7
MAPEH
QUARTER 1 – MODULE 2
i
MAPEH- MUSIC
Self-Learning Module (SLM)
Quarter 1 – Grade 7
First Edition 2025
Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this module are owned by their
respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.
Development Team
Writers: Kristine F. Balongo- Music
Rhofa Kaye S. Lucas- Music
Vencint Karl E. Tacardon- Arts
Bejie N. Nepumoceno- Physical Education
Herod S. Bernal- Health
Henjie G. Ehimplar- Health
Editors: Alex F. Floro, Charito P. Duhino
Reviewer: Lorelie C. Salinas, Cecille N. Solidarios, Jay Sheen A. Molina
Illustrator:
Layout Artist:
Cover Art Designer: Jay Sheen A. Molina
Management Team:
Leonardo M. Balala, CESO V-Schools Division Superintendent
Levi B. Butihen - Assistant Schools Division Superintendent
Marichu Jean R. Dela Cruz PhD - CID Chief
Nelida A. Castillo - Division EPS In Charge of LRMS
Alex F. Floro – EPS in MAPEH
Charito
P. DuhinoMusic and– Arts
Coordinator
Printed in the Philippines
by Department
of Education
Schools
Division of South Cotabato
Office Address:
Telefax:
E-mail Address:
Alunan Avenue, City of Koronadal
(083) 228-3801
southcotabato@deped.gov.ph
ii
7
MAPEH
QUARTER 1 – MODULE 2
iii
Introductory Message
For the facilitator:
Welcome to the MAPEH 7 Self-Learning Module (SLM) on MUSIC-Popular
Music- Instrumental Music, ARTS-Animation, PHYSICAL EDUCATION-Game
Concept: Positioning, and HEALTH- Common Adolescents’ Concerns that can
Affect Mental Health.
This self-learning module was collaboratively designed, developed and