ANSWER SHEET

MUSIC 9
NAME:_______________________________
4. Which madrigal did you enjoy more? “Fair Phyllis I
Yr. and Section: _______________________ Saw Sitting All Alone” or “Now is the Month of
Maying”? Why?
LESSON 1: LISTENING ACTIVITIES TO
DIFFERENT KINDS OF VOCAL AND INSTRUMENTAL
MUSIC

LOOKING BACK TO YOUR LESSON 5. What are the differences between Cantata and
Jumbled Words Oratorio?
Directions. Write the correct word found in the box
below. Write your answers in your activity
notebook.
1. __________________ 3. _________________
2. __________________ CHECKING YOUR UNDERSTANDING
Find a Song!
ACTIVITIES Directions. Look for other songs which were originally
Activity 1: Listening Activities! composed during the Medieval, Renaissance or Baroque
Directions. The following listening activities will help periods that have been revived today. They may have been
and guide you to experience the beautiful musical used as background music for commercial, movie,
compositions and presentations composed during
the Medieval, Renaissance and Baroque Periods.
After listening to the selections, answer the given
guide questions below. Write your answers on
your activity notebook.
―teleserye―, and other media purposes.
Guide Questions:
1. Which music are you familiar with? Why?

2. Which songs can you relate with? Sacred or Secular

REFLECTIVE LEARNING SHEET
Music? Why?
Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO.1

Directions. What’s your thoughts and perceptions after you
3. Identify the characteristics of the Gregorian Chant. have listened to the music during the Baroque, Medieval,
and Renaissance eras. Which era did you enjoy the most?
Write it on the given boxes below. 3. UNITY C. Visually p
agreemen
elements

4. SHAPE D. Degrees
darkness

E. Used to m
5. PATTERN part of an
stand out

F. The repet
specific
6. VALUE
ANSWER SHEET
ARTS9

LESSON 1: ANCIENT ERA PAINTINGS: PRE-HISTORIC AND elements

EGYPTIAN

LOOKING BACK TO YOUR LESSON

Multiple Choice
1.
2.
3.
4.
5.

ACTIVITIES
ACTIVITY 1 - Matching Type
Instructions. Match the Elements of Arts and Principles of
Design in Column A to its corresponding definition in Column B.
Write your answer in a piece of paper.

1. EMPHASIS A. A moving point to

B. A flat, enclosed
that has
2. LINE dimensions.
ACTIVITY 2 – PICTURE ANALYSIS
Instructions. Analyze the pictures below and List down the different elements
and principles of arts which are visible in the paintings.

1. 2.

CHOICES
ELEMENTS: LINES, SHAPES, COLORS, VALUE, TEXTURE, FORM, SPACE
PRINCIPLES: PATTERN, BALANCE, MOVEMENT, UNITY, RHYTHM, EMPHASIS,
CONTRAST,
ACTIVITY 3 – LET’S RECALL!
Instructions. In a short bond paper, Enumerate the purpose and distinct
characteristics of the paintings in the following era. Complete the table
below

PRE-HISTORIC ERA PAINTING EGYPTIAN ERA PAINTING

PURPOSE CHARACTERISTICS PURPOSE CHARACTERISTICS

REMEMBER
1. Ancient Period is divided into two eras the Pre-Historic Era and the
Egyptian Era.
2. Pre-Historic includes all human existence before the emergence of
writing.
3. Pre-Historic paintings were found inside the caves which may have
been their way of communicating with each other. It may also be for
religious or ceremonial purposes.
4. Egyptian paintings purpose is to make the deceased afterlife place
pleasant.
5. Egyptian paintings were highly stylized, symbolic, and shows
PROFILE VIEW of an animal or a person.

CHECKING YOUR UNDERSTANDING

Painting Class
Directions. Create an example of artworks that show the influence from Pre-
Historic and Egyptian art. Put a title on your art work.
REFLECTIVE LEARNING SHEET
Name: Grade & Section:

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO.2

Directions. If you would be given chance to be the artist of an artwork during
the Ancient Era, what would be your style? Would it be appreciated in now?
Answer the given questions on your activity notebook.
PHYSICAL EDUCATION 9
LESSON 1: PHYSICAL FITNESS COMPONENTS AND
TESTS

EXPECTATIONS Let us start your journey in learning more about Physical Fitness.
Let’smore
You will give importance on your holistic health by learning Thinkabout
and Act Now!
physical fitness. Specifically, this module will help you to:
• Undertake physical activity and physical fitness assessments;
LOOKING BACK TO YOUR LESSON
• Conducts physical activity and physical fitness assessments of
family;
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
•
paper. Prepare a physical activity program

1. What do you have if you can do your day-to-day activities effectively and
efficiently, without undue fatigue and you still have the energy to do leisure
and meet emergencies?
A. endurance B. flexibility C. physical fitness D. power
2. It is a diagnostic test to know if your weight is appropriate with your height, and
to diagnose if you are underweight, normal, overweight, and obese. What do
you call this examination?
A. Body Mass Index B. Physical Fitness test
C. Practical test D. Health examination
3. Which of the following is NOT included in the Physical Fitness Test Goal?
A. to determine the level of students’ fitness
B. to identify students’ strengths and areas for improvement
C. as a basis of students’ grades.
D. to motivate students in choosing sports they would like to participate in.
4. In what fitness components classification, wherein the teacher can
identify potential students for sports participation?
A. Health-Related fitness C. Physical fitness
B. Skill-Related fitness D. Physical Education
5. Before doing any physical activity during a physical education class, your
teacher will ask you to do an exercise that will make your body ready in doing
a more vigorous activity. What do you call this exercise?
A. cool down B. fitness test C. jogging D. warm up
Who is the Fittest of them all?
Directions. Analyze the images and answer the Guide Questions.

Guide Questions:
• What can you say about the picture above? _

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

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

BRIEF INTRODUCTION
Physical fitness is the ability of the body to do day-to-day activities
without undue fatigue, and still has time to do leisure activities and meet
emergencies.
Physical fitness is divided into two components, health-related and
skill-related components.

Physical Fitness Components

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

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

Body Composition is the proportion of fat and

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

Cardiovascular Endurance is the ability of the

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

Flexibility is the ability of the

joints to move beyond their
normal range of motion.

Muscular Strength refers to the Muscular Endurance is the ability of a

amount of force a muscle can muscle or group of muscles to sustain
produce with a single maximal repeated contractions against a resistance
effort. for long period of time.

Skill-related components refer to your ability to perform physical tasks efficiently as it

relates to a sport.

Speed is the ability of the body to

move fast from one point to
another, in the shortest possible
time.
 Agility is the ability to move in a sudden
change of direction and body position
quickly.
Ex. Sudden change of direction during a
Patintero game.

Balance is the ability to maintain

equilibrium even when moving.

Coordination is the ability to use the

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

Reaction Time refers to the speed at

Power is the ability to exert a
which a person’s body responds to
maximal force in the shortest time
an external stimulus.
possible, as in accelerating, jumping,
and throwing implements.

Physical Fitness Test is a standardized test which aims to give

information and assess one’s overall physical fitness. PFT shall be done
twice per school year, one at the start of the school year and one at the start
of the 3rd quarter.

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of fitness of students.

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

3. To provide baseline data for selection of physical activities for enhancement
of health and skill performance.

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

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

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

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

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

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

ACTIVITIES
Activity 1: Measure Me!
Directions. In this activity you must find a partner (it may be your siblings, parents
or whoever you are with at home) that will help you in performing the tests. Also,
you must wear light and comfortable clothes.

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

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

Formula for computing BMI

weight (in kilograms)
height (in meters) ²

Example: 30 = 30 = 20.83 (NORMAL)

(1.20) ² 1.44

Weight Measurement Protocol

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

Height Measurement Protocol

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

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

For the Performer:

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

For the Partner

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

CHECKING YOUR UNDERSTANDING

My Fitness Goals!
Directions. Using the acronym “FITNESS”, set your goals based on the results
of the tests you did today.
F=_ I
=_ T
=_ N
=_ E
=_ S
= _ S
= _
REFLECTIVE LEARNING SHEET
Name: Grade & Section:

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO.3
Directions. Answer the following questions. Have fun and enjoy!

What did the result of your

BMI computation tells you?

During the ECQ (Extreme Community

Quarantine) because of Covid-19 pandemic
which limit our ability to do physical activities,
how can you still maintain a physically fit body
while staying inside your home? Cite examples.
HEALTH 9
LESSON 1: THE CONCEPTS OF COMMUNITY AND
ENVIRONMENTAL HEALTH

Let us start your journey in learning more about Community and

EXPECTATIONS Environmental Health. Let’s
You will distinguish the Consumer Health Education terminologiesThink and
andAct Now!
evaluate the sources of health information. Specifically, this module will
help you to:
LOOKING
• ExplainBACK TO the
and define YOUR LESSON
concept of community and
environmental health
Choose the best answer from the options below. Write the letter on the space before each
number.
1. Which best describes a community health program?
A. It maintains, protects, and improves the health of all members of the
community through organized and sustained community efforts.
B. It maintains and improves the health of all members of the community
through organized and sustained community efforts.
C. It protects and improves the heath pf all members of the community
through organized and sustained community efforts
D. It maintains, protects and improves the health of all members of the community.
2. Which does not describe a healthy community?
A. A clean and safe environment
B. An environment that meets everyone’s basic needs
C. An environment that promotes social harmony and actively involves everyone
D. An environment that is fully aware of its daily opportunities
3. Which best describes the benefits of a healthy environment?

