life through physical activity can help in elevating your mood and activating our
body parts resulting to improvement in overall disposition. The body system functions to
increase release of endorphins also known as a ‘natural pain-killer’. Also, concentrating on the
physical activity offers meditation-like qualities where your focus is on the movement giving you
a sense of relief, free from worries and stress.
Physical activity and movement metabolize and process stress-generated hormones returning it
to normal levels reducing further symptoms of stress.
II. LESSON PROPER
Pre-activity: Getting ready for Physical Activity

Directions: Prior to any physical activity, it will help to know the students’ general health status
through the Physical Activity Readiness (PAR–Q) & YOU questionnaire. Ask the students to fill-
up the PAR-Q and to answer the questions honestly. This questionnaire, if given before
participation in physical activity, can be of use for legal or administrative purposes.
Regular physical activity is fun and healthy and increasingly more people are starting to become
more active every day. Being more active is very safe for most people. However, some people
should check with their doctor before they start becoming much more physically active.
If you are planning to become much more physically active than you are now, start by
answering the seven questions in the box below. If you are between the ages of 15 and 69, the
PAR-Q will tell you if you should check with your doctor before you start.
Common sense is your best guide when you answer these questions. Please read the
questions carefully and answer each one honestly: check YES or NO.
1. Has your doctor ever said that you have a heart condition and that you should only do
physical activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?
3. In the past month, have you had chest pain when you were not doing physical activity?
4. Do you lose your balance because of dizziness or do you ever lose consciousness?
5. Do you have a bone or joint problem (for example, back, knee or hip) that could be made
worse by a change in your physical activity?
6. Is your doctor currently prescribing drugs (for example, water pills) for your blood pressure or
heart condition?
7. Do you know of any other reason why you should not do physical activity?
Physical Fitness Testing

Assessing one’s health status will help the person know about one’s strengths and weaknesses.
Awareness of individuals’ health-related fitness and its relevant interpretations will aid the
person to efficiently create an action plan in observing a healthy lifestyle and selecting
appropriate activities for areas that need improvement.
Instruct the students to be in proper attire, prepare needed materials, and get ready to perform
the following activities.
Activity 1: Self-testing Activities for Health-related fitness

I. Anthropometric Measurements
Purpose: To measure body composition

Equipment: weighing scale, tape measure
Goal: Take body measurements
Preliminary: Prepare needed materials
Procedure:
1. Height. Stand with trunk straight. Measure the distance from the floor to the top of the
forehead. Record the score in centimeters (cm).
2. Weight. Stand on a weighing scale free from any object for weight accuracy. Record in
kilograms (kg).
3. Waistline. Locate your upper hipbone. Find the proper spot by placing your hands around
your waist, squeezing slightly, and then moving your fingers downward until you feel the top
curve of your hips. Place a tape measure around your bare stomach just above the upper
hipbone. Record in centimeters (cm).
4. Hipline. Place tape measure in the widest part of hip in line with the pubis.
5. Computation/s
a. Body Mass Index (BMI) - measure of body mass based on height and weight that aid in
determining weight categories.
BMI = Weight in kg
(Height in m) x (Height in m)
b. Waist to Hip Ratio (WHP) - measure stored body fats percentage by the relative
measurement of waist and hip
WHR = Waist Circumference (cm)
Hip Circumference (cm)
II. 3-Minute Step Test

Purpose: Test for Cardiovascular Endurance level based on how quickly your heart rate will
come back down after a physical activity
Equipment: stopwatch, 12-inch bench box, a metronome
Goal: In a constant pace, step on and off the bench for 3 minutes straight
Procedure:
1. Stand close to the 12-inch bench box while your partner sets the metronome in 96 beats per
minute (bpm).
2. When ready to begin, start the stopwatch, step one foot at a time to the beat (up, up, down,
down). When 3 minutes is up, stop immediately and get your pulse rate.
3. Record the Exercise Heart Rate: _______ bpm
III. Hamstring and Hip Flexor Test

