Republic of the Philippines
Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila
MAPEH-CAT
GRADE 10
Journey to Modern Life
Quarter 1 Week 2 Module 2
Most Essential Learning Competencies:
1. Describes distinctive musical elements of given pieces in
20th Century Styles.
2. Analyzes art elements and principles in the production of
work following the style of a western and classical art.
3. Identifies distinct characteristics of arts during the
different art periods.
4. Identifies representative artists from various art periods.
5. Assesses physical activity, exercise and eating habits.
6. Engages in moderate to vigorous physical activities for at
least 60 minutes a day in and out of school.
7. Explains the guidelines and criteria in the selection
and evaluation of health information, products and
services.
HOW TO USE THIS MODULE
Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below
to successfully enjoy the objectives of this kt. I Have fun!
1. Follow carefully all the contents and instructions indicated in every
page of this module.
2. Write on your notebook the concepts about the lessons. Writing
enhances learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/ guardian assess your answers using the answer
key card.
5. Analyze conceptually the post-test and apply what you have learned.
6. Enjoy studying!
PARTS OF THE MODULE
 Expectations – These are what you will be able to know after completing
the lessons in the module.
 Pre-test – This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
 Looking Back to your Lesson – This section will measure what learnings
and skills did you understand from the previous lesson.
 Brief Introduction – This section will give you an overview of the lesson.
 Activities – This is a set of activities you will perform with a partner.
 Remember – This section summarizes the concepts and applications of
the lessons.
 Check your Understanding – It will verify how you learned from the
lesson.
 Post-test – This will measure how much you have learned from the entire
module.
PRE-TEST
Multiple Choices
Directions. Choose the letter of the best answer.
1. Element of art that refers to the succession of notes of varying pitch arranged
in ascending or descending order to create a sound
A. Rhythm
C. Timbre
B. Melody
D. Tempo
2. The musical term that refers to the thickness or thinness of a sound?
A. Timbre
C. Tempo
B. Rhythm
D. Texture
1
3. The texture that has several prominent melodies at the same time is?
A. Polyphonic
C. Homophonic
B. Monophonic
D. Heterophonics
4. This art style is characterized by overlapping planes. Subjects were reduced
into geometric forms and broken in to series of planes tilting and interlocking
in different ways.
A. Pop Art
C. Cubism
B. Op Art
D. Abstractionism
5. Piet Mondrian is well known artist and pioneer of this Modern Art
Movement.
A. Cubism
C. Pop Art
B. Op Art
D. Abstractionism
6. Which of these Modern Art Style is Ronald Ventura well-known for?
A. Abstractionism
C. Pop Art
B. Cubism
D. Op Art
7. Which physical activity that measures strength/stability of the core muscles.
A. Basic Plank
C. Sit and Reach
B. Push ups
D. 40 meter sprint
8. A test for the flexibility of the lower back extensor muscles and extremities.
A. Push Ups
C. Stick Drop test
B. Sit and Reach
D. Basic plank
9. Which physical activity that measure the time to respond to a given
stimulus.
A. Basic plank
C. Stick Drop test
B. Push Ups
D. Sit and Reach
10.This refers to individuals who are licensed to practice medicine and allied
health programs.
A. Health insurance
C. Health Services
B. Health facilities
D. Health Professional
11.This refers to a financial agreement between an insurance company and an
individual or group for the payment of health care costs.
A. Health insurance
C. health facilities
B. Health Services
D. Health Professional
12.It is an institution where people undergo medical diagnosis, care and
treatment.
A. Hospital
C. Health center
B. Philhealth
D. GSIS
13. The serious disruption of the functioning of society, causing widespread
human, material or environmental losses, which exceed the ability of the
affected people to cope using their own resources is called ___
.
A. Hazard
C. Disaster
B. Mitigation
D. Rehabilitation
14.It is the outright avoidance of adverse impacts of hazards and related
disasters.
A. Prevention
C. Rehabilitation
B. Mitigation
D. Recovery
2
15.An events that are caused by humans and occur in or close to human
settlements. This can include environmental degradation, pollution, fire,
maritime accidents, land accidents and industrial accidents.
A. Building hazard
C. Chemical hazard
B. Man made hazard
D. Natural hazard
Great, you finished answering the questions.
You may request your facilitator to check your work.
Congratulations and keep on learning!
MUSIC 10
LESSON 2: ANALYSIS OF 20TH CENTURY MUSIC
EXPECTATIONS
You will listen perceptively and identify the characteristics of
20th Century music. Specifically, this module will help you to:
 listen perceptively to selected 20th century music;
 describe distinctive musical elements of given pieces in 20th century
styles.
Let us start your journey in learning more about 20th Century Music.
Let’s Think and Act Now!
LOOKING BACK TO YOUR LESSON
Fill Me In!
Directions. Complete the table with correct descriptions. Choose from the
words/phrases below.
20TH Century Music
Description
Composer
Composition
1. Impressionism
2. Expressionism
3. Electronic Music
4. Chance Music
3
John Cage
strong emotions
random techniques
Synthesizers
Pierrot Lunaire
Arnold Schoenberg
sublime moods
Claude Debussy
Poeme Electronique
Edgard Varese
Claire de Lune
Concert for Prepared Piano and Orchestra
Impressionism
In impressionism, the sounds of different chords overlapped lightly with each
other to produce new subtle musical colors. Chords did not have a definite order and
a sense of clear resolution. Other features include the lack of a tonic-dominant
relationship which normally gives the feeling of finality to a piece, moods and
textures, harmonic vagueness about the structure of certain chords, and use of the
whole-tone scale, which uses the notes with whole intervals.
Expressionism
Expressionism is characterized by a high level of dissonance, extreme contrasts
of dynamics, constantly changing textures, ‘distorted’ melodies and harmonies with
wide leaps. Expressionism uses the twelve-tone scale, basically applying all the
tones in music, which is also called chromaticism
Electronic Music
Electronic Music is the capacity of electronic machines to create different sounds.
Music that uses the tape recorder is called musique concrete, or concrete music. The
composer records different sounds that are heard in the environment such as the
bustle of traffic, the sound of the wind, the barking of dogs,or the strumming of a
guitar. These sounds are arranged by the composer in different ways, thus,
experimentation is always the process.
Chance Music
Music always sounds different at every performance because of the random
techniques of production, including natural elements that become a part of the
music. As such, the combination of external sounds cannot be duplicated as each
happens by chance.
ACTIVITIES
Activity 1: Let’s Listen!
Objective: Analyze the 2oth Century Music.
Directions. Listen to the following music. Describe the music based on music
elements following the chart below. Write your answer in your activity
notebook.
4
20TH Century
Music
Melody
Consonant,
Dissonant
Rhythm
Regular,
Irregular
Tempo
Slow,
Moderate,
Fast
Texture
Monophonic,
Homophonic,
Polyphonic
Timbre
Voice,
Instruments,
Things,
Animals
1.
Claire de Lune
https://www.youtube.
com/watch?v=CvFH
_6DNRCY
2. Pierrot Lunaire
https://www.youtube.
com/watch?v=O5DNxR
G2-ow
3. Poème
Électronique
https://www.youtube.
com/watch?v=zEvS0Et
hYbU
4. Concert for
Prepared Piano
And Orchestra
https://www.youtube.
com/watch?v=ms70jqd
ZHzs
REMEMBER
Elements of Music:
The following elements of music will be used to analyze 20th century music.
1. Melody – the succession of notes of varying pitch arranged in ascending
or descending order to create a sound.
A. Consonance – melodic sound associated with pleasantness
B. Dissonance – melodic sound associated with harshness or
unpleasantness
2. Rhythm – pattern of beats in music
A. Regular Rhythm
B. Irregular Rhythm
3. Tempo – the speed in music
4. Texture – the thickness or thinness of a sound.
A. Monophonic – there is only one melodic line
B. Homophonic – there are 2 independent melodic line, it can be one
melody and an accompaniment or two different melodies
C. Polyphonic – there are 3 or more independent melodies
heard/played at the same time.
5. Timbre – the quality of sound in music
5
CHECKING YOUR UNDERSTANDING
Music Contour
Directions. Choose from the following 20th century music and listen to it.
Create afterwards your own graphic illustration based on the following
elements: melody, rhythm, tempo, texture and timbre
MUSIC CONTOUR
This song sounds:
Song Title:
Composer:
My rating:
1
2
3
4
5
This song sounds like:
_
_
Draw a graphic illustration related to the song.
6
_
_
REFLECTIVE LEARNING SHEET
Name:
Grade & Section:
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO.1
Directions. Listen to John Cage’s Chance music entitled 4”33 and answer the
questions inside the box.
What can you say about John Cage’s composition?
How did the music of John Cage affect you?
In what particular scenario you will hear his music?
What available materials at home will you use in
creating music like of John Cage? Make a sample.
ARTS 10
LESSON 2: BACKGROUND OF THE MOVEMENT AND
SAMPLE WORKS: ABSTRACTIONISM, CUBISM, POP
ART AND OP ART
EXPECTATIONS
You will recognize the Elements of Arts and Principles of Design
applied in Modern Art Movements. Specifically, this module will help
you to:
 identify distinct characteristics of a Modern Art Style;
 identify foreign and Filipino representatives of various Modern Art
movements;
 analyze the art elements and principles in production of work
following a specific art style from various art movements.
Let us start your journey in learning more about Modern Art Styles.
Let’s Think and Act Now!
7
LOOKING BACK TO YOUR LESSON
Picture Identification (Critical Thinking)
Directions. Identify the Modern Art Style of the following pictures. Tell if it is
Impressionism, Expressionism, Fauvism or Surrealism. Write your answer on
a piece of paper.
1.
2.
3.
4.
5.
BRIEF INTRODUCTION
Modern art movement features different Art Styles introduced by the
Foreign and Local Modernists. Each Art Style has its own distinct
characteristics as the Elements of Arts and Principles of Design is being
applied. They are as follows:
Abstractionism
A style apart from the reality. Abstractionism is logical and rational. It
involves analyzing, detaching, selecting and simplifying.
Composition C
by Piet Mondrian
Petals in the Sun
by Hernando Ruiz Ocampo
8
Cubism
Characterized by overlapping planes. Subjects were reduced into
geometric forms and broken in to series of planes tilting and interlocking in
different ways.
Three Musicians
by Pablo Picasso
The Fishermen
by Vicente Manansala
Pop Art
Style that uses easily recognizable objects and images from the
emerging consumer society. Subjects are usually celebrities, advertisements,
billboards and comic strips.
Op Art
Campbell’s Soup I
by Andy Warhol
Super than Superman
by Ronald Ventura
In Op Art, lines, spaces and colors were precisely planned and
positioned to give the illusion of movement.
Moving Squares
by Bridget Riley
Perpetual Motion
by Constancio Bernardo
9
BRIEF INTRODUCTION
Activity 1 – T CHART
Objective: Identify distinct characteristics of Modern Art Styles.
Directions. List down the characteristics of each Modern Art Styles using the
T-Chart. Write it on a short bond paper.
ABSTRACT
CUBISM
POP ART
OP ART
Activity 2 – BIOGRAPHICAL SHEET (Critical Thinking)
Directions. Create a Biographical Sheet of one (1) Filipino Modernist
practicing either Abstractionism, Cubism, Pop Art or Op Art. Write this on a
short bond paper followingthe format.
REMEMBER
1. Modern arts started in 20th Century which do get away with the
Traditional styles, instead developed an expressive and innovative art
styles.
2. Abstractionism. A style apart from the reality. Abstractionism is logical and
rational. It involves analyzing, detaching, selecting and simplifying.
3. Cubism. Characterized by overlapping planes. Subjects were reduced into
geometric forms and broken in to series of planes tilting and interlocking
in different ways.
4. Pop Art. Style that uses easily recognizable objects and images from the
emerging consumer society. Subjects are usually celebrities,
advertisements, billboards and comic strips.
5. Op Art. In Op Art, lines, spaces and colors were precisely planned and
positioned to give the illusion of movement.
10
CHECKING YOUR UNDERSTANDING
Question to Ponder!
Directions. Given an opportunity, how are you going to promote the Modern
Art Masterpieces of the Filipino Modernists? Write your promotion or
advertisement inside the box.
11
REFLECTIVE LEARNING SHEET
Name:
Grade & Section:
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO.2
Directions. Answer the questions inside the Speech Balloon. Write your
answer inside the box.
What valuable things did you learn about our topic on Modern Art?
(Communication)
How do you think Pop Art influenced the field of social media?
(Critical thinking)
Are you feeling proud of our renowned Filipino Modernists? Why do
you say so? (Character building)
12
PHYSICAL EDUCATION 10
LESSON 2: PHYSICAL FITNESS
EXPECTATIONS
You will give importance on your holistic health through
physical assessment and activities. Specifically, this module will help
you to:
 describe the meaning and importance of managing lifestyle and
weight;
 undertake physical activity and physical fitness assessment;
 monitor periodically one’s progress towards the fitness goals;
 express a sense of purpose and belongingness by participating in
physical activity-related community services and programs.
Let us start your journey in learning more about Physical Fitness.
Let’s Think and Act Now!
LOOKING BACK TO YOUR LESSON
Word Hunt Scramble
Directions. Find from the untangled letters that would compose the FITNESS
COMPONENTS. The words could be in any directions, as long as the letters are all
inter-connected. Write these words and try to define each word identified.
13
BRIEF INTRODUCTION
With the advancement of technology today, people are less physically active
and don’t participate much in fitness-relevant activities. You need to be reminded
that physical well-being is crucial to a long and healthy life and this reduces the risk
of hypertension, heart diseases, and other health problems.
Being physically fit can help you to get through the stresses and demands of
life and this improves your self-esteem, confidence, and self-concept.
Physical Fitness Protocols for the following fitness tests:





Basic Plank
Push-up
Stick Drop Test
Sit and Reach
40-meters sprint
Basic Plank measures strength/stability of the core muscles
Test Protocol
Equipment - exercise mats or any clean mat
For the Performer:








Assume a push–up position. Rest body on forearms with palms and
fingers flat on the floor. Elbows are aligned with the shoulders.
Legs are straight with ankles, knees and thighs touching together.
Support weight on forearms and toes; make sure that your back is flat.
Head, neck, and spine are in a straight line.
Keep abdominals engaged/contracted; do not let stomach drop or allow
hips to rise.
Assume a push – up position. Rest body on forearms with palms and
fingers flat on the floor. Elbows are aligned with the shoulders.
Legs are straight with ankles, knees and thighs touching together.
Support weight on forearms and toes; make sure that your back is flat.
Head, neck and spine are in a straight line.
Keep abdominals engaged/contracted; do not let stomach drop or allow
hips to rise.
14
For the Partner:





Ensure the availability of mat/smooth flooring or anything that can
protect the forearms.
Give the signal “Start/Go” and start/press the time piece.
Make sure that the back of the head, neck, spine, and ankles are in a
straight line.
Give two (2) warnings.
Stop the time when the performer can no longer hold the required
position, or, when the performer has held the position for at least 90
seconds. Holding the plank position beyond 90 seconds is considered
unnecessary.
Scoring – record the time in the nearest seconds/minute.
Push-up measures the strength of the upper extremities.
Test Protocol
Equipment - exercise mats or any clean mat
For the Performer:



Lie down on the mat; face down in standard push-up position: palms
on the mat about shoulder width, fingers pointing forward, and legs
straight, parallel, and slightly apart, with the toes supporting the feet.
FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree angle at the elbows
(upper arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straightens the arms,
keeping the back straight, then lowers the arms until there is a 90degree angle at the elbows (upper arms are parallel to the floor).
15






Perform as many repetitions as possible, maintaining a cadence of 20
push-ups per minute. (2 seconds going down and 1 second going up)
Maximum of 50 push-ups for Boys and 25 push-ups for Girls.
For the Partner:
As the performer assumes the position of push-up, start counting as
the performer lowers his/her body until he/she reaches 90-degree
angle at the elbow. The partner should stand in front of the student
and his/her eyes should be close to elbow level to accurately judge the
90 degrees bend.
Make sure that the performer executes the push-ups in the correct
form.
The test is terminated when the performer can no longer execute the
push-ups in the correct form, is in pain, voluntarily stops, or cadence
is broken.
Scoring – record the number of push-ups made.
Score Interpretations for Boys
Score Interpretations for Girls
Stick Drop Test measure the time to respond to a given stimulus.
Test Protocol
Equipment - 12-inches flexible plastic ruler and Armchair or table and chair
For the Performer:

Sit on a chair with arm rest or a chair next to the table so that the elbow
and the lower arm rest on the desk/table comfortably.
16



Place the heel of the hand on the desk/table so that only the fingers
and thumb extend beyond. Fingers and thumb should at least be one
inch apart.
Catch the ruler/stick with the thumb and index finger without lifting
the elbow from the desk/table as the partner drops the stick. Hold the
stick while the partner reads the measurement.
Do this thrice.
For the Partner:





The partner should be at the back of the performer.
Hold the ruler at the top, allowing it to dangle between the thumb and
fingers of the performer.
Hold the ruler/stick so that the 12-inch mark is even between the
thumb and the index finger. No part of the hand of the performer
should touch the ruler/stick.
Drop the ruler/stick without warning and let the performer catch it
with his/her thumb and index finger.
Record the score on the upper part of the thumb.
Scoring - Record the middle of the three scores (for example: if scores
are 5, 7, and 9, the middle score is 7). In case where the two scores are
the same (for example 6, 8, 6), the repeated score shall be recorded.
Scoring interpretations
Sit and Reach test the flexibility of the lower back extensor muscles and extremities.
Test Protocol
Equipment - Tape measure or meter stick
17
For the Performer:





Sit on the floor with back, head and shoulders flat on the wall. Feet
should be 12 inches apart.
Interlock thumbs and position the tip of the fingers on the floor without
bending the elbows.
After the partner has positioned the zero point of the tape measure (at
the tip of the middle finger), the pupil/student starts the test by sliding
the hands slowly forward without jerking, trying to reach the farthest
point possible without bending the knees.
Bouncing or jerking movement is not allowed.
Do it twice.
For the Partner:



As the performer assumes the (b) procedure, position the zero point of
the tape measure at the tip of the middle fingers of the performer.
See to it that the knees are not bent as the performer slides the farthest
distance that he could.
Record farthest distance reached in centimeters.
Scoring – record the farthest distance between the two trials to the nearest
centimeters.
Score interpretations
40- meter sprint - measure running speed


Due to the pandemic brought about by Covid-19, we can’t execute this
test at home.
This test needs open spaces and larger areas.
18
CHECKING YOUR UNDERSTANDING
Activity 1: “PFT Testing”
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.
At your own convenience at home, perform the following fitness test:
Basic Plank, Push-up, Stick Drop Test and Sit and Reach

Prepare for the test.

Review the procedures in conducting the Physical Fitness Test.

Do the warm-up exercises on your own or with your partner at home.

Re-orient yourself on the proper execution of the tests and recording of
test results.

Observe safety.

Perform the test with a partner

Record your test results
REMEMBER
Physical Fitness Tests include:
1.
2.
3.
4.
Basic Plank measures strength/stability of the core muscles
Push-up measures the strength of the upper extremities.
Stick Drop Test measure the time to respond to a given stimulus
Sit and Reach test the flexibility of the lower back extensor muscles and
extremities.
5. 40-meter sprint - measure running speed
CHECKING YOUR UNDERSTANDING
“Family Connection”
Directions. In this activity, you are to identify the physical activity habits of
your family’s physical activities. A table is provided for you to list down
important details of the family that would be of help later when you will be
designing your family physical activity plan.
19
Family
Members
Age
Occupation/
Work/Job
Activities involved
in relation to the
Occupation/Work
/Job
HRF
component
involved
Example:
Father
54
PUJ Diver
Drives and sits for
8 hours
Household
Chores
HRF
component
involved
Feeds the
chicken,
Repair
damages
in the
house . . .
Mother
Sister
Brother 1
Brother 2
Me
REFLECTIVE LEARNING SHEET
Name:
Grade & Section:
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO.3
Directions. Answer the following questions using the Y-Chart. Have fun and
enjoy!
Did you enjoy the physical activity? Why or why not?
Do some of these physical activities
together with your family and discuss the
health benefits. (Collaboration)
20
How will you promote these physical
activites to be a lifestyle of common
people? (Communication)
HEALTH 10
LESSON 2: HEALTH
HEALTHCARE PLANS
SERVICE
PROVIDERS
AND
EXPECTATIONS
You will distinguish the Consumer Health
Education
terminologies and evaluate the sources of health information.
Specifically, this module will help you to:
1. Select health professionals, specialists, and healthcare services wisely.
Let us start your journey in learning more about Consumer Health.
Let’s Think and Act Now!
LOOKING BACK TO YOUR LESSON
Icon Recognition
Directions. Choose the icon being referred to by writing the letters only:
A
1.
2.
3.
4.
5.
B
Soap
Doctor
Cosmetics
Nutrition facts
Milk
C
6. Health Centers
7. Hand Wash Liquid
8. Home for the Aged
9. Labels
10. Deodorant
BRIEF INTRODUCTION
Health Service Providers
1. Health Professionals - individuals who are licensed to practice
medicine and allied health programs.
2. Healthcare Facilities - are places or institutions that offer healthcare
services.
21
3. Health Insurance - is a financial agreement between an insurance
company and an individual or group for the payment of health care
costs.
Types of Healthcare Facilities
1. Hospital - an institution where people undergo medical diagnosis, care and
treatment.
Kinds of Hospital


Private – operated by individual to gain profit
Voluntary – does not require profit because it is owned by a community or an
organization
 Government – it is being run by the state
 Teaching – includes a school for medical students
2 Classification of Hospitals in the Philippines
a. General Hospitals – are hospitals that have complete medical, surgical
and maternal care facilities
b. Specialty Hospitals – handle a particular disease or condition or deal
with only one type of patient
2. Walk-In Surgery Center – a facility that offers surgery without the patient being
admitted in the hospital
3. Health Center – cater to specific population with various health needs
4. Extended Healthcare Facility – a facility that provides treatment, nursing care
and residential services to patients, often the elderly
Health Insurance
■ Protection that provides benefits for sickness and injury
■ It offers various types of coverage
■ Pays for the fees of the health professionals, laboratory tests and
prescription drugs
■ Health Insurance may be sourced from both public and private
companies
■ Public Companies – PHILHEALTH
Watch more about PhilHealth on:
https://www.youtube.com/watch?v=ODAAarPj1nE
Health Maintenance Organization (HMO) - It is a healthcare provider that
offers medical services that are availed through a prepaid amount of money.
It is a business that requires a relatively reduced monthly fee for subscribers.
22
CHECKING YOUR UNDERSTANDING
Activity 1 – Stop and Go
Directions. Identify what kind of hospital are the following, based on the
service they provide.
23
Activity 2 – Mystery Word
Directions. Unlock the words that are encrypted with numbers using the
clues below.
A=1
Z = 26
1) 8 15 19 16 9 20 1 12
2) 23 1 12 11 - 9 14
3) 8 5 1 12 20 8
19 21 18 7 5 18 25
3 5 14 20 5 18
4) 5 24 20 5 14 4 5 4
9 12 9 25
8
5 1 12 20 8 3 7 18
5
6
1 20
3
Activity 3 – Graphic Organizer
Directions. Complete the table by writing the correct answer in each box.
Health
Facilities
i
i
u
Kinds
Classification
REMEMBER
1. Health Professionals - individuals who are licensed to practice medicine
and allied health programs.
2. Healthcare Facilities - are places or institutions that offer healthcare
services.
3. Health Insurance - is a financial agreement between an insurance
company and an individual or group for the payment of health care costs.
4. There are so many types of health facilities such as hospital, walk-in
surgery center, health center, extended health care facility.
24
CHECKING YOUR UNDERSTANDING
Spot the Differences!
Directions. What are the pros and cons of availing a healthcare plan? List
down your findings.
PROS
CONS
REFLECTIVE LEARNING SHEET
Name:
Grade & Section:
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO. 4
Directions. Write a status on any social media site with regards to what you
have learned from health service providers and healthcare plans
25
CAT 10
LESSON 2: CALAMITIES AND DISASTER
EXPECTATIONS
You will enhance your knowledge in Citizenship Advancement
Training (CAT) through engaging yourself in Disaster Risk Reduction
Management (DRMM). Specifically, this module will help you to:
 Understand the implementation of DRRM for education practitioners
and partners planning and programming at all levels.
 Prepare students for potential disaster that may likely happen
during school hours and even at home.
 Reduce the vulnerability and impact of disasters especially on
schools and assure safety of everyone.
Let us start your journey in learning more about Modern Art Styles.
Let’s Think and Act Now!
LOOKING BACK TO YOUR LESSON
ANSWER THE RIDDLE
Directions. : Your goal is to figure out the scrambled word by answering the
riddle below.
Riddle: “Given four words, that share a common word, what’s the scrambled
word?”
1. DASITERS
2. NAUTLRA HZARDA
3. NAMADEM HZARDA
4. PERPRADESNES
Catastrophe
Tragedy
Mishap
Calamity
Tropical cyclone
Earthquakes
Tsunamis
Volcanic Eruptions
Pollution
Maritime accidents
Industrial accidents
Land accidents
Anticipation
Forethought
Planning
Readiness
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BRIEF INTRODUCTION
Disaster Terminologies
In studying calamities and disaster, it is very important to understand
the different terminologies related to disaster.
DISASTER TERMINOLOGY
The following terminologies are adopted from United Nations Office for
Disaster Risk Reduction (2017):
1. HAZARD
A dangerous phenomenon, substance, human activity or
condition that may cause loss of life, injury or other health impacts,
property damage, loss of livelihoods and services, social and economic
disruption, or environmental damage.
2. VULNERABILITY
The characteristics and circumstances of a community, system or
asset that make it susceptible to the damaging effects of a hazard.
3. CAPACITY
Refers to all the strengths, attributes and resources available
within a community, society or organization to achieve agreed goal.
4. DISASTER
The serious disruption of the functioning of society, causing
widespread human, material or environmental losses, which exceed the
ability of the affected people to cope using their own resources.
5. DISASTER RISK
The potential disaster losses in lives, health status, livelihoods,
assets and services, which could occur to a community or a society over
some specified future time period.
6. DISASTER RISK REDUCTION
The systematic process of using administrative directives,
organizations, and operational skills and capacities to implement
strategies, policies and improved coping capacities in order to lessen
the adverse impacts of hazards and the possibility of disaster.
7. DISASTER RISK MANAGEMENT
The concept and practice of reducing disaster risks through
systematic efforts to analyze and manage the causal factors of disasters,
including through reduced exposure to hazards, lessened vulnerability
of people and property, wise management of land and the environment,
and improved preparedness for adverse events.
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8. PREPAREDNESS
Activities and measures taken in advance to ensure effective
response to the impact of hazards.
Knowledge and capacities develop by government, response and
recovery organization, communities and individuals to effectively
anticipate, respond to, and recover from the impact of likely, imminent
or current hazard.
9. PREVENTION
The outright avoidance of adverse impacts of hazards and related
disasters.
10.
MITIGATION
The lessening or limitation of the adverse impacts of hazards and
related disasters.
11.
REHABILITATION
Actions taken in the aftermath of disaster to assist victims, reestablish essential services, and revive key economic and social
activities.
12.
RECOVERY
The restoration and improvement where appropriate, of facilities,
livelihood and living conditions of disaster-affected communities,
including efforts to reduce disaster risk factors.
13.
RESPONSE
The act of implementing or translating into actions what are
called for by the preparedness plans. Response includes actions taken
to save lives and prevent further damage in a disaster or emergency
situations. Seeking shelter from strong winds accompanying a typhoon
and evacuating to higher grounds due to an impending flood are
examples of response.
TYPES OF HAZARD:
1. NATURAL HAZARD
Natural process or phenomenon that may cause loss of life, injury
or other health impacts, property damage, loss of livelihoods and
services, social and economic disruption, or environmental damage.
Natural hazards can be classified into several broad categories:
geological hazards, hydrological hazards, meteorological hazards, and
biological hazards. Some examples of natural hazards include tropical
cyclone, floods, storm surges, earthquakes, tsunamis, volcanic
eruptions, landslide and drought.
2. MAN MADE HAZARD
Events that are caused by humans and occur in or close to
human settlements. This can include environmental degradation,
pollution, fire, maritime accidents, land accidents and industrial
accidents
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BRIEF INTRODUCTION
Activity 1 – FINDING HAZARD
Objective: Identify the hazards that can be happened at home.
Directions. With the help of your family, kindly identify five possible hazards
usually found at home and reason why it is considered as hazards. Write your
answers in your activity notebook.
Example:
Hazard
1. Octopus Wiring
2.
3.
4.
5.
Reasons
It can cause fire and short circuit
Activity 2 – Fill-in the Box
Directions: Using the box below, list down hazards that fall under Natural
hazard, Man-Made Hazard or both. Write your answers in your activity
notebook.
Natural Hazard
BOTH
Man-Made Hazard
1.
2.
3.
4.
5.
REMEMBER



Calamities and disasters are sudden events such as an accident and
catastrophe, which cause extensive destruction or loss of life.
There are different Disaster terminologies adopted from United Nations
of Disaster Risks Reduction like hazards, vulnerability,
preparedness, disaster, disaster risk, disaster risk reduction,
disaster risk management, prevention, mitigation, rehabilitation,
recovery, and response
There are also 2 types of Hazard: Natural and Man-made hazards.
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CHECKING YOUR UNDERSTANDING
Question to Ponder!
Directions. List down the Disaster Terminologies adopted by the United
Nations.
DISASTER
DISASTER
TTEERRM
NO
OG
MIIN
OLLO
GIIE
ES
S
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REFLECTIVE LEARNING SHEET
Name:
Grade & Section:
Let’s Think and Act!
REFLECTIVE LEARNING SHEET NO.2
Directions. Answer the questions inside the box.
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POST-TEST
Multiple Choices
Directions. Choose the letter of the best answer.
1. In which element of music do pitches go up, down or stay the same?
A. Texture
C. Melody
B. Timbre
D. Rhythm
2. If a harmony sounds very nice and the notes do not clash, what it this called?
A. Dissonance
C. Mezzo forte
B. Consonance
D. Piano
3. Which element describes the layers of music we hear?
A. Texture
C. Timbre
B. Rhythm
D. Melody
4. In what art style can we classify the work of Andy Warhol?
A. Op Art
C. Pop Art
B. Abstractionism
D. Cubism
5. What is the title of the style of painting that Picasso invented?
A. Cubism
C. Op Art
B. Abstractionism
D. Pop Art
6. Who is the Filipino artist represents the style of Op art?
A. Vicente Manansala
C. Ronald Ventura
B. Constancio Bernardo
D. Hernando Ocampo
7. Any form of movement that causes your body to use energy is?
A. Metabolism
C. Physical Fitness
B. Physical Activity
D. Sedentary Lifestyle
8. Which among the physical activities does not measure the stability/strength
of the core muscles.
A. Push Ups
C. Basketball Pass
B. Basic Planking
D. Hexagon test
9. Which of the following is not a purpose of Physical Fitness Tests?
A. To involve the learner in a wide range of movement, knowledge and
skill-building experiences.
B. To develop the ability of a person in singing and painting
C. To expand options for wise use of physical exercises.
D. To be able to perform daily activities without problems.
10. A type of managed care plan in which all health care must be managed by a
primary care physician is known as?
A. Health Maintenance Organization Plan (HMO)
B. Preferred Provider organization Plan (PPO)
C. Point-Of-Service Plan (POS)
D. Mini-Med plan (MEP)
11. Which of the following best describes the term health coverage?
A. The amenities and total hospital bill.
B. The conditions under which your health insurance company will pay.
C. The housing and loan plans of the family.
D. The special benefits of travel abroad.
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12.Which program helps the poor pay for the cost of health care?
A. Medicare
C. Philhealth
B. Social Security
D. DSWD
C. Found specifically in outpatient settings
D. Seen in a variety of roles and settings
13.Which of the following is NOT a type of natural disaster?
A. Flood
C. Earthquake
B. Tornado
D. Car accident
14.Disasters frequently result in all of the following Except:
A. Damage to the ecological environment
B. Displacement of populations
C. Destruction of the population’s homeland
D. Sustained public attention during the recovery phase
15.The extent to which a community, structure, services or geographic area is
likely to be damage or disrupted by the impact of particular hazard is termed
as?
A. Vulnerability
C. Hazard
B. Capacity
D. Disaster risk
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References
Books
Aguinaldo, Maria Lourdes. 2014. Our World Of MAPEH. Vibal.
Sunico, Raul, Evelyn Cabanban, and Melissa Moran. 2015. Horizons Grade 10
Learner’S Material Music And Arts Appreciation For Young Filipinos.
Mojica, Angelina A., and Rodelia Natividad Tangco. 2015. Honing Your Skills Through
MAPEH 10. Jo-Es Publishing House.
Muyot, Fritzimarie R., Maria Clara G. Baarde, Maridina D. Garcia, and Esmeralda
Pastor. 2015. MAPEH On The Go!. Sunshine Interlinks publishing House Inc.
Eduardo V. Cipriano, Adelina Pineda-Limos, Ronald Solis, MArk G. Fabella, Ray
Ferdinand D. Limos, Girly Grace L. delos Reyes. (2015). The 21st Century
MAPEH in Action. Sampaloc, Manila: Rex Book Store, Inc. (RBSI).
Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in
Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.).
Australia: Wadsworth.
Callo, L., M. Camiling, J. Yap, J. Cagulang, J. Doria, E. Deveraturda, and J. Grecia.
2015. Physical Education and Health 10 Learner's Material. Pasig City:
Department of Education.
Cipriano, E., A. Pineda-Limos, R. Solis, M. Fabella, R. Limos, and G. Delos Reyes.
2015. The 21st Century MAPEH in Action. Manila: REX Publishing.
Darilag, A., Vergara, L., & Mateo, G. (2009). 2009. Enjoy Life with P.E. and Health.
Quezon City: SD Publishing, Inc.
Perez, V., L. Luna, C. Tomas, and D. Clemente. 2004. MAPEH-CAT IV. Quezon City:
St. Bernadette Publishing House.
Internet Sources
Arty Factory “Art Movements and Styles” Accessed May 12, 2020.
https://www.artyfactory.com/art_appreciation/art_movements/art_moveme
nts.htm
Culture Trip “The 10 Most Famous Filipino Artists and Their Masterworks”
Accessed Ma 7, 2020.
https://theculturetrip.com/asia/philippines/articles/the-10-most-famousfilipino-artists-and-their-masterworks/
En.wikipedia.org.
2020. “Claude
Debussy”.
Accessed
23
May
2020
https://en.wikipedia.org/wiki/Claude_Debussy#/media/File:Claude_Debus
sy_atelier_Nadar.jpg
Google Flexibility Pictures, Access May 20, 2020
34
•
https://www.google.com/search?q=flexibility&source
Acknowledgment
DEVELOPMENT TEAM OF THE MODULE
Management Team:
Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS
MUSIC 10
Writers: Leah Santos-Olmos & Jezreel K. Lastra
Editors: Marcos S. Gomez, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Leah Santos-Olmos & Jezreel K. Lastra
ARTS 10
Writers: Darwin M. Reginio & Rosalia B. Ramirez
Editors: Sol D. Cayaban, MT-I & Ma. Agie O. Amar, HT-III
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Darwin M. Reginio
Layout Artist: Darwin M. Reginio
PHYSICAL EDUCATION 10
Writers: Eleazar G. Quiambao, Ronaldo O. Gonzales, Rose Annie C.
Quiambao & Mary Giselle D. Esidera
Editors: Conrado S. Contreras Jr., HT-VI & Eileen Marie C. De Leon, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Eleazar G. Quiambao & Rose Annie C. Quiambao
HEALTH 10
Writers: Ma. Teresa D. Nolasco
Editors: Normita R. Okafor, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Ma. Teresa D. Nolasco
Layout Artist: Ma. Teresa D. Nolasco
CITIZENSHIP ADVANCEMENT TRAINING
Writers: Robert Pelijates, Junrel Abong, Victor Gocoyo Jr., Luigi Alfred
Gonzales, Jessy Sulapas, Arjel Magallanes, Eunica Arsie Basilio &
Bernard Otalla
Editors: Gloria M. Monfero HT III
Reviewers: Aida P. Manrique, MT II
Supervisor-in-charge: Luis M. Anchilo
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MAPEH 10: Journey to Modern Life
Copyright, 2020
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