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