9

MAPEH 9
Quarter 1 – Module
Health – Grade 9 Alternative Delivery Mode
Quarter 1 – Module 8: Music - Evaluating the Medieval, Renaissance and
Baroque Repertoires, Arts- Influences of Western Art Traditions to Philippine Arts,
P.E-
Becoming a Better Official and Leader, Health – Go Green, Live Green.
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
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ownership
over them.

Published by the Department of Education, Schools Division of Quezon City Local

Government of Quezon City

Development Team of the Module

Writer: Rivka CherP.
Leonardo Zulaybar, Marilyn
Dagum Jr., GinaC. Binuya,Helen
Anama, Penelope
Oris May D. Atip, Kathleen Mae B.
Reviewers: Wilhelmina L. Melegrito, Crispin D. Duka, Ma. Nimfa R.
Villanueva
Gabertan Illustrator: Mark Anthony D. Bungalso
Editors: Cleofe Culala, Perla Ragadio, Juanito D. Pucan, Johannsen C. Yap,
Management Team:
Jenilyn Rose B. Corpuz, CESO VI, SDS
Fredie V. Avendano, ASDS
Juan . Obierna, Chief, CID
C
Heidee F. Ferrer, EPS, LRMS
Crispin D. Duka, EPS, MAPEH

Printed in the Philippines by the Schools Division Office Quezon

City Quezon City Local
Office Address: Nueva Ecija St. Bago Bantay, Quezon
Government Unit
Telefax: City 3456-0343
E-mail Address: sdoqcactioncenter@gmail.com
 9

MAPEH 9
Quarter 1 – Module 5:
∙ Evaluating the Medieval, Renaissance
and Baroque Repertoires
∙ Influences
Traditions of Western
to Philippine Arts Art
∙ Becoming a Better Official and Leader
∙ Go Green, Live Green
Introductory Message
For the facilitator:
Welcome to the MAPEH 9 Alternative Delivery Mode (ADM) Module on Music -
Evaluating the Medieval, Renaissance and Baroque Repertoires, Arts- Influences of
Western Art Traditions to Philippine Arts, P.E- Becoming a Better Official and
Leader, Health – Go Green, Live Green!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the MAPEH 9 Alternative Delivery Mode (ADM) Module on Music -
Evaluating the Medieval, Renaissance and Baroque Repertoires, Arts- Influences of
Western Art Traditions to Philippine Arts, P.E- Becoming a Better Official and
Leader, Health – Go Green, Live Green!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

1
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
This will give you an idea of the skills or
What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at includes
This the end of thequestions
module. or blank
sentences/paragraphs to
What I Have Learned be
process what filled
you learned from the lesson.into
This section provides an activity which will
help you transfer your new knowledge or
What I Can Do skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
Assessment competency.

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 In this portion, another activity will be given
to you to enrich your knowledge or skill of
Additional Activities the lesson learned. This also tends to
retention of learned concepts.
This contains answers to all activities in the
module.
Answer Key
At the end of this module you will also find:
References This is a list of all sources used in developing
this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know
This module was designed and written with you in mind to help you master
the four components of MAPEH 9. It will help you recognize the concepts of Music -
Evaluating the Medieval, Renaissance and Baroque Repertoires, Arts- Influences of
Western Art Traditions to Philippine Arts, P.E- Becoming a Better Official and
Leader, Health – Go Green, Live Green.
This module aims to be as inclusive as possible in the new normal setting. It
consists of discussions and activities that caters to a wide range of learners,
whether in an online set-up or offline, which can be accessed without the use of
technology.

The module is divided into four lessons, namely:

∙ Lesson 1- Evaluating the Medieval, Renaissance and Baroque Repertoires
∙ Lesson 2 - Influences of Western Art Traditions to Philippine Arts
∙ Lesson 3 - Becoming a Better Official and Leader
∙ Lesson 4- Go Green, Live Green
After going through this module, you are expected to:
Music
1. Evaluate music and music performances using guided rubrics.
Arts
1. Explain how Western Classical traditions influence the Philippine art form.
2. Develop a heartwarming skill and values in doing the process of the
application.
3. Make an artwork inspired by the concept and ideas using criteria from
the
PE various periods of art traditions.
1. Officiate practice and competitive games;
2. Undertake physical activity and physical fitness assessments;
3. Involve oneself in community service through sports officiating physical
activity programs;
4. Internalize safety awareness in the system, to influences oneself to think and
act with due regard for personal safety and for the community; and
5. Include the qualities, ethics and moral values of sport officiating to oneself to
achieve personal growth and to encourage community to develop.

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 Health
1. Participate in implementing an environmental project such as building and
maintaining a school garden or conducting a war on waste campaign (depends on
feasibility).

What I Know

Multiple Choice: Read each numbered item and write the letter of the best answer
on the answer sheet.
Music
1. Ita.is a musical
rhythm element that deals with the softness and loudness of sounds.
c. harmony
b. melody d. dynamics
2. It is an assessment tool used in evaluating
a. survey
performances. c. rubric
b. exam d. concept map
3. It involves the layering of sounds composed of the rhythmic, melodic and
harmonic combinations.
a. dynamics c. texture
b. rhythm d. harmony
4. It is formed when we organize beats into patterns.
a. rhythm c. melody
b. form d. timbre
5. It is the vertical combination of tones.
a. texture c. harmony
b. dynamics d. form
Arts
6. The idea of walled city was introduced to us from
a.Egypt to Greek c. Europe to Spanish
b.Greek to Roman d. Roman to Gothic
7. Which of the following statement is not true?
a.Filipinos communal orientation is reflected in traditional arts. b.Filipino
cultural foundation gives in easily to foreign influences.
c.Spanish friars introduced Western painting in the Philippines to craftsman.
d.Filipino artists who are educated in the West were contemporary artist in
the Philippines.

8. Whata.Intramuros
do you call the walled city that remains andPedro
c. Fort San seen in Manila up to this day?
b.Fort del Pilar d. Handrian’s Wall

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 9. It is the most common form of churches in the Philippines that was influenced
by the Romanesque.
a.Cruciform c. Ribbed vaults
shape b.Pointed d. Flying buttress
arch
10. How do we recognized the Filipino artists who were educated in the West?
a. We acknowledged them as Western artist.
b. We accept them as the western Classical artist
c. We appreciated them as the developer of the Philippine artform.
d. We recognized them as the contemporary artist in the Philippines.
Health

11. Which of these is not beneficial to a garden soil?

a. leaves c.coffee grounds
b. chemicals d. stems
12.All of these are nitrogen-rich matters EXCEPT
a. egg shells c. kitchen wares
b. food scraps d. green leaves
13. Which of the following is not a reason for gardening?
a. Boosts health of the people
b. Saves money from groceries
c. Improves mental health
d. Consumes a lot of time
14. Composting is an important part of gardening.
a. true c. maybe
b. false d. sometimes
15. Which is a good compost?
a. old rubber c. rusted steel
b. animal manure d. all the above
P. E. Directions: True or False: In your MAPEH notebook, write the word TRUE
if the statement is correct and FALSE if the statement is incorrect.
16. Put your hands inactively together for other officials.
17. Keep your personal life, your professional life and your officiating in
balance.
18. Your game decisions should be on the side of safety.
19. Impersonations will work during officiating.
20. Enforcing the “spirit of a rule” is possible when you use
good common sense.

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 Lesson Evaluating the Medieval,
1 Renaissance and Baroque
Repertoires
We are now in the last module for this quarter. Here, you are going to evaluate
different repertoires of Medieval, Renaissance and Baroque music. A guided rubric
will be introduced to you as we go through the lesson.

What’s In
Before we discuss the topic for this lesson, let us first review the important terms
from the previous lesson.
Write the terms or phrases that you can recall from the dance music.
Dance Music Descriptions
1. Estampie
2. Pavane
3. Allemande
4. Bourrée
5. Courante

What’s New
What are the musical terms that you can find?
R Z O P M E T E X T U R E Y
S H Q I W P I S A O O M J E
A W Y F O R M E T J K D M B
Q Y O T G F B H G F Y A X V
W T Y Q H A R M O N Y U H G
E R U W R M E L O D Y T Y O
D Y N A M I C S P T R F B I

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 What is It
The rubric that we will use in evaluating the Medieval, Renaissance and
Baroque Repertoires require you to have knowledge of the different
musical elements. In this part, we will briefly go over the definitions of the
musical
elements.
Elements of Music:
1. Rhythm –was formed when we organize beats into patterns.
2. Melody – is the tune that you recall in a song. It is formed when we
combine the tones horizontally.
3. Harmony - the vertical combination of tones.
4. Texture – is associated with the terms monophonic, homophonic and
polyphonic. It involves the layering of sounds composed of the rhythmic,
melodic and harmonic combinations.
5. Timbre – involves the quality of sounds. The voices and instrumentations
are part of this element.
6. Dynamics – is the softness and loudness of sounds.
7. Form –is the overall structure or arrangement of the music.
Rubric is the assessment tool that shows the criteria, the rating scales and the
indicators. It gives you an idea on what to look for in a performance or
presentation.
Nameisofthe
This Composer: Titlethe
rubric that we will use in evaluating of Composition:
repertoires. All the parts that
were mentioned can be seen here. The remarks part is where the reactions,
comments or suggestions will be written.
5 – Excellent 4- Good 3– 2 – Needs Scores
Satisfactory Improvement

Rhythm the beat the beat the beat the beat

patterns were patterns were patterns were patterns were
amazingly organized slightly not organize
organized organized

Melody The tones were The tones were The tones were The tones were
greatly structured slightly not structured
structured structured

Harmony The group of The group of The group of The group of

tones and tones and tones and tones and
chords were chords were chords were chords were not
skillfully arranged slightly arranged arranged
arranged

Texture The layering of The layering of The layering of The layering of

sounds were sounds were sounds were sounds are not
structured structured slightly structured
remarkably structured

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 Timbre The different The different The different The different
sounds used in sounds used in sounds used in sounds used in
the composition the composition the composition the composition
are great are good are slightly good are not good

Form The over-all The over-all The over-all The over-all

structure of the structure of the structure of the structure of the
composition are composition are composition are composition are
great good slightly good not good

Total score: /30

Remarks:

What’s More
Activity 1.1 Observing the Medieval, Renaissance and
Baroque Repertoires
This part will be allotted for listening and observing of selected Repertoires
from the Medieval, Renaissance and Baroque periods. Some of the musical pieces
indicated here had been introduced to you in the previous modules so you are
already familiar with it. The titles of the compositions and YouTube links are also
included here.
1. Medieval Period
Gregorian Chant - Deum verum
- https://youtu.be/kK5AohCMX0U Estampie-danse-moyen-age-ancienne.flv
- https://youtu.be/XYEh6213zjM
2. Renaissance Period
Fire, Fire, my Heart., Thomas Morley
- https://youtu.be/fOPuZ10oHOY Sing We and Chant It – Morley
- https://youtu.be/ciIvhB-zTfc
3. Baroque Period
Bach - Brandenburg Concerto No. 3 in G major BWV 1048 - 1. Allegro - 2.
Adagio
- https://youtu.be/XHHzop0ha6Y
Royal Choral Society: 'Hallelujah Chorus' from Handel's Messiah
- https://youtu.be/IUZEtVbJT5c

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 What I Have Learned
Fill in the missing terms in each sentences. Write your answers on a piece of paper.
1. Rhythm can be formed when we organize into patterns.
2. Form is the overall or arrangement of the music.
3. Rubric is the tool that shows the criteria, the rating scales and
the indicators.
4. Texture is associated with the terms: , homophonic and
polyphonic.
5. Dynamics is the and loudness of sounds.
What I Can Do
Choose one repertoire from each of the Medieval, Renaissance and Baroque
periods included in the “What’s More” part to be evaluated using the rubric below.
In the first part of the rubric, indicate the name of the composers and the title
of the compositions, except for the Medieval repertoires wherein the composers
was not indicated. Write the scores that you have given on the right side of the
rubric and your reactions, comments, suggestions on the remarks part. Submit it
to your teacher after accomplishing it.
Name of Composer: Title of Composition:

5 – Excellent 4- Good 3 – Satisfactory 2 – Needs Scores

Improvement

Rhythm the beat patterns the beat patterns the beat patterns the beat patterns
were amazingly were organized were slightly were not organized
organized organized

Melody The tones were The tones were The tones were The tones were not
greatly structured structured slightly structured structured

Harmony The group of The group of The group of tones The group of tones
tones and chords tones and chords and chords were and chords were
were skillfully were arranged slightly arranged not arranged
arranged

Texture The layering of The layering of The layering of The layering of

sounds were sounds were sounds were sounds are not
structured structured slightly structured structured
remarkably

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 Timbre The different The different The different The different
sounds used in sounds used in sounds used in the sounds used in the
the composition the composition composition are composition are not
are great are good slightly good good

Form The over-all The over-all The over-all The over-all

structure of the structure of the structure of the structure of the
composition are composition are composition are composition are not
great good slightly good good

Total score: /30

Remarks:

Assessment
Read the statements carefully. Choose the letter of the correct answers and
write it on a sheet of paper.
1. It is the assessment tool that shows the criteria, the rating scales and the
indicators that are expected in every presentation or performance.
a. concept map c. exam
b. survey d. rubric
2. It is where your reactions, comments or suggestions will be written.
a. criteria c. scores
b. indicators d. remarks
3. These terms such as monophonic, homophonic and polyphonic are associated
with this element.
a. timbre c. form d.
b. texture dynamics
4. It is the vertical combination of tones.
a. harmony c. rhythm
b. melody d. texture
5. It is the overall structure or arrangement of the music.
a. melody c. texture
b. form d. harmony

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 Additional Activities
Choose a composition from the Medieval, Renaissance and Baroque periods that
you enjoyed listening to. Make a video documentation of that composition
indicating information about the composition, the composer and the period where
it belongs. Submit your output to your teacher.

Criteria 10 -Superior 8- Excellent 6 - Average 5 - Fair 3 - Poor

Content

Creativity

Over-all output

Total:

Lesson Influences of Western Arts

2 in the Philippine Arts
The history of Modern Philippine Art is marked by the conflict between the rules
and views of the Academy and the innovative methods of the Modernists. The
Academic style was established during the Spanish colonial period and followed
the rules of the Spanish, Italian and French Academies. When they first arrived in
the Philippines in the early 16th century the Spaniards did so with the primary
intention of spreading the Catholic faith. As a result, religious art and the creation
of icons were strongly encouraged. By late 19th century Neo-Classicism and
Realism became the norm.
A turning point was the emergence of the “13 Modernists” group which included
artists who had received their education abroad where they had come in contact
with various new and experimental styles. They argued that the official art was too
photographic and relied too much on the exactness of representation which led to
rigidness and lack of originality. The Academy stroke back by framing the
Modernists as charlatans who made shocking and controversial artworks to mask
“their lack of skills”.
Filipinos way of life and traditional aspects in villages and urban settings shows a
communal orientation which is reflected in traditional arts. As Stated by Prof.
Felipe
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M. De Leon, Jr., “It is undeniable that the basic concepts and attributes of art and
the context of artistic creation, expression and experience could only have arisen
in communal or Integral Filipino Cultural settings.”

What’s In

Define the different methods of media techniques in 2-3 words only.

1. Fresco
2. Mosaic
3. Encaustic
4. Stained Glass
5. Chiaruscuro

What’s New

Venus of Willendorf Bul-ol

Answer the following questions:
1. What can you say about the pictures?
2. Based on the two pictures above, how would you relate the artworks of
some Filipinos.

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 What is It
We became westernized because of our exposure to European liberal
and secular ideas. However, we did not give in easily to foreign
influences Philippine Art carry on its communal orientation. Lot of
Filipino artists who are educated in the West were became
contemporary artist in the Philippines.
How does the Western Classical traditions influence the
Philippine art form?
The typical Romanesque church was shaped like a
cruciform, structures can be best represented by the
thickness of their build horizontally rather than vertical
surrounded by a deep moat and entered through a
footbridge. This structure was built to protect the people
from the bandits and expropriation of rival tribes. We see
remnants of this in Intramuros Manila, in Fort San Pedro
in Cebu, and in Fort del Pilar in Zamboanga. This idea of
walled city was introduced to us from Europe to Spanish.
San Sebastian Church, The Spanish friars introduced Western painting in the
Philippines Philippines to craftsman who learned to copy on two-
dimensional form from the religious icons.
No matter how
considerable
Western influence
is on Philippine

Forth San Pedro, Cebu, Philippines The Battle of Lepanto,

Juan Luna, 1857-1899
civilization, the
Filipinos’ traditional sensibility, world view, values
and attitudes stand unbroken, as can be seen and
learned in Philippine arts.
Juan Arellano and Antonio Toledo designed the
Congress of the Philippines building, its façade
Congress of the Philippines has the Greek Corinthian columns, pediment with
sculptured figures

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 Josef Luciano Dans a true sons of Paete eho used
color pigments with pulvurized ash from volcano
and brushes from cat’s hair.
“Langit , Luoa at Impierno” is a three level painting
which shows the Holy Trinity Mary the Mother of
Christ, saints, Seven Blessed Sacraments and
macabre depiction of hell.

Paete Mural, Paete Parish Church,

Laguna

What’s More
Activity 8.1 Commonalities
Try to relate some famous artwork of the early age to some Philippine artwork give
the similarities and its functions on how they are associated with each other.

Romanesque Bridge Intramuros Bridge

Characteristics Function

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Church window – Gothic Giant Lantern - Pampanga
Characteristics Functions

What I Have Learned

Sentence Completion:
I have learned that
I’ve realized that I
am so delighted to know that
I clearly understood that
I am thankful that

What I Can Do
Activity 8.2 Collect and Criticize
Procedures
1. Collect images of artwork then identify the central conflict and images that
depicted from that conflict in the past next, combine selected clippings to
reflect the changing and unchanging nature of the conflict over time.

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 2. Answer the Reflection Paper.
a. What can you say about your experience in doing the artwork?
b. What are the things that you are proud of learning about the ideas and
message of this artwork?

Assessment
Identification: Answer what is being asked.
1. Who introduced the idea of walled city to the Filipino craftsman?
2. What is reflected in traditional Philippine arts?
3. What art form was introduced by the Spanish friars in the Philippines to
craftsman.
4. What is the art style of the Filipino artists who were educated in the West?
5. What is the idea of walled city that we see in Cebu.

Additional Activities
Activity 8.3 Art-Work-Work
Cut out pictures of a painting, architecture and or a sculpture of Filipino artists
showing influences of Western Classical art traditions to Philippine art. Paste it on
the cardboard and label it

Lesson
Becoming a Better Official
3 and Leader
To become a better sport official and leader in a game includes the knowledge of
the game, mechanics and positioning, communication skills, good "people" skills,
the ability to take criticism, game experience, the willingness to learn from others,
and the ability to apply the lessons gained from officiating to real life situations.

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 What’s In
In your MAPEH notebook, answer the following questions:
1. What makes a good official in sport?
2. What kind of leadership should sport officials possess?
3. Give three lessons a sport official can gain in a game.

What’s New
In your MAPEH notebook, write the word SPORT OFFICIAL with eight arrows
around using calligraphy in the middle of your paper. For each arrow, write the
things or lessons a sport official can achieve through officiating.

What is It
Becoming a Better Sport Official and Leader
There are 23 Most Powerful Lessons of Officiating which are the following:
1. For all but a few, officiating is an avocation.
Lesson: Keep your personal life, your professional life and your officiating in
balance.
2. Officiating demands a high ethical standard.
Lesson: Your actions must be above reproach. Don’t give a reason to have your
motives questioned.
3. What’s expected is facilitation - let the teams decide the outcome of the game.
Lesson: Nobody ever paid to watch an official perform. Stay off the center stage.
Orchestrate.
4. 80% of the job is managing people. Being superior at the remaining 20% won’t
cut it.
Lesson: Learn the art of influencing people and the science of its application.
5. This “business” is seldom fair.
Lesson: Work on the things you can control. Gracefully accept the rest.
6. Criticism comes with the territory.
Lesson: Plan on it. You have to learn to love it when they BOO!
7. The hallmark of great officiating is not neutrality.
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 Lesson: Each word and deed must reinforce your impartiality.
8. Participant safety is a primary responsibility.
Lesson: Your game decisions should be on the side of safety. Always!
9. Bad body language will silence good words.
Lesson: Learn how to deliver the message, especially when they won’t like
what you have to say!
10. A solid pre-game conference matters a lot.
Lesson: Take the lead! Make yours timely, tactical and tactful.
11. The rules are the foundation of the game.
Lesson: Acquire a reverence for the rules and be guided and inspired by them!
13. There are the rules and then the spirit of those rules.
Lesson: Enforcing the “spirit of a rule” is possible when you use good
common sense.
14. It takes extraordinary restraint to get the job done.
Lesson: Use your emotions and your focus to bring calm out of chaos.
15. Don’t call them the way you see them; call them the way they are!
Lesson: What you “see” might in fact be at odds with what actually happened.
Describe with care.
16. Mistakes are made and we make them every game.
Lesson: If you make one, make it for the right reason. If you clearly have
made one, own up!
17. A wrong call will get a lot more attention than a right one.
Lesson: You will not be paid a premium for making the best call of your career.
18. Pour no gasoline!
Lesson: You are prohibited from making things worse.
19. There is no score at the start of the game.
Lesson: Start each game without bias. A memory will dig you a hole faster
than a shovel.
20. Impersonations will not work.
Lesson: You referee who you are. (By the way, who are you?)
21. It takes a support team to reach the higher elevations.
Lesson: Remember where you came from and who broke the trail for you.
What’s More
22. The highest accolade is not silence.
Lesson: Put your hands enthusiastically together for other officials.
23. Fair-minded, accountable, decisive: the hallmarks of the very finest officials
and leaders.
In your MAPEH
Lesson: notebook,
In the cruciblelist down threeyou
of officiating, things
moldthat
andcome to your
temper skillsmind
for awith
lifetime.
the following words.
1. Spirit of a Rule
2. Boo!
3. Discipline
4. Fair-Minded
5. Rules

16
 What I Have Learned
Memorize as many as you can lessons from the 23 Most Powerful Lessons of
Officiating
(An adult from the house can guide and supervise the learner in doing the
activity) Rubrics
Score Lessons Interpretation
5 14-above Excellent
4 10 – 13 Very Good
3 6 –9 Good
2 3 -5 Fair
1 1–2 Needs Improvement

What I Can Do
In your MAPEH notebook, choose three lessons from the topic and give your own
opinion about it.
Lesson 1: Lesson 2: Lesson 3

17
 Assessment
Directions. True or False: In your MAPEH notebook, write the word TRUE if the
statement is correct and FALSE if the statement is incorrect. (15 points)
1. Learn the art of influencing people and the science of its application in
officiating.
2. Fair-minded, accountable, decisive: the hallmarks of the very finest
officials and leaders.
3. An official leads discrimination in players and coaches.
4. Officials should be bias in every game.
5. Officials are prohibited from making things worse.
6. The hallmark of great officiating is not neutrality.
7. Bad body language will silence good words in officiating.
8. Actions must be above reproach. Do not give a reason to have your
motives questioned.
9. Knowledge in first aid is not part of being a sport official.
10. Participants’ safety is a primary responsibility.
11. Use of emotions and focus brings calm out of chaos.
12. Sports officials are prohibited from making things worse.
13. Start each game with a bias.
14. Acquire a reverence for the rules and be guided and inspired.
15. Mistakes are made and we make them in every game.

Additional Activities
Using the knowledge and experience that you have gained from the lesson
generalize all your learnings in the previous lesson. Write it down in your MAPEH
notebook.
Mind Map Activity:
1. Review all the readings you had in the previous lessons and summarize them.
2. Make a Mind Map in each lesson. Question and Answer Activity:

18
1. Give three lessons from this topic and tell how will you apply them to
yourself.
2. Give three lessons from this topic and show how you will apply them in
your relationship to other people.

Lesson
4 Go Green, Live Green

What’s In
Identify if the following activities SHOULD or SHOULD NOT be done to
reduce carbon footprints. Tick the column beside the item.
STATEMENTS SHOULD SHOULD
NOT
1. Using shower when
taking a bath
2. Eating organic food
3. Taking public
transportation
4. Buying the latest
gadgets
5. Practicing waste
segregation

What’s New
K-W-L Chart
Do you know anything about gardening? Do you know how to plant a seed
and what it needs to grow? What do you need to learn more about
gardening? Write your answers on the table below but leave the last
column in the activity later.

19
 What I Know What I Want to Know What I Learned

What is It
We already learned that to help our environment, we can do a lot of
activities like recycling, not littering, conserving our resources like water,
minimizing food wastage, segregating wastes, and practicing 4Rs. Do you
know that there is an activity that creates a healthier environment and at
the same time generate greens or produce and that is called gardening.

Gardening is the practice of growing plants. It is particularly important in

keeping the environment healthy. And it has other benefits like saving
money on buying food, boosting the health of the people, and not to
mention, improving mood, stress level, and mental health. Nowadays,
residential gardening is immensely popular because it does not need a big
space and can be done in your own living space. Some people call this
vertical gardening as plants are arranged vertically in reused plastic
containers and hanged on walls.
It also incorporates other activities like recycling and composting. If we are to start our
gardens, we can use our old containers like plastic containers as pots. Composting is the
decomposition of once-living remains that produces an earthly, dark, crumbly substance

20
called compost. It is different from synthetic fertilizers because it is composed of organic
matter. Compost is essential in gardening because it helps the soil in getting more nutrients
and it keeps the soil moisture. A balance of carbon-rich matter and nitrogen-rich matter
makes a healthy compost. Carbon-rich matter includes stems, dried leaves, coffee grounds,
eggshells, etc. Nitrogen-rich matter includes food scraps, kitchen wastes, green wastes like
leaves and grass, brown wastes like dried twigs, dried leaves, and grass straws. There are
some things that should not be put in a compost like meat scraps, bones, fish scraps
because they attract pests, human and pet waste, and fruit peels and rinds because they
might contain pesticide residues.

Scrap meat

MilkFish
products Chemicals
Brown Food scraps
Poultrywaste
manure scraps

So, if you want to start making your own garden, these are the basic things
that you need:

1. Seedlings 2. Soil

3. Compost 4. Plastic containers

5. Gardening Tools 6. Water

(shovel, fork, watering cans, etc.)

7. Sunlight, and 8. Tender

care love and

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 Gardening gives us the opportunity
to help the environment and grow
produce for our family and the
community. It helps us to stay true
to our environmental motto,

Go Green, Live Green!

What’s More
True or False
Identify if the statements are True or False.
1. Gardening is good for the environment.
2. Compost is the same as synthetic fertilizer.
3. Any food can be put in the compost.
4. Lots of money will be spent on gardening.
5. Gardening does not require a professional experience.
6. Banana peels help in keeping the compost healthy.
7. Meat can attract pests if added in compost.
8. Gardening is stressful because it takes a lot of time.
9. Only clay pots can be used in gardening. 10.Coffee
grounds are rich in carbon.

What I Have Learned

Now, go back to the K-W-L Chart in the What's New section and write your
answers in the last column, in What I Learned part.

22
 What I Can Do
Backyard Farmer
With the help of your family, start growing your own vegetables in your own
backyard. Ask your family what seeds are in season and can germinate fast.
By planting your own veggies and herbs, you ensure the freshness of the
produce without worrying about harmful pesticides and you get to relax and
bond with your family. You may keep a daily growth chart for your seeds.

Assessment
The following are concepts in our lesson. Fill in the missing letters to
complete each word.
1. G _ _ D _ N _ N G
2. R E _ I _ _ N _ I A _
3. R _ C _ C _ I N _
4. C _ _ P O _ T I _ G
5. M _ _ T _ R
6. S Y _ _ H _ T _ C
7. C _ _ B O _
8. N _ T R _ _ E _
9. O _ _ A _ I C
10. F _ R T _ _ I Z _ _ S

23
 Additional Activities
Personal Pledge to the Environment
Make a personal pledge to the environment. Remember that You, I, and
We can help the environment.
At home, I can….
In school, I can…
I pledge to...

24
 Answer Key

Assessment What I KnoW

(Music) What’s In (MAPEH)
1D
2. D Arts 1. D
3. B 1. C 2. C
4. A 2. C 3. C
5. B 4. A
(ART) 3. A
4. D 5. C
1. Spaniard
5. A 6. C
2. Communal
Health 7. B
3. Painting
4. Contemporary
8. A
5. Fort San Pedro
SHOULD NOT
SHOULD
9. A
(PE) SHOULD 10. D
1.
TRUE SHOULD NOT 11. B
2. TRUE SHOULD 12. A
3. FALSE 4.FALSE 13. D
5. TRUE 14. A
6. TRUE 15. B
7. TRUE 16. FALSE
8. TRUE 17. TRUE
9. FALSE
10. TRUE 18. TRUE
11. TRUE 19. FALSE
20. TRUE
12. TRUE
13. FALSE
14. TRUE
15. TRUE What’s More
HEALTH Health
Gardening True False
Residential False
Recycling False True
Composting False True
Matter False
Synthetic False True
Carbon
Nitrogen
Organic
Fertilizers
25
References
MUSIC
Badiola, Mary Grace J., Mary Ann C. Vecino, Danilo S. Duyan, Althea Mae B.
Bongcawil, Jenny C. Mendoza, Gail Josephine P. Bustrillo, Ace Sauden B.
Pambuan and Lourdes R. Siobal. A Journey Through Western Music and Arts.
Philippines: Vibal Group, Inc., 2014.
Berkley, Rebecca, Andrew Cleaton, Alan Charlton, Andrew Cronshaw, Robin
Newton and Jeremy Siepmann. Complete Musical Instruments Handbook. London:
Flame Tree Publishing, 2006.
Defensor, Marshall D., Salve A. Favila, Glinore B. Santiago, Aquilino
Eduardo P. Santos and Lordinio A. Vergara. “MAPEH: Music, Arts, Physical
Education and Health”. Philippines: St. Augustine Publications, Inc., 2007.
Encyclopedia Britannica. “Estampie”. https://www.britannica.com/art/estampie
(accessed on August 16, 2020)
Winold, Allen. Elements of Musical Understanding. Englewood Cliffs, N.J. Prentice-
Hall, Inc., 1966.

ARTS
Fernandez, Steven P.C. The Human Image in the Arts, iPAG: Artists Resource
Management (ARM) Publishing INC, 2011
Freeman, Gary. “The Art of the Ancients.” Last modified Oct 28, 2011. https:
//www.slideshare.net/gwfreeman/ancient-art-9930537
Freeman, Gary. “The Classical Arts.” Last modified Oct 28, 2011. https://
www.slideshare.net/gwfreeman/ancient-art-9930537
http://gwhs-stg02.i.gov.ph/~s2govnccaph/about-culture-and-arts/in-
focus/philippine-arts-in-context/ https://s3.amazonaws.com/
scschoolfiles/236/art_exemplary.pdf Cleopatra buhay maestra, Western
Classical Art Traditions, July 8, 2020 https://www.youtube.com/
watch?v=HfyzRkH4OUw
Lahi Ph, Tuklas Sining Saysay,Philippine History in Art, May 23, 2018
https://www.youtube.com/watch?v=ZN75VyLipIU
Wikimedia Commons, San Sebastian Basilica facade in Quiapo, Manila.jpg,
February 19,2020 https://commons.wikimedia.org/wiki/File:
San_Sebastian_Basilica_facade_i n_Quiapo,_Manila.jpg
Wikimedia Commons Fort San Pedro, Barangay San Roque, Cebu.jpg,
January 17, 2020

26
https://commons.wikimedia.org/wiki/File:Fort_San_Pedro,_Barangay_San_
Roque,_Cebu.jpg
Wikimedia Commons, Combate Naval de Lepanto, edited June 16, 2019
https://commons.wikimedia.org/wiki/File:The_Battle_of_Lepanto_of_1571_f
ull_version_by_Juan_Luna.jpg https://www.artdependence.com/articles/
five-classics-of-modern-
philippine-art/
PHYSICAL EDUCATION
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 268-272
Galvez Tan, Jaime Z.,et al ,(2009),The Health Curriculum in Philippine Basic
Education, Vol. 2, KenzarGraphics,Quezon City.
Mc Tighe, Jay, Wiggins, Grant (2004), Understanding by Design (Professional
Development Workbook), ASCD, Alexandria,Virginia. USA
Department of Education K-12 Teacher Module and Learners Module https://
www.bcathletics.org/documents/ethics.pdf
https://prezi.com/h9by6ujwjhjr/ethics-of-officiating/
https://www.nfhs.org/nfhs-for-you/officials/officials-code-of-ethics/ https://
www.shsaa.ca/page/show/1037614-code-of-ethics-for-officials

Image sources
Mindmap
https://www.google.com/
search?q=mindmap+example&rlz=1C1CHBD_enPH896PH
896&sxsrf=ALeKk015ZeuPlW8iHT9Ny8s5gM3Atfv9iA:1592966628005&tbm=isch&s
ource=iu&ictx=1&fir=uGZmPjYnCyXiWM%252CECHIVQt8AULTSM%252C_&vet=1
&usg=AI4_-
kRAh_e2OUt3yZt_2LRO9Q0A15y2Ng&sa=X&ved=2ahUKEwiL_4CQt5nqAhUNfXAK
HTU8CAwQ9QEwB3oECAoQKg&biw=1366&bih=657#imgrc=uGZmPjYnCyXiWM
HEALTH
Z., Galvez Tan Jaime, Carmelea Ang. See, Grace Reyes_Sumayo, Amado R.
Parawan, Allan M. Dionisio, Raymundo S. Baquiran, Evelina M. Vicencio, and
Jaime Z. Galvez. 2009. The Health Curriculum in Philippine Basic Education: a
Resource Book on Health for Teachers. Vol. 2. Pasay City: UNACOM, Social and
Human Sciences Committee.
“The Benefits of Growing a Vegetable Garden.” Burke Rehabilitation Hospital, April
26, 2016. https://www.burke.org/blog/2016/4/the-benefits-of-growing-a-
vegetable-garden/83.
Cowan, Shannon. “Composting.” Eartheasy Guides & Articles. Accessed June
30, 2020. https://learn.eartheasy.com/guides/composting/.
Images:
“Download Happy Happyfamgarden Twitter 27 - Kids Gardening Clipart Png - Free
PNG Images.” TopPNG. Accessed August 4, 2020. https://toppng.com/
show_download/206664/happy-happyfamgarden-twitter- kids-gardening-clipart/
large.
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-

BLR) Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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