Purpose: To test flexibility of the hamstring and hips
Equipment: protractor
Goal: Keeping both legs straight, lift one leg to the maximum angle while the other leg remain
flat on the floor
Preliminary: Illustrate angles on a poster board and paste it on the wall.
Procedure:
1. Lie on your back on the floor beside a wall.
2. Slowly lift one leg off the floor. Keep the other leg flat on the floor.
3. Keep both legs straight.
4. Continue to lift the leg until either leg begins to bend or the lower leg begins to lift off the floor.
5. Place a yardstick against the wall to mark the spot to where the leg was lifted. Lower the leg.
6. Using a protractor, measure the angle created by the floor and the yardstick. The greater the
angle the
better your score.
7. Repeat with the other leg.
IV. Zipper Test

Purpose: Test for the shoulder flexibility
Equipment: tape measure
Goal: Raise one arm across your back with bent elbow and fingers reaching down
Preliminary: Prepare needed materials
Procedure:
1. In a standing position, raise one arm across
your back, bend the elbow and reach down as far as possible. Simultaneously, bring the other
arm down behind the back trying to cross fingers over those with the other hand.
2. Measure the distance of overlapped fingers in cm. If they fail to meet, score it as a minus or
<0. Write zero if the fingertips just touched with no overlap.
3. Repeat the procedure with the other hand. Record the score.
V. Curl-up (Dynamic)
Purpose: Test abdominal muscles strength and endurance
Equipment: mat, adhesive tape
Goal: Perform curl-up with proper pacing (3 seconds per curl)
Preliminary: Prepare the mat. Place two tape marks 4 ½ inches apart on the floor.
Procedure:
1. Sit on a mat in a long sitting position. Bend your legs more than 90 degrees with feet
remaining flat on the floor.
2. Lay down with arms extended at the sides, palm facing down with fingers extended touching
the 1st tape mark.
3. From that position, curl your trunk up with heels in contact with the floor until your fingers
reach the
2nd marker.
4. Upon reaching the second marker, lower back to the starting position. Repeat one-curl up
every 3 seconds.
5. Continue the curl-ups and stop when you are unable to keep the pace.
Record the number of repetitions.
VI. 90-degree Push-up (Dynamic)
Purpose: Test for the strength and endurance of the upper arm muscles
Equipment: mat
Goal: To perform a proper push-up
Preliminary: Prepare needed material
Procedure:
1. From prone lying position, place the hands just outside the shoulders with elbows bent.
2. Males: Support the body in a push-up position from the toes with back, hip and legs align.
Females: Support the body in a push-up position from the knees instead of toes, with back, hip,
and legs aligned.
3. Lower the body until the upper arm is parallel to the floor or a 90 degrees angle of the bent
elbow.
4. Repeat as many times as possible.
VII. Flexed-Arm Support (Static)

Purpose: Test the muscular strength of the shoulder and upper arm
Equipment: mat, stopwatch
Goal: Hold the push-up position not more than 35 seconds
28
Procedure:
1. Use the Push-up procedure 1 & 2 for preparatory position. From the starting position, lower
the body until the upper arm is parallel to the floor and elbow flexed at 90 degrees (see images
above).
2. Hold the position as long as possible.
3. Record the obtained holding position.
Measuring your fitness level is one way to find out your level of physical fitness. Below are
references for interpretation.
Activity 2: Self-Assessment Card: Health-related fitness status

Directions: Tell the students to fill up necessary information needed. Interpretations will be
based on the chart above. Complete the column for analysis/implications in two or three
sentences only.
Body Composition
Cardiovascular Endurance
Muscular Strength, Endurance, Flexibility
Health-related fitness components:

