Department of Education

National Capital Region

Schools Division of Paranaque City
Self-learning Modules
MAPEH 8 Quarter 3 Module 1

Name: ____________________________ Grade & Section: _______________ Score_____

South, Central and west Asian Music

I. Learning Competencies (Essential Competencies)

Analyzes musical elements of selected songs and instrumental pieces heard
and performed. (MU8WS-IIIc-h-4)

II.Objectives
A. Identify the elements of South, Central, and West Asian Music.
B. Perform an example of “Tala” using percussion instruments made of recycled
materials.

III.Let’s Understand (Study the Concept

MUSIC OF INDIA
India is the largest country in South Asia. The music of India reflects different aspects
of Asian culture thru its timbre, rhythm, melody, texture, form, and style.

Vocal Music of India

Includes Carnatic and Hindustani Music.
Carnatic Music – a system of music associated with South India.
Hindustani Music – a system of music associated in North India.
Uses Melismatic singing with nasal vocal quality.
Melismatic – a single syllable sung with multiple notes.
Samagana – singing based on a set of pitches popular during the Vedic times. Vedas refer to
as sacred ancient Indian texts that are used as the main content of the Samagana.
Carnatic Music – refers to the music of South India. It is directed to a Hindu god thus it is also
referred to as “temple music”. Carnatic music is mainly written for voice only and its
compositions are often called “krti” or devotional songs.

Hindustani Music – dates back to Vedic period around 1000BC. It later on developed during the
13th and 14th centuries AD having been influenced by Persian religious and folk music. Hindustani
music is predominantly found in the northern and central regions of India. The most dominant style
of singing Hindustani music is the so called “khyal” or the use of “imagination”.

Instrumental Music of India

Musical instruments of India are composed mainly of percussion instruments due to its
focus on rhythm. But other instruments such as winds and strings are also used to enhance the
character of their musical styles.
Hindustani Sangeet – instruments used in North
Carnatic Sangeet – instruments used in South

CLASSIFICATIONS OF INDIAN INSTRUMENTS

1. Ghan – described as “non-membranous” percussion instruments. Non-membranous

technically means “no-skin” but with purely solid resonators. The Ghan is considered as
one of the oldest classifications of instruments in India. The main purpose of the Ghan is
to play melodic lines and keep the “tal” or the musical meter.
 2. Avanaddh – described as a membranous percussive instrument typically comprised of the
drums.
3. Sushir – also known as “blown-air” instruments characterized by the use of air to excite
the various resonators of the instrument. Sushir instruments are often made up of bamboo,
brass, or sea shells.
4. Tat – referred to as “Vina” during the ancient period of India. Instruments in this
classification are usually plucked stringed instruments and are also capable of playing
the melody and drone of the music.
5. Vitat – described as bowed stringed instruments and is considered as the oldest
classifications of instruments in India.

*Taken from https://www.coursehero.com/file/95518152/Music-of-South-Central-West-

Asiadocx/
Wikipedia

IV.Let’s Apply
ACTIVITY 1: HOW WELL DID YOU LEARN?
Directions: Read the following definitions carefully and choose the instrument that best describes
the answer. Write your answers on the space provided.

________1. Described as a membranous instrument typically comprised of the drums.

________2. A classification of Indian instruments also known as “non-membranous” percussion.
________3. Referred to as “Vina” during the ancient period of India and is classified as “plucked-
stringed instrument”.
________4. A classification of instrument in India characterized by the use of air to excite the
resonators of the instrument to create various sounds.
________5. Described as “bowed stringed instruments” and is considered as the oldest
classifications of instruments in India.

Avannadh Sushir Tat Vitat Ghan

V. Let’s Analyze
ACTIVITY 2: EXPRESS YOURSELF
Directions: Answer the following questions based on your observations and analysis about the
Vocal Music of India.
Listening Examples:
Carnatic Music - https://youtu.be/kfBvz2rG-NI
Hindustani Music - https://youtu.be/kfBvz2rG-NI
1. What is the difference between Carnatic and Hindustani Music based on the musical
examples given?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. How does the vocal music of India differ from the traditional vocal music of Philippines?
What are their similarities and differences?
 ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

VI.Let’s Try (Evaluation)

Directions: Identify what is being described in the following sentences. Write the correct
answer on the space provided for.
______ 1. It is considered as the largest country in South Asia.
______ 2. It is a style of vocal singing where in a single syllable is sung with multiple notes.
______ 3. A musical style that is present in Northern India.
______ 4. A musical style that is present in Southern India.
______ 5. Referred to as ancient sacred texts in India which is also the basis of its vocal
music.
______ 6. Referred to as “Vina” during the ancient period of India and is classified as “plucked-
stringed instrument”.
______7. Described as a membranous instrument typically comprised of the drums.
______8. A classification of Indian instruments also known as “non-membranous” percussion.
______9. Described as “bowed stringed instruments” and is considered as the oldest
classifications of instruments in India.
______10. A classification of instrument in India characterized by the use of air to excite the
resonators of the instrument to create various sounds.

VII. Let’s Create

We Can Do It

DIRECTIONS:
Listen to the song Jai Ho by A R Rahman and create your own “Tala” or rhythm
accompaniment using percussion instruments made out of recycled materials. Record your
performance using your cellphone or tablet. The link for the song Jai Ho is given below.
https://youtu.be/xwwAVRyNmgQ

Note: Ctrl+Click the link to access link

Rubric:
Creativity 30%
Resourcefulness 30%
Musical Performance 40%
Total 100%

References
1. Music and Arts Learner’s Material 8, Lualhati F. Callo, et.al
2. https://www.coursehero.com/file/95518152/Music-of-South-Central-West-Asiadocx/
3. Wikipedia
 ARTS 8 – Third Quarter
SOUTH, CENTRAL AND WEST ASIAN ARTS
Module 1 – Week 1-3

Most Essential Learning Competencies

1. Analyze elements and principles of art in the production of arts and crafts inspired by the
cultures of South Asia, West Asia, and Central Asia. A8EL-Ib-1
2. Identify characteristics of arts and crafts in specific countries in South, West, and Central Asia:
India (rangoli, kathak, mendhi, diwali); Saudi Arabia (carpet design); Pakistan (truck art); and
Tibet (mandala), etc. A8EL-Ia-2 Objectives
1. Analyze art elements (color, line, shape, etc.) and principles (texture, proportion, emphasis,
harmony etc.) in the production of your own Rangoli design.
2. Identify the characteristics of different arts and crafts of India the Rangoli, Diwali, kathak and
Mehndi 3. Describe the different arts and crafts of India.
4. Create a Mehndi design using improvised materials
LET’’S UNDERSTAND
India
Rangoli is one of the most beautiful and most pleasing art forms of India. It is
comprised of two words: 'rang' meaning 'color' and 'aavalli' meaning 'colored creepers'
or 'row of colors. Rangoli, the art of making designs or patterns on the walls or the
floor of the house, uses finely ground white powder along with different colors.
Numerous households in the Indian subcontinent make use of Rangoli designs for
decorating the courtyard of their house. to feel strength, generosity, and it is thought to bring good luck.
Design depictions may also vary as they reflect traditions, folklore and practices that are unique to each
area.

Rangoli is of two main types:

1. Form dominant: In this type of rangoli, lines, cones and circles are drawn proportionately.
2. Ornamental: In this type of rangoli, importance is given to flowers, leaves, trees, creepers,
animals and birds. This rangoli is considered more appealing than the form dominant one.
The traditional form of Rangoli made use of designs and motifs based on nature, such as mangoes,
creepers, flowers, swans, peacocks, etc. Even the colors in the traditional art form were extracted from
natural dyes, like barks of trees, leaves, indigo plant, etc. These days, synthetic dyes have more or less
replaced the natural dyes of the earlier times. The formation of an ideal rangoli art demands the attentive
use of vibrant rangoli colours.

The materials used in the Rangoli patterns of today give either a very flat appearance or a 3-D effect.
Rangoli designs include geometric patterns, the swastika, lotus, trident, fish, conch, creepers, leaves,
trees, flowers, animals, etc.

Kathak is one of the main genres of ancient Indian classical dance and is traditionally
regarded to have originated from the travelling bards of North India referred as
Kathakars or storytellers. These Kathakars wandered around and communicated
legendary stories via music, dance and songs quite like the early Greek theatre. The
genre developed during the Bhakti movement, the trend of theistic devotion which
evolved in medieval Hinduism. The Kathakars communicate stories through rhythmic foot movements,
hand gestures, facial expressions and eye work. This performing art that incorporates legends from
ancient mythology and great Indian epics, especially from the life of Lord Krishna became quite popular
in the courts of North Indian kingdoms. Three specific forms of this genre that is three gharanas
(schools), which mostly differ in emphasis given to footwork versus acting, are more famous namely,
the Jaipur gharana, the Benaras gharana and the Lucknow gharana.

The three main sections of a Kathak dance are invocation and ‘Nritta’ and ‘Nritya’ mentioned in ‘Natya
Shastra’ and followed by all major Indian classical dance forms. In the invocation part the dancer offers
respect to her guru and musicians onstage and invocation to Hindu gods and goddesses through
mudras or hand gestures and facial expressions if the group follows Hindu tradition. In case of Muslim
groups, the dancer gives a salami or salutation. ‘Nritta represents pure dance where the dancer initially
performs a thath sequence exhibiting elegant and slow movements of eyebrows, neck and wrists
following which she slowly ups her speed and energy in multiples as she completes a sequence of bol.
Each bol comprising of short sections includes spectacular footwork, turns and gestures encompassing
tora, tukra, parhant and paran among others. She performs to the musical beats and tempos, perfectly
synchronizing her footwork sequences called tatkars, thus creating a rhythmic sound with the ghunghru,
and usually mark completion of each sequence with a sharp turn of head. In ‘Nritya’ the dancer
communicates a story, spiritual themes, message or feelings through expressive gestures and slower
body movements harmonized with musical notes and vocals.

Mehndi is a form of body art originating in ancient India, in which decorative designs
are created on a person's body, using a paste, created from the powdered dry leaves
of the henna plant (Lawsonia inermis). Dating back to ancient India, mehndi is still a
popular form of body art among the women of the Indian subcontinent, Africa and the
Middle East. Mehndi is derived from the Sanskrit word mendhikā. The use of mehndi and turmeric is
described in the earliest Hindu Vedic ritual books. It was originally used for only women's palms and
sometimes for men, but as time progressed, it was more common for men to wear it.

Staining oneself with turmeric paste, as well as mehndi, are Vedic customs, intended to be a symbolic
representation of the outer and the inner sun. Vedic customs are centered on the idea of "awakening
the inner light". Traditional Indian designs are representations of the sun on the palm, which, in this
context, is intended to represent the hands and feet. Mehendi has a great significance in performing
classical dance like Bharatnatyam.

Mehndi, otherwise known as henna, is a paste associated with positive spirits and good luck. Indian
Wedding tradition calls for a Mehndi ceremony to be held the night before the wedding as a way of
wishing the bride good health and prosperity as she makes her journey on to marriage. The core
significance of applying Mehndi is to utilize its natural medicinal herbal remedies, cooling the body and
relieving the Bride of any stress before her big day. While traditionally Indian Vedic Mehndi designs
were applied to the Bride, nowadays Brides call inspiration from Indo-Arabic and Arabic designs to
adorn their hands and feet. You may find that certain artists include animals, nature elements, Hindu
Gods, or even the Bride and Groom represented with names or figures. After applying the Mehndi, the
Bride must wait for the Henna to stain her hands and feet to create lasting designs. It is commonly
believed among Indian tradition that the darker the color of the Bride’s Mehndi, the more her husband
will love her.

Diwali also spelled Divali one of the major religious festivals in Hinduism, lasting for
five days from the 13th day of the dark half of the lunar month Ashvina to the second
day of the light half of Karttika. (The corresponding dates in the Gregorian calendar
usually fall in late October and November.) The name is derived from the Sanskrit term
dipavali, meaning “row of lights,” which are lit on the new-moon night to invite the
presence of Lakshmi, the goddess of wealth. It is the Hindu New Year and is either a 3-day or 5day
holiday depending on where you come from.

It is a very exciting and colorful holiday, where homes are cleaned to welcome the New Year and
windows are opened so that the Hindu goddess of wealth, Lakshmi, can enter. Hindus believed that
she cannot enter a house which is not lit up, so every household burns special Diwali clay lamps (diyas)
to light the way for the goddess, which is why the holiday is also known as the 'Festival of Lights'

LET’S APPLY
Activity 1: My Kind of Rangoli Design
Direction: Prepare the needed materials and follow the procedures below in making your own Rangoli
design. Materials: Any Coloring Materials , Oslo Paper, Pencil and Ruler. Procedures:
1. Make your own design and motif of Rangoli. Use photo and video in the references to
guide you in your design.
2. Sketch your design lightly in pencil.
3. Apply colors according to your perspective. Sample designs
Criteria for Artwork
Neatness 30%
jjj Creativity 40%
Over-all Impression 30%
TOTAL 100%
LET’S ANALYZE
Activity 2: Inspect the artwork
Direction: Inspect the characteristics of Arts and Crafts of India.
(Note: You can watch from the different online references listed on the last page of this module to
know more about the given artworks.)

ARTWORK NAME OF ARTWORK CHARACTERISTIC

LET’S EVALUATE
Activity 3: Pointing it out
Direction: Answer the following questions briefly. (5 pts each)
1. I learned that
2. While doing the art activities I realized that
3. I enjoyed doing the art of
LET’S CREATE
Activity 4: My Mehndi
Prepare the materials needed and follow the directions given below.
Materials needed:
Use found materials in your home like paper cup, empty paper towel roll/ cardboard tube,
or empty tissue/cardboard tube; 2. Pencil; 3. Sign pen, Marking pen, Gel pen or Ballpoint pen,
black pen only (alternative for henna Ink) Directions:
1. Watch the “Mehndi” in You Tube (https://www.youtube.com/watch?v=bMTllkwAMZQ)
2. Use pencil lightly to sketch your own design in paper cup or cardboard tube.
3. Finalize the outline of your design with the use of pen.
4. After you accomplish your artwork, take a picture of it and send to the group chat in
messenger. Example:
 Paper tube Paper cup
RUBRIC FOR INDIVIDUAL ARTWORK
POINTS 25 20 15 10
Elements of Exceptional Good understanding Basic understanding Minimal
Arts and design understanding and and application of and application of understanding and
application of the the elements of arts the elements of arts application of the
elements of arts and and principle of and principle of elements of arts and
principle of design design design principle of design
Creativity Work Work generally Work somewhat Work occasionally
Exceptionally unique, detailed unique, detailed unique, detailed
unique, detailed and Interesting and Interesting and Interesting
and Interesting
Effort Work shows Work shows good Work shows basic Work shows minimal
exceptional effort effort planning and effort planning and effort planning and
planning and pride. pride. pride. pride.
Skill Work done with Work done with Work done with Work done with
exceptional care and good care and basic care and minimal care and
attentional to detail and attentional to detail attentional to detail attentional to detail
neatness and neatness
and neatness and neatness

PHYSICAL EDUCATION 8 – Third Quarter

MODULE 1 WEEK 1-4

Learning Competencies (Essential Competencies)

- Executes the skills involved in the sport
Objectives:
-discuss the nature and background of volleyball
-identify the basic skills in playing volleyball
Let’s Understand…

Nature, Background and History of Volleyball

In the winter of 1895, in Holyoke, Massachusetts (United States),William G. Morgan,

a YMCA physical education director, created a new game called Mintonette, a
name derived from the game of badminton, as a pastime to be played
(preferably) indoors and by any number of players. The game took some of its
characteristics from other sports such as baseball, tennis and handball.
Mintonette was designed to be an indoor sport, less rough than basketball, for
older members of the YMCA, while still requiring a bit of athletic effort. The
original rules were written by Morgan and printed in the first edition of the Official Handbook
of the Athletic League of the Young Men’s Christian Associations of North America (1897).
Volleyball is a simple game of hitting a ball over the net and keeping it from hitting the court
or sand on your side of the net. These two goals are the main objectives of volleyball.
Volleyball is a game played by two teams, usually of six players on a side. A team is allowed
only three touches of the ball before it must be returned over the net.

Basic Volleyball Skills

 Serve - A player stands behind the inline and serves the ball, to drive it into the
opponent's court. The main objective is to make it land inside the court; it is also
desirable to set the ball's direction, speed and acceleration so
that it becomes difficult for the receiver to handle it properly. A
serve is called an "ace" when the ball lands directly onto the court
or travels outside the court after being touched by an opponent;
when the only player on the server's team to touch the ball is the
server.
Variety of serves that are employed in competitive volleyball:

➢ Underhand: a serve in which the player strikes the ball below the waist instead of
tossing it up and striking it with an overhand throwing motion.
➢ Topspin: an overhand serve where the player tosses the ball high
and hits it with a wrist snap, giving it topspin, which causes it to
drop faster than it would otherwise and helps maintain a straight
flight path.
➢ Jump serve: an overhand serve where the ball is first tossed high in
the air, then the player makes a timed approach and jumps to make
contact with the ball, hitting it with much pace and topspin.
Pass - Also called reception, the pass is the attempt by a team to
properly handle the opponent's serve or any form of attack.
Set - The set is usually the second contact that a team makes
with the ball. The main goal of setting is to put the ball in the air
in such a way that it can be driven by an attack into the
opponent's court.
Attack - The attack, also known as the spike, is usually the third
contact a team makes with the ball. The object of attacking is to handle the ball so
that it lands on the opponent's court and cannot be defended. A player makes a
series of steps (the "approach"), jumps, and swings at the ball.
Block - Blocking refers to the actions taken by players standing at the net to stop or
alter an opponent's attack.
Dig - Digging is the ability to prevent the ball from touching one's court after a spike
or attack, particularly a ball that is nearly touching the ground. In many aspects, this
skill is similar to passing, or bumping ; overhand dig and bump are also used to
distinguish between defensive actions taken with fingertips or with joined arms.

Let’s Analyze
Directions: For your next activity, answer the questions based on what you have
learned so far.
1. Why is the overhead pass or set important in volleyball?
2. Is volleyball good for you? Why or why not?

Evaluation

Multiple Choice Directions: Choose the letter of the best answer.

1. A ball is hit with great force into the opponent’s court. What is this called?
a. dink b. set c. serve d. spike
2. What is the technique used to put the ball into position for an attack?
a. forearm pass b. set c. serve d. volley
 3. If a ball does not a hit on a block, how many times may a team contact a ball before it
must go over the net?
a. 1 b. 2 c.3 d. 4
4. What should a player watch while playing?
a. ball b. net c. coach d.
opponent
5. What is the server’s primary responsibility?
a. to get it over the net c. to hit a serve with great velocity
b. to hit it over the net within the lines d.to serve to the weakest player on the
opposite team
Let’s Create…

Directions: Choose one of these differentiated activities. Follow the given

instructions below and send your output through fb messenger account created
by your teacher. Your output will be graded based on the following criteria below.
Linguistic/Logical Review videos about the lesson. Then, present a short summary on this.

Spatial Post some photos about some volleyball competitions and make a
collage on this.

Logical Frame a concept map or any kind of graphics about the concepts
learned.

References:
Internet Sources (pictures):
[Picture of a man doing serve) [Photograph] Retrieved from https://volleyballright.weebly.com/ Serve, Pass, Set, Attack -
www.volleyballright.weebly.com
Griffen, Jaimi and Barry, Teneille (18 June 2016) Retrieved from HLPE 3531 Biomechanics for Physical Educators
(bazzgriff.blogspot.com)
Vermeulen, Maarten (2017) Retrieved from Volleyball | Physical Education (eldesport.nl)
Jamesfranco12, Retrieved from Volleyball Study Guide for Quiz - JAMES' P.E. CLASS (weebly.com)
Clipart library (2016-2019) Retrieved from siatkowka png - Clip Art Library (clipart-library.com)
Internet Sources (articles):
"The International Association Training School Notes (vol. 4 no. 8), October, 1895"; Retrieved from
https://en.wikipedia.org/wiki/Volleyball - Wikipedia
New England Historical Society. 2016-01-30. Retrieved 2 January 2018 from https://en.wikipedia.org/wiki/Volleyball - Wikipedia
Lotha, Gloria (July 9, 2013) Retrieved from https://www.britannica.com/sports/Volleyball ; Buzzle.com- History of Volleyball
Setia, Veenu (Sep 26, 2008) Retrieved from https://www.britannica.com/sports/Volleyball ; SportsKnowHow – History of Volleyball
Dearing, Joel (2003). Volleyball fundamentals. Champaign, IL: Human Kinetics. Retrieved from https://en.wikipedia.org/wiki
"What Is A Sky Ball In Volleyball? Definition & Meaning On SportsLingo". www.sportslingo.com. Retrieved 2021-05-01.
"Volleyball glossary". Cambridge University Volleyball Club. Archived from the original on 2007-04-01. Retrieved 2007-03-20.
Book Sources:
Toniza, Janno D., et.al (2017) Grade 8 Expressions; Worktext in Music, Arts, Physical Education and Health, pp.180-196
Lappay, Gerard L., et.al (2013) Physical Education and Health - Grade 8 Learner’s Module, pp. 108

HEALTH 8 - Third Quarter

Module 1 (Week 1)

Learning Competencies (Essential Competencies)

1. Discusses the stages of infection
2. Analyzes the leading causes of morbidity and mortality in the Philippines

Objectives
Identify the leading causes of morbidity and mortality, and the stages of infection of
communicable diseases.

Let’s Understand (Study the Concept)

 Many of the most common diseases are caused by tiny microorganisms called PATHOGEN.
Pathogen infects or invades the body and attacks its cells and tissues. Some bacteria, rickettsiae,
fungi, protozoans, certain types of worms, and all viruses are pathogens. Diseases caused by the
direct or indirect spread of pathogens from one person to another is called communicable diseases.
THE TYPES OF PATHOGENS AND THEIR NATURE
TYPES OF NATURE
PATHOGENS
BACTERIA Bacteria are one-celled microscopic organisms that rank among the most
widespread of living things. Some are small that a single grain of soil may contain
over 100 million of them. Most bacteria do not cause disease. In order to live, all
bacteria must have a food supply, as well as suitable temperature, moisture, and
darkness. Some bacteria digest non-living food materials such as milk and meat.
These organisms are called saprophytes. If the food supply is a living plant or
animal, the microorganism is called a parasite. The plant or animal that the
parasite feeds on is called a host.
TOXIN BACTERIA - produces a certain poison. Botulism is a food poison. These
bacteria live in the soil. Once they enter the body through a wound, they can cause
tetanus or lockjaw. Other bacteria cause pneumonia.

RESIDENT BACTERIA - live in the human, mouth, intestines, and on our skin.
This help protect us from harmful bacteria. Lactobacili, found in the gastro-
intestinal tract, produce lactic acid from simple carbohydrates. Coliform bacilli,
found in the intestines, help break down carbohydrates and combat disease-
causing bacteria. Resident bacteria cause infections 174 when they move from
where residents are. Example is the bacteria in the mouth which moves to the
ear thus, causing ear infection.

RICKETTSIAE Rickettsia are organisms that are considered intermediate, that is, somewhere
between a virus and a bacterium. Most of them grow in the intestinal tracts of
insects, which carry them to their human hosts. Rickettsia requires living cells in
order to grow and multiply. Blood sucking insects, such as lice, mites, and ticks
carry rickettsia to humans. Typhus fever a rocky mountain spotted fever are
diseases caused on these organisms.

VIRUSES Viruses are small, simple life-like forms from one half to 100 the size of a
bacteria. These organisms are the human body’s worst enemies. All viruses are
parasites. There are viruses that invade animals and virus that attack specific
types of cells. Examples are rabies virus enters the brain cells and polio virus
which attacks the nervous system. Cold virus enters the respiratory system. Viral
hepatitis is caused by virus that affects the liver. Mumps and mononucleosis are
caused by viruses that infect glandular tissues. Smallpox, chicken pox, shingles,
and warts are infections caused by viruses that attack the skin tissues. When
virus enters the body, it attaches itself to a cell and releases its nucleic acid into
the host cell.

FUNGI Fungi are simple organisms that cannot make their own food. Many lives on
dead animals, insect, and leaves. Fungi are therefore saprophytes. They prefer
dark, damp environments. Two of the most common fungi are yeast and
mushrooms. Disease-producing fungi invade mainly deep tissues of the hair,
nails, and skin. Fungi cause infections of the scalp, such as ring worm, and of
the feet, such 175as athlete’s foot. Pathogenic fungi can also cause brain
inflammation and serious lung infections.
PROTOZOANS Protozoans are single-celled organisms that are larger than bacteria and have a
more complex cellular structure. Most of these are harmless and they are most
common in tropical areas that have poor sanitation. They cause malaria, African
sleeping sickness, and amoebic dysentery, a severe intestinal infection.

PARASITIC A worm is classified as a parasite. (A parasite is a disease-causing organism

WORMS that lives on humans or another animal and derives its nourishment from its
host.) Lice are examples of parasites that live on humans; bacteria and viruses
are examples of parasites that live either on humans or in animals; parasitic
worms (also called helminths) live in humans. Helminth eggs contaminate food,
water, air, feces, pets, wild animals, and objects such as toilet seats and door
handles.
Common helminths and the problems they cause include the following:
• Roundworm - hatch and live in the intestines. The eggs usually enter the body
through contaminated water, food fingers placed in the mouth and hands that have
touched a contaminated object. Symptoms of their presence include fatigue,
weight loss, irritability, poor appetite, abdominal pain, and diarrhea. Treatment
with medication results in a cure of about a week. Without treatment,176 anemia
and malnutrition can develop.
• Pinworms – are also called seatworms and threadworms. Pinworms hatched
and live primarily in the intestines. The eggs usually enter the body through the
anus, nose or mouth through inhaled air or fingers that have touched a
contaminated object. Symptoms of their presence include anal itching, pale skin,
and stomach discomfort. If pinworms enter the vagina, discharge and itching may
develop.
• Trichina spiralis - This worm lives in the intestines and causes a serious illness
known as trichinosis. The eggs usually enter the body via raw or undercooked
pork, sausage, or bear meat. In the intestines, the eggs hatch, mature, and
migrate to other parts of the body through the bloodstream and the lymphatic
system. Early symptoms include vomiting, diarrhea, and abdominal cramps. In
time, a high fever, puffiness of the face, and muscle pain develop. Eventually, the
worms can penetrate the muscles, the heart, and the brain and can cause death.
• Tapeworm - live in the intestines. The eggs usually enter the body via raw or
uncooked beef. Symptoms of their presence are usually absent. However, some
patients experience abdominal pain, fatigue, weight loss, and diarrhea. Treatment
with medication results in a cure within days.

• Fluke - live in different locations in the body, including the intestines, bladder,
rectum, liver, spleen, lungs, and veins. Flukes first mature inside freshwater
snails. After leaving the snails, they can enter the body of humans by penetrating
the skin of 177 persons swimming, bathing, or washing in water where flukes are
active. Infected persons can re-contaminate the water by urinating or defecating
in it. Most infected persons experience no symptoms. However, some infected
persons may experience rash, itching, muscle aches, coughing, chills, and fever.
In time, the repeated infections can damage the liver, bladder, intestines and
lungs. In rare cases, flukes can invade the spinal cord or brain and cause
seizures and paralysis.

Stages of Infection:
1. Incubation Stage - It is the period starting from the entry of the pathogen until the appearance
of the first sign. For example: chicken pox, it takes 2-3 weeks of incubation. For common cold,1-
2 days of incubation, influenza takes 1-3, days and 15-18 days for mumps.
2. Prodromal Stage - starts from the onset of non-specific signs and symptoms such as fever.
 3. Illness Stage - begins when more specific signs and symptoms appear. For example, common
cold is characterized by sore throat, sinus congestion, rhinitis, mumps manifested by ear ache,
high fever, and salivary gland swelling.
4. Convalescence Stage - The last stage of infection is an interval when acute symptoms of
infection disappear. The length of recovery depends on the severity of infection and the sick
person’s general state of health. Recovery may take several days to months.

Let’s Apply
Instruction: Copy the table and fill in the needed information by choosing the signs
and symptoms intended for each stage of infection. The choices are written below.
Common cold is Signs and symptoms Shows non-specific Duration of recovery
manifested by sore may appear in 2-3 signs and symptoms may depend on the
throat, sinus weeks for chickenpox, such as fever. severity of infection
congestion, rhinitis, 1-2 days for cold, 1 to and the patient’s
mumps manifested by 3 days for influenza, health condition, and
earache mumps for 15 to 18 may take several days
days. to months.
Follow this table format in writing your answer.
Incubation Stage Prodromal Stage Illness Stage Convalescence Stage

Let’s Analyze
Instruction: TRUE or FALSE
Read the statement carefully. Write TRUE if the statement is correct. And write the
correct word to change the underlined word if it makes the statement incorrect.
________1. Bacteria may grow in the intestinal tracts of insects which may carry them to their human
hosts.
________2. Fungi are organisms that cannot make their own food and many of them live on dead
animals, insects, and leaves.
________3. The organism that is considered the human body’s worst enemy is called virus.
________4. Lice is an example of parasite that live on humans.
________5. Tiny organisms are the most common cause of diseases which are called pathogens.

Let’s Try (Evaluation)

Instruction: Arrange the jumbled letters in column A to come up with the
stages of infection being described in column B. Write the correct answer.
COLUMN A COLUMN B
STAGES DESCRIPTION
NABTUINIOC It is the period starting from the entry of the pathogen until
the appearance of the first sign.
ROLMADROP It is when there are non-specific signs and symptoms
appearing.
SENSILL It is the time when illness reaches its highest point of
development.
SCENCEVALECON It is when recovery is completed although the disease is
still communicable.

Let’s Create

SLOGAN/POSTER MAKING
● Make a slogan/poster with the theme “Making Small Things to Prevent the
Spread of Diseases”
● Do it on a short bond paper
● Use any coloring material to make your work attractive and eye catching
Rubric: Relevance to the topic-30pts; Clarity of Message- 10pts;
Neatness & Creativeness-10 pts.