A. Less disease. Less health care costs

B. Active community involvement
C. More budget for health problems, increased supply of medicines
D. More community projects for community development
_ 4. Which of the following problems is a leading cause of environmental destruction?

A. Soil erosion
B. Oil spill
C. Illegal mining
D. Deforestation
5. Which of the following environmental problems causes Climate change?
A. Oil spill
B. Deforestation
C. Pollution
D. flashfloods

BRIEF INTRODUCTION
COMMUNITY is a sociological group in a large place sharing one environment.
 It includes the individual and a family.
COMMUNITY HEALTH is the art and science of maintaining, protecting and
improving the health of all the members of the community through
organized and sustained community efforts.
ENVIRONMENTAL HEALTH comprises those aspects of human health that
are determined by physical, chemical, social and psychosocial factors in the
surrounding environment.
Characteristics of a Healthy Community (World
Health Organization, 2002)
1. A clean and safe physical environment
2. An environment that needs everyone’s basic needs
3. An environment that promotes social harmony and actively involves
everyone.
4. An understanding of local health and environmental issues
5. A community that participates in identifying local solutions to local
problems
6. A community whose members have access to varied experiences, means
of interaction and communication.
7. Accessible and appropriate health services and facilities
8. The promotion and celebration of historical and cultural heritage
9. A diverse and innovative economy
10. A sustainable use of available resources for all

] Our government believes that a strong nation needs healthy citizenry.

In order to achieve this, the Department of Health promoted community health with the
partnership of community, barangay, government, and non- governmental
organizations through the program called Primary Health Care
 Primary Health Care Programs in the Community
Health Care Services Functions

Maternal Health Care Pre-natal, Natal, Post-natal

Child Health Care Immunizations, Control of diarrheal diseases

Nutrition Program Operation Timbang, Food Supplementation

Population and Family Free Family Planning

Planning Program

Control of Communicable Diseases Tuberculosis control program

Environmental Sanitation Program Inspection of Food Establishments

Control on Non-communicable Blood Pressure Screening

Diseases

Dental Health Program Tooth Extraction

Reproductive Health Care
Medical Morbidity Clinic
National Voluntary Blood
Services
Epidemiology and Surveillance
Program
Dental Management Preparedness
Program
Mental Hygiene
Pharmacy Services
Counseling on Family Planning and RH
Provision of Free Medicines
Blood-letting activities at barangay level
Controlling outbreaks like Dengue
Medical services/assistance during disaster
Adolescent counseling centers
Distribution of medicines to all health centers

Why Is Environmental Health Important?

• Maintaining a healthy environment is central to increasing quality of
life and years of healthy life.
• Globally, 23% of all deaths and 26% of deaths among children under
age 5 are due to preventable environmental factors.
• Environmental factors are diverse and far reaching. They include:
• Exposure to hazardous substances in the air, water, soil, and
food
• Natural and technological disasters
• Climate change
• Occupational hazards
• The built environment
 • Poor environmental quality has its greatest impact on people whose
health status is already at risk.
• Environmental health must address the societal and environmental
factors that increase the likelihood of exposure and disease.

ACTIVITIES
Activity 1
Ideal vs. Current Community (Critical Thinking)
Directions. List down the different characteristics of your ideal and
existing community in the diagram. In the space where the two circles
meet, write their similar characteristics.

DREAM COMMUNITY EXISTING COMMUNITY

Activity 1 – Essay Writing

Directions. Answer the questions in the box comprehensively.

1. Is your community an ideal one? Explain.

2. What characteristics would you like to have in your community?

3. How can you make your community an ideal one?

REMEMBER
1. Community is a sociological group in a large place sharing one
environment.
2. Community Health is the art and science of maintaining, protecting and
improving the health of all the members of the community through
organized and sustained community efforts.
3. Environmental Health comprises those aspects of human health that are
determined by physical, chemical, social and psychosocial factors in the
surrounding environment.

CHECKING YOUR UNDERSTANDING

The Health Expert (Critical Thinking, Communication, Character Building)

Directions. You are presently working at the World Health Organization as a
Health Expert. A number of students will interview about community and
environmental health. Here are some of the questions that will be asked.
Write your response on your activity notebook.

1. How do you assess if your community is healthy? What are the

characteristics of a healthy community?
2. What are some of the benefits that we can enjoy with a healthy
community?
REFLECTIVE LEARNING SHEET
Name: Grade & Section:
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO. 4
Directions. Through an ACROSTIC, how can you maintain, protect, and preserve health amidst
the rising development of our community? Write your answer inside the box.

Y
POST-TEST

Multiple Choices
Directions. Choose the letter of the best answer.
1. This period is also known as the “Middle Ages”
A. Baroque C. Primitive
B. Renaissance D. Medieval
2. The following are characteristics of a Gregorian Chant, except
A. plainsong C. used neumes
B. Free Tempo D. polyphonic texture
3. A Baroque music style developed mainly by imitative counterpoint
A. Chorale C. Toccata
B. Fugue D. Oratorio
4. It is the system of writing using picture symbols in Ancient Egypt
A. Hieroglyphics C. Sanskrit
B. Alibata D. Scroll
5. A massive monument of Ancient Egypt having a rectangular base and a four
triangle face
A. Megalith C. Mastaba
B. Pyramid D. Tomb
6. Served as one of the most beautiful decoration of the church
A. Painting C. Stained glass
B. Murals D. Candelabras
7. The capacity of an individual to perform his/her daily task without undue
fatigue and still has an extra energy for relaxation and emergencies
A. Sports C. Exercise
B. Physical Fitness D. Cooling Down
8. The most important single indicator of well-being, stress, or illness in your
body
A. Exercise C. Health Appraisal
B. Cardiac Arrest D. Pulse
9. A series of activities that prepares your body for more vigorous
physical activity
A. Cooling Down C. Supplemental Activity
B. Exercise D. Warm-up
10.Which does not describe a healthy community?
A. Clean and safe environment
B. An environment that meets everyone’s basic need
C. An environment that promotes social harmony
D. An environment that is fully aware of its daily opportunities
11. Which best describes the benefits of a healthy environment?
A. Less disease, less healthcare cost C. Active community involvement
B. More health budget, increase medicine supply D. More community project
12.Which of the following is a leading cause of environmental destruction?
A. Soil Erosion C. Illegal Mining
B. Oil Spill D. Deforestation
You may request your facilitator to check your work.

Let us move to the next learning opportunities !

References

Burkholder, Peter, et.al. (n.d.) Norton Anthology of Western Music. Vol.1: Ancient
to Baroque 5th Edition.
Kamien, Roger (n.d.). Music Appreciation.9th Edition. The Hebrew University of
Jerusalem
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale
University.
Arthistoryarchive. “Pre-historic Architecture” Accessed May 13, 2020.
http://www.arthistoryarchive.com/arthistory/architecture/Anc ient-
Architecture.html

Depednegor. “Arts-9-LM-DRAFT-4.7.2014.pdf” Accessed May 5, 2020.

https://www.depednegor.net/uploads/8/3/5/2/8352879/arts_9_lm_
draft_4.7.2014.pdf

Egyptian Hieroglyphics Accessed May 6, 2020.

https://sooeyns.files.wordpress.com/2011/11/hieroglyphics-table.jpg

Historyofrchitecture. “Pre-historic Architecture” Accessed May 12, 2020.

http://historyofrchitecture.blogspot.com/2010/12/prehistorian-
architecture.html

Richlyadorned. “Pre-historic Art” Accessed May 11, 2020.

https://richlyadorned.wordpress.com/2017/01/31/hairdos-in-
prehistoric-europe/

Smithsonian Magazines. “Oldest Pre-Historic Cave Paintings” Accessed May 6,

2020. https://www.smithsonianmag.com/history/journey-oldest- cave-
paintings-world-180957685/

Touropia. “Pre-historic Cave Paintings” Accessed May 6, 2020.

https://www.touropia.com/prehistoric-cave-paintings/

Physical and Health Learning Materials 9 pp. 222 - 230

https://www.healthypeople.gov/2020/topics-
objectives/topic/environmental-health
Acknowledgment
DEVELOPMENT TEAM OF THE MODULE
Management Team:
Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS

MUSIC 9
Writers: Rebecca C. Vargas & Michael G. Dela Pena Editors:
Luis M. Anchilo
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Rebecca C. Vargas & Michael G. Dela Pena ARTS 9
Writers: Aubrie Ann C. Patdu & Joanna Dionisio Editors: Sol D.
Cayaban, MT-I & Ma. Agie O. Amar HT-III
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Darwin M. Reginio Layout Artist:
Aubrie Ann C. Patdu PHYSICAL
EDUCATION 9
Writers: Federico S. Legaspi, Jay-ar T. Rapiz, & Christian Mark S. Solayao Editors:
Conrado S. Contreras Jr., HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Federico S. Legaspi
HEALTH 9
Writers: Nilda S. Dayrit & Eden J. Penaranda Editors:
Normita R. Okafor, HT-VI

Reviewer: Luis M. Anchilo, PSD

MS A&PSEupHerv1is0or-in-Charge (MAPEH)
Copyright, 2020