Cardiovascular endurance is the ability of the heart, lungs, and blood vessels to supply
oxygen to your body tissues during sustained physical activity. This allows the body to endure
physical movement for a period of time. Also, efficient delivery of oxygen to its tissues will take
place giving the person a lower breathing rate and the ability to perform the task longer.
Muscular Strength is the maximum amount of force a muscle can exert in a single effort.
Achievement of muscular strength depends on factors like gender, age, and inherited physical
attributes. Having strong muscles is beneficial to everyday living. The muscles support the
skeleton enabling movement to occur and the strength to support the body while standing up.
Muscular Endurance is the ability of the muscle to continue to perform without fatigue.
Flexibility is the ability to bend and move the joints through the full range of motion.
Body Composition is the percentages of fat, bone, water, and muscle in a human body; it is
often the ratio of lean tissue to fat tissue in the body.
Barriers to Physical Activity
Getting involved in physical activities can be attributed to personal and environmental factors. A
person may experience a variety of challenges along the way. This hinders the person to be
physically active, hence, referred to as barriers.
Personal barriers
With the current trends in technology and development, people’s lives have become convenient
and easier as well as less active. They may also have reasons or own justifications of their
inactivity that forms their attitude towards physical movement, letting them live a sedentary life.
Some common explanations (barriers) that people cite for resistance to exercise are:
 insufficient time to exercise
 inconvenience of exercise
 lack of self-motivation
 non-enjoyment, boredom of exercise
 lack of confidence in their ability to be physically active (low self-efficacy)
 fear of being injured or having been injured recently
 lack of self-management skills, such as the ability to set personal goals, monitor progress, or
reward progress toward such goals
 lack of encouragement, support, or companionship from family and friends
 non-availability of parks, sidewalks, bicycle trails, or safe and pleasant walking paths close to
home or the workplace
Environmental barriers
Some may not notice but the space and the setting where people live greatly influence a
person’s participation to physical activity. The constant exposure and the daily interaction with
the people and things around has a great impact on a person’s preference towards bodily
execution and movement.
The environment in which we live has a great influence on our level of physical activity. Many
factors in our environment affect us. Obvious factors include the accessibility of walking paths,
cycling trails, and recreation facilities. Factors such as traffic, availability of public transportation,
crime, and pollution may also have an effect. Other environmental factors include our social
environment, such as support from family and friends, and community spirit. It is possible to
make changes in our environment through campaigns to support active transportation,
legislation for safer communities, and the creation of new recreation.
Activity 3: Lead me to where I am!

Directions: Listed below are examples of physical activity barriers. Instruct the students to draw
a line connecting its type whether its a personal or an environmental barrier.
Guide questions:
1. During the pre-activity on Par-Q & You, have you encountered any physical activity barrier? Is
there any personal or environmental barrier? If yes, please list it down.
2. Cite some ways to overcome situations that hinder you to engage in physical activity.
Activity 4: Diet and Nutrition Assessment

Directions:
1. Surf the net and open the site http://www.takingcharge.csh.umn.edu/enhance-your-
wellbeing/health/diet-nutrition/diet-nutrition-assessment?id=5717f623f2f95&step=0
2. On that site, undergo steps 1-3. Print the downloaded assessment results reflecting your diet
and nutrition.
3. Set at least 5 goals for the items that needs improvement.
X. CLOSING PRAYER
wisdom.
References:
(http://www.furman.edu/sites/live well/getmoving/pages/par-q.aspx)
(http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr11/rm/module_b_lesson_4.pdf)
Benefits of fitness testing. Retrieved from http://www.topendsports.com/testing/guide-
benefit.htm http://www.teachpe.com/fitness/testing.php
Corbin, Charles B. et.al (2006) Concepts of Fitness and Wellness: A Comprehensive Lifestyle
Approach Sixth Edition,Mc-Graw Hill, USA.
Diet and Nutrition Assessment. Retrieved (April20,2016) from
http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/health/diet-nutrition/diet-nutrition-
assessment?id=5717f623f2f95&step=1
Dr. Mercola. 3 Fitness Tests to Assess Your General Fitness and Health Risks. February 14,
2014. Retrieved(April 20,2016) from
http://fitness.mercola.com/sites/fitness/archive/2014/02/14/3-fitness-tests.aspx
Fitness Homework What is a Muscular Strength Workout. Retrieved from
www.pecentral.org/.../FitnessHomeworkWhatisa%20MuscularStrengthWor...
Par – Q & You. Retrieved (April 19, 2016) from
http://www.furman.edu/sites/LiveWell/GetMoving/Documents/PAR-Q2.jpg
Smith, Craig. The Recovery Heart Rate Time After Cardio Exercise April 23,2015 retrieved from
http://www.livestrong.com/article/260805-the-recovery-heart-rate-time-after-cardio-exercise/
The 3-minute step test (retrieved April 20, 2016) from
http://www.sparkpeople.com/resource/fitness_articles.asp?id=1115

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ST. MARY’S COLLEGE OF BORONGAN, INC.

(Formerly: St. Joseph’s College)

A LEARNING MODULE FOR STUDENTS

Lesson Topic: MUSIC TEACHING METHODS

1. PREASSESSMENT FOR MUSIC

You may start answering now.

Multiple Choice: Encircle the letter of the correct answer.

1. A Hungarian composer who introduced a method of teaching music.

LESSON 1: THE KODALY METHOD

IV. LEARNING COMPETENCIES

LESSON 2; THE ORFF-SCHULWERK METHOD

IV. LEARNING COMPETENCIES

IV. LEARNING COMPETENCIES

Examples: Loud Sounds Soft Sounds

IV. LEARNING COMPETENCIES

Form: Unitary (A) – when a song has one section/part only

a. Prepared Lessons Plans

b. The Ward Rhythmic Gestures

Round Song two-part round

Designed by: Checked and Approved by:

MR. ERNAND P. BAJADO S. MA. JESUSITA L. BERNATE, RVM

Name: ______________________________________ Year & Section: __________

A LEARNING MODULE FOR STUDENTS

Lesson Topic: ART/SINING Contents and Activities

At the end of this module, the learners should be able to:

How You Will Use this Part of the Module

 Glance at the lessons and get a feel of their contents.

How You Keep Track of Your Progress Depends on Your

 Interest in using and internalizing the module.

Part I. Multiple Choices

_____ 1. Which among the arts do not belong to visual arts?

Day 1: Lesson 1: Art and Life

Art has to major classifications:

______ 1. If the Greek verb artizen means to prepare, A. Sculpturing

Now let’s try to understand the Art Activity.

Learning Task/Art Activity

Artwork : Diagnostic Drawing

COMMENTS/FEEDBACK ON THIS ACTIVITY

RUBRIC ON RATING A CREATIVE DRAWING

Put a check in the column which best describes your drawing.

5 – Great Work, 4 – Very Good, 3 – Good, 2 – Fair, 1 – Needs

Artistic Skills Applied 5 4 3 2 1

Rating = total score x 10

Designed by: Checked and Approved by:

MR. ERNAND P. BAJADO S. MARYLOU R. DACILLO, RVM

A LEARNING MODULE FOR STUDENTS

At the end of this module, the learners should be able to:

1. Enumerate the effects of bad health habits

Energy Intensity Duration Lactic Acid Oxygen Examples

Eating Habits, Sleep, and Stress Management: What Goes Wrong?

Anorexia nervosa is an eating disorder wherein a person is abnormally underweight, has an

Four Types of Eating That You Should Know

Fueling for Performance

Activity 1: Describe Me in My Picture

Activity 2: “Let’s Be Health Aware” Essay

2. How does food help you in doing your tasks in school?

3. What do you mean by bad eating habit? Explain.

My Eating Habits Yes/No

Name: ____________________________ Year & Section: