Republic of the Philippines Department of Education SELF- LEARNING MODULE AND LEARNING ACTIVITY SHEET IN MAPEH 7 NAME OF LEARNER: ______________________________________________________________ SCORE: ____________ LESSON FOLK SONGS OF THE LUZON (LOWLAND) G7 Lesson Objectives: The learners should be able to 1. Describes the musical characteristics of representative music selections from the lowland of luzon after listening. 2. Analyzes the musical elements of some lowland vocal and instrumental music selections. INTRODUCTION The music of lowlands of Luzon is composed of Vocal and instrumental music, which varies in every provinces. The lowlands are composed mostly of farmers, fisherman, artisans, vendors, traders annd common people. They have deep faith in God, whom they serve with faith and devotion. His. Her key celebrations are fiestas, festivals for thanksgiving of good harvest and to honor patrons. PRE- ASSESSMENTS Directions. Let us check how much you already know about the folk songs of lowlands of Luzon. 1. A song that originates among the people, passed by oral tradition from one singer or generation to the next usually without knowing who the composer was. a. Cultural music b. Ethnic song c. Folk song d. Liturgical song 2. How folk songs are traditionally passed? a. Oral singing b. Tape recording c. Video clip d. Written songs 3. How folk songs are learned? a. By going to school b. By listening c. By rote d. By writing 4. How lowland folk songs are performed? a. Sung in foreign language b. Sung in native language c. Sung in Bikolano only d. Sung in Tagalog only 5. Folk songs begin in one key and ends in what key? a. Any key b. Minor c. Minor 7th d. The same key CONCEPTS • are songs written by the folk and are sung to accompany daily activities such as farming, fishing and putting the baby to sleep. • These are traditionally passed on ORALLY. • Most Philippine folk songs have Spanish and other western influences. • The people created melodic chants and indigenous instruments based on the materials available where they live. • Folk songs of Luzon lowlands are performed in his/her native language such as Ilocano, Pangasinense, kapampangan, Tagalog, Bicolano, and others. • Characteristics of Folk songs: • Originally passed down orally to the family and to other members of the community • Learned through rote • Sung in his/ her own dialect • Begins in one key and ends in the same key • Composers and lyricist are usually unknown • Mood can be sentimental, playful and humurous • Concepts are based on nature, people’s work, tradition, culture • Short and simple • Either in duple meter (2/4), triple (3/4) or quadruple (4/4) ILOCANO • Pamulinawen • Naraniag a bulan • Manang biday • Dungdungwen kanto KAPAMPANGAN • Atiin cu pung singsing • Doredo • Caca, O caca • Patag a bundoc TAGALOG • Magtanim ay di biro • Bahay kubo • Leron leron sinta • Sitsiritsit • Paru- parong bukid BICOLANO • Sarung banggi EXAMPLES OF PHILIPPINE FOLK SONGS FROM LOWLAND OF LUZON Folk songs LISTENING ACTIVITIES Activity 1. Listen to the link below and fill the box. 1. https://youtu.be/LuQXN3V68rc 2. https://youtu.be/1Gr0lQBjZHc 3. Activity 2. Ask for help from your parents, peers and search at least 2 Bicolano folk songs except Sarung Banggi. And explain its purpose, meaning and musical elements. Written/ printed. LESSON Sarung Banggi means “one evening”, a folk song from Sto. Dominggo, Albay. For Bicolanos, this is not only song but also a festival that showcases a variety of cultural and religious acttivities that are held every 18 th to 25th day of May and performed at night. This festival is tribute to its composers, Potenciano V. Gregorio, Sr. ARTS AND CRAFTS OF ILOCOS REGION AND CORDILLERARA ADMINISTRATIVE REGION (CAR) G7 Lesson Objectives: The learners should be able to 1. Analyzes elements and principles of art in the production of one’s arts and crafts inspired by the arts of Luzon (highlands and lowlands) 2. Identifies characteristics of arts and crafts in specific areas in Luzon CONCEPTS Arts and crafts are important means of expression, which communicate views, ideas, and feelings through the use of skillas and imagination. These are important parts of our daily lives and can be found everywhere. ILOCOS REGION Architecture Vigan, considered as the “Intramuros of the North”, it retains the Spanish colonial architecture along its narrow and cobbled stone streets known as Calle Crisologo. These old Spanish- type houses have huge, high pitched roofs, large and rectangular living rooms that are made of adobe, bricks, lime, terracotta, hardwood floors, and windows of Capiz shells framed in a wooden window panels. Textiles Inabel is a hand weaving technique oof the ilocanos that is produced using traditional wooden looms. Inspired by natural elements. • Landforms • Colors of flowers and vegetation • Plaid • Zigzags • Animal pattern • Ocean waves • Glittering night sky Pottery Burnay • is an unglazed earthen jar with small opening. • Mixture of fine gravel, sand and ashes and fire the clay to make it sturdy and heavy. • Designs are simple. • Used for storage of water and rice PANGASINAN grains, container of salt, brown sugar, Weaving local wine and bagoong. The arts and crafts of Pangasinan include the smoothly woven Bolinao mats made from Buri or Raffia leaves, and the bamboo crafts (baskets furniture) of San Carlos CORDILLERA ADMINISTRATIVE REGION (CAR) KALINGA Textile The natives of Kalinga are skilled weavers of textiles that characterized by red stripes and white, yellow and black geometrical patterns. The Southern Kalinga women wear the wrap skirt or tapis called Kain while Northern women wear Saya . Textile cultural meaning: • Red- Bravery • Black- Soil or land • White- flowers of the coffee trees • Yellow- sand • Green- mountains Basketry Labba is a bowl shaped basket made from rattan that vary from 20- 150 cm in diameter. Tattooing Wang- Od • Considered clothing and decoration. • The last mambabatok or traditional Kalinga Tattoo artist. • It signifies a rite of passage from youth to adulthood, • mark of heroism, bravery and • one’s status in the community. Consist of geometric patterns and lines. MOUNTAIN PROVINCE Textile Mountain province is known for their burial cloth, kadangyan, woven by female elders. IFUGAO The term Ifugao means “Native of the Cordillera” Scuplture The Bul’ul is a wooden scuplture that represents the rice grananry spirits that is usually made of narra, thatt signifies wealth, happiness and well being to the Ifugao Dipped in the blood of pigs during ritual called tunod. Lingling or dinumug are Ifugao amulets that is made from jade, gold, copper, bronze, stone or other materials. Wanes are the men’s traditional clothing Lufid women short and narrow wrap- around skirt Ginaspalawanes type of belt adorned with designes zigzag patterns woven in double faced with braided warps that end as tassel. Ikat weaving method of natives of Bontoc ABRA Textile The tingguians weave textiles for clothes and blankets, noted for their white textiles with horizontal stripes found in the edges. ACTIVITIES Activity 1: TATTOO DESIGNER Make your tattoo design in bond paper to be submitted together with this module. Criteria Points Creativity 10 Neatness 10 Activity 2: Similarities and Differences Identify the similarities and differences of the following textiles based on the designs and materials used. Write your observation in a Venn diagram. REFELECTION Write your impressions here: _______________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ LESSON PHYSICAL FITNESS TEST G7 Lesson Objectives: The learners should be able to 1. Undertakes Physical activity and physical fitness assessments 2. Sets goal based on the assessment results CONCEPTS For general health and fitness purposes, the tests are considered the starting point for designing an appropriate exercise program. They are meant to ensure you won't be at risk of harm and provide with the insights needed to establish clear and effective fitness goals. Health Related Fitness Components: ❖ Muscular strength- ability of the muscle to exert maximal effort in a brief duration ❖ Cardiovascular endurance- ability of the lungs, heart, and blood vessels to deliver adequate amounts of oxygen to the cells to meet the demands of prolonged physical activity ❖ Flexibilty- the ability of the muscles and joints to go through a full range of motion. ❖ Body composition- refers to proportion of lean body mass to fat body mass. ❖ Muscular endurance- defined as the maximum pull or push that can be exerted one time by a muscle group. ❖ a stimulus ❖ Coordination- integration with hand and or foot movements with the input of the senses. A fitness test, also known as a fitness assessment, is comprised of a series of exercises that help evaluate your overall health and physical status. Skill Related Fitness ❖ Speed- the ability to perform a task or move from one point to another in the shortest possible time ❖ Agility- the ability of an individual to quickly shift or change direction of the body from one point to the other ❖ Power- ability to perform one maximum effort in the shortest possible time. Product of both strength and speed ❖ Balance- ability to stay in equilibrium in relation to changes in body position. May be static or dynamic. Static balance is the kind of balance demonstrated in stationary position. Dynamic balance is demonstrated while the body is moving. ❖ Reaction time- is the amount of time it takes to respond to ACTIVITIES Activity 1: Define fitness base on your own understanding. (3-5 sentences) __________________________________________________________________________________________ __________________________________________________________________________________________ Activity 2: FITNESS ASSESSMENT The template below is provided for you to accomplish by filling in the blanks. Identify the missing component of physical fitness, name of the fitness test in the first column and the respective scores generated by actually performing the indicated tests in the second column. A. Body composition – is the body’s relative amount of fat to fat-free mass. Body Mass Index (BMI) WEIGHT [in kilograms] HEIGHT [in meters] 2 CLASSIFICATION: BELOW 18.5 18.5 – 24.9 25 – 29.9 30.0 – ABOVE Example: 30 (1.2)2 30 1.44 20.83 Underweight Normal Overweight Obese A.1. Weight – the heaviness or lightness of a person. Equipment: Weighing Scale Procedure: For you as the test taker: • Wear light clothing. • On bare feet, stand erect and still and with weight evenly distributed on the center of the scale. • Before the start of weighing, adjust the scale to zero point. • Record the score in kilograms. Scoring: Record body mass to the nearest 0.5 kilograms. A. 2. Height – the distance between the floor to the top of the head in standing position. You will need: • An even and firm floor and flat wall • L – square • Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the floor. Procedure: For you: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall with tape measure. b. Place the L-square against the wall with the base at the top of the head of the person being tested. . Scoring : Record standing height. * 1 meter = 100 centimeters (Record the score in meters) 3–Minute Step Test Purpose - to measure CARDIOVASCULAR ENDURANCE Equipment : Step with a height of 12 inches and Stopwatch Procedure: ▪ Position in front of the step. ▪ At the signal go, step up and down on a bench for 3 minutes at a rate of 24 steps per minute. One step consists of 4 beats, – that is, “up with the left foot, up with the right foot, down with the left foot, down with the right foot.” ▪ Immediately after the exercise, stand and relax. Don't talk. ▪ Right after the activity, locate your pulse. (the first beat is zero.) e. Count the pulse for 10 seconds. Multiply by 6. Push-up Purpose – to measure strength of upper extremities Equipment: Exercise mats or any clean mats Procedure : • Lie down on the mat; face down in standard push-up position: palms on the mat under the shoulders, 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, straighten the arms, keeping the back straight, then lower the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor). a. Perform as many repetitions as possible, maintaining a cadence of 20 pushups per minute (2 seconds going down and 1 second going up). For the tester: a. As the student assumes the position of push-up, start counting as the student lowers his body on the ground until he reaches 90-degree angle at the elbow. b. Make sure that the student performs the push-ups in the correct form. c. The test is terminated when the subject can no longer perform the push- ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or when cadence is broken. Scoring: Record the number of push-ups made. B. FLEXIBILTY 1. Sit and Reach – a test of flexibility for the lower extremities (hamstring). Purpose: To reach as far as possible without bending the hamstring Equipment: Tape Measure (position the zero point of the tape measure at the tip of the finger farthest from the body) Procedure: a. Sit on the floor with back flat on the wall with feet approximately 12 inches apart. b. Without bending your back, knees, and elbows, place one hand on top of the other and position the hands on the floor. c. After the tester has positioned the zero point of the tape measure, start the test by slowly reaching the farthest point possible without bending the knees. Scoring: Record sit and reach to the nearest 0.1 centimeter. 2. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to parallel the strength / endurance assessment of the region. Purpose: To touch the fingertips together behind the back by reaching over the shoulder and under the elbow. Equipment: a ruler (Measure the distance in which the fingers overlapped. Procedure: a. Stand erect. b. To test the right shoulder, raise your right arm, bend your elbow, and reach down across your back as far as possible. c. At the same time, extend your left arm down and behind your back, bend your elbow up across your back, and try to cross your fingers over those of your right hand. c. Reach with the right hand over the right shoulder and down the back as if to pull a zipper or scratch between the shoulder blades. d. To test the left shoulder, repeat procedures a – d with the left hand over the left shoulder. Scoring – record zipper test to the nearest 0.1 centimeter. Skill- Related Fitness Test A. COORDINATION: STICK FLIP TEST Equipment required: three sticks are required for each person being assessed. Each stick should be about 60 centimeters (~2 foot) long, two centimeters (~1 inch) in diameter and with tape or painted at one end. procedure: there are two parts to this test, one with five attempts at a half flip, the other with five attempts at a full flip. Three practice attempts are allowed before each part. • Half-Flip: the subject holds a stick in each hand at waist level so that the sticks are horizontal. The assessor places the third stick across the two hand-held sticks. The subject then attempts to flip the balanced stick so that it turns one half of a rotation and lands back on the two hand‐held sticks. The subject should attempt five half-flips with one point scored for each successful attempt. The flip is unsuccessful if the stick is not flipped the half rotation or drops to the floor. • Full-Flip: The starting position is the same as for the half-flip part of the test. In this second part, a full flip is attempted. The stick must go through a full rotation and land balanced across the other two sticks, with the same orientation as the starting position (using the painted end of the stick as a guide). Two points are awarded for each successful attempt. scoring: One point is awarded for each successful half-flip, two points for each successful full-flip. Add up the scores for the two test parts and see the table below for a coordination rating. The maximum possible score is 15. B. AGILITY: HEXAGON AGILITY TEST Equipment required: tape measure, chalk or tape for marking ground, stopwatch, marking sheets. test layout: Using athletic tape, mark a hexagon (six sided shape) on the floor. The length of each side should be 24 inches (60.5 cm), and each angle should work out to be 120 degrees. procedure: • The person to be tested starts with both feet together in the middle of the hexagon facing the front line. • On the command 'go', they jump ahead across the line, then back over the same line into the middle of the hexagon. Then, continuing to face forward with feet together, jump over the next side and back into the hexagon. • Continue this pattern for three full revolutions. Perform the test both clockwise and anti-clockwise. scoring: The athletes score is the time taken to complete three full revolutions. The best score from two trials is recorded. Comparison of the anti-clockwise and clockwise directions will show if any imbalances exist between left and right movement skills. Reminder: If you jump the wrong line or land on a line then the test is to be restarted C. SPEED: 40 METER SPRINT Purpose: The purpose of this test is to determine acceleration, maximum running speed and speed endurance, depending on the distance run. Equipment required: measuring tape or marked track, stopwatch or cone markers. Procedure: • The test involves running a single maximum sprint over a set distance, with time recorded. • After a standardized warm up, the test is conducted over 40 meters or yards, • The starting position should be standardized, starting from a stationary position with a foot behind the starting line, with no rocking movements. Scoring: Record the time D. POWER: STANDING LONG JUMP Purpose: to measure the explosive power of the legs Equipment required: tape measure to measure distance jumped, non-slip floor for takeoff, and soft landing area preferred. Procedure: • The athlete stands behind a line marked on the ground with feet slightly apart. A two foot take-off and landing is used, with swinging of the arms and bending of the knees to provide forward drive. The subject attempts to jump as far as possible, landing on both feet without falling backwards. Three attempts are allowed Scoring: The measurement is taken from take-off line to the nearest point of contact on the landing (back of the heels). Record the longest distance jumped, the best of three attempts. E. BALANCE Purpose: To assess whole body balance ability. Equipment required: flat, non-slip surface, stopwatch, paper and pencil. procedure: • Remove the shoes and place the hands on the hips, • then position the non-supporting foot against the inside knee of the supporting leg. • The subject is given one minute to practice the balance. • The subject raises the heel to balance on the ball of the foot. • The stopwatch is started as the heel is raised from the floor. Reminder: The stopwatch is stopped if any of the follow occur: • the hand(s) come off the hips the supporting foot swivels or moves (hops) in any direction • the non-supporting foot loses contact with the knee. • heel of the supporting foot touches the floor. Scoring: The total time in seconds is recorded. The score is the best of three attempts. The table lists general ratings for this test. Variations: the stork balance test is also sometimes conducted with the eyes closed, giving it a higher level of difficulty. F. REACTION TIME: STICK DROP TEST Purpose: to measure reaction time, hand-eye quickness and attentiveness. Equipment required: 1 meter long ruler or Yardstick, calculator. procedure: • The person to be tested stands or sits near the edge of a table, resting their elbow on the table so that their wrist extends over the side. • The assessor holds the ruler vertically in the air between the subject's thumb and index finger, but not touching. • Align the zero mark with the subjects fingers. The subject should indicate when they are ready. • Without warning, release the ruler and let it drop - the subject must catch it as quickly as possible as soon as they see it fall. Scoring: Record in meters the distance the ruler fell. Repeat several times (e.g. 10 times) and take the average score. PHYSICAL FITNESS SCORE BOARD Name: Sex: Age: Health Related Fitness Test Part I: A. BODY COMPOSITION: Body Mass Index (BMI) Height (Meters) Weight (Kg) BMI Classification B. CARDIOVASCULAR ENDURANCE: 3- Minute Step Test Heart rate/minute Before the After the Activity Activity C. STRENGTH 1. Push up Number of Push ups 2. Basic Plank Time D. FLEXIBILITY 1. ZIPPER TEST Overlap/Gap (cm) Right Arm Left Arm Part II. 2. SIT AND REACH Sit and Reach (cm) 1st 2nd SKILL RELATED FITNESS A. COORDINATION: Stick Flip Test B. AGILITY: Hexagon Agility Test Clockwise Time( 00:00) C. SPEED: D. POWER: Counter Clockwise Time (00:00) 40 Meter sprint Score: Average Score: Standing Long Jump Distance(cm) First Trial Second Trial E. BALANCE: Stork Balance Stand Test Right foot time (00:00 F. REACTION TIME 1st trial REFELECTION Left Foot Time(00:00) Stick drop Test 2nd trial 3rd trial Middle score 3rd 1. What did the result of the Fitness Test reveal about your present fitness level? ___________________________ __________________________________________________________________________________________ 2. Which tests did you score satisfactorily? Poorly? What should you do about it? __________________________ __________________________________________________________________________________________ 3. Which of the two levels of activity intensity did your heart rate fall during the conduct of the Fitness Test? (Moderate or Vigorous) ______________________________________________________________________ 4. How important is taking your THR when participating in a certain physical activity?______________________ __________________________________________________________________________________________ LESSON Dimensions of Health G7 Lesson Objectives: The learners should be able to: 1. Explains the dimensions of Holistics health 2. Analyzes the interplay among the health dimensions in developing holistic health Introduction Attaining holistic health should be everybody’s goal. At this point of your life you have many health concerns that need to be addressed. You need to develop all dimensions of your health. You also need coping skills to be able to face the challenges of adolescent life. Correct health information, a positive attitude, healthy practices and desirable coping skills will help you attain and maintain holistic health. Pre- Assessments P for Physical health S for Social health MS for Moral-spiritual Health E for Emotional health M for Mental health CONCEPTS Directions: The following are practices of adolescents in managing things. Write A if you Agree with the practice and D if you Disagree. 1. Telling the truth 2. Jogging around the park 3. Listening to mood music 4. Reading your favorite books 5. Getting enough rest and sleep 6. Eating a balanced diet regularly 7. Going out with family and friends 8. Respecting your parents and elders 9. Sharing jokes with family members 10. Playing chess, checkers, and Math games When you were younger, you did not have to think much about your health. Your parents, teachers, and other caring adults looked out for your health. They made sure that you ate the right food, had regular medical checkup and immunizations, and other health practices. As an adolescent, your personal health now becomes your responsibility. Every day you make health decisions so it is very important that you know correct health information. It is therefore, your responsibility to use health information wisely to guide your day- to-day activities. Live a healthy and happy life. This must start early in life. Your health habits and practices today as well as in the past, will greatly affect the status of your future health. Health is the well-being of your body, mind, and your relationship with others. On the other hand, Wellness means striving to live your life to achieve your fullest potential, making decisions, and acting in healthy ways. It is practicing positive health behaviors based on sound knowledge and healthy attitudes. Physical health means how well your body functions. It means you can carry out everyday tasks without becoming too tired. It also means you have enough energy to enjoy activities and to meet emergencies. It means developing healthful habits and avoiding destructive habits, such as smoking, drinking alcoholic beverages and taking dangerous drugs and harmful substances. Mental or intellectual health means being a lifelong learner by continuously wanting to learn new things and improve one’s kills. A mentally healthy person is open to new ideas and experiences that can improve personal, family, and community life. Emotional health involves understanding and liking yourself as well as accepting and learning from your mistakes. It refers to how well you meet the demands of daily life and how you adjust to new situations. It also means expressing your happiness, love, joy and hope as well as your sadness, anger, stress and fear in healthful productive ways. Social health refers to how well you get along with other people. Moral-spiritual health means being at peace and in harmony with yourself, others and a higher power or bigger reality. What you feel, think and say what you believe in or value are shown in how you act. It refers to your personal beliefs, values, and faith. ACTIVITIES Physical Mental Emotional 1. Set attainable health goals. 2. Change your plan if you get frustrated. 3. Study a problem and plan how to solve it. 4. Adjust your goal if it is not possible to reach. 5. Take responsibility for something you did wrong. Social Moral Spiritual 6. Prioritize things when you have many things to do. 7. Think of strategies to change unhealthful practices. 8. Attend only to your own task, even in doing group work. 9. Work only with schoolmates whom you are comfortable with. 10. Reflect on what you have done when you’re not sure it’s right. Activity 2. Connect It! Directions: Write one health dimension in each circle. On the lines write activities you can do in each dimension that can contribute to holistic health. Add more lines if needed to write your answer. Write these on the lines. On the space provided below, explain briefly how the health dimensions are interrelated. The five dimensions of holistic health are interrelated. An individual is affected physically if food and shelter are not fully satisfied. This person will also be affected emotionally as she/he may feel inadequate, insecure, and unsafe. And how will this affect the mental health of the person? Anxiety may develop when a person is worrying about his/her condition. Relationship with family, friends, and with others may suffer also when a person is not contented and his/her longing for love and affection is not met. When the physical, mental, emotional, and social needs are not satisfied, a person may resort to unethical behaviour to satisfy his/her basic needs. It is very clear that each dimension affects the other. The dimensions are equally important to attain wellness or good health. These are like puzzle pieces that need to be fitted together for meaningful health dimensions interrelationship. We all seek a harmonious balance of all health dimensions to lead a happy and fulfilled life. It may sound difficult to attain but developing each dimension at this stage in your life will benefit you for a lifetime. REFELECTION Connect It to Art Directions: Create a poster to illustrate your plan of action to attain holistic health. Use any medium you may want, such as crayon, water color, oil pastel, etc. You can use cartolina, illustration board, or any other appropriate material. References Learning Module in Music and Arts 9 pp. Learning Module in PE and Health 9 pp. Topendsports.com RATE YOURSELF: For I know the plan I have for you, says the Lord. Plans to prosper you and not to harm you, plans to give you hope and a future. Jeremiah 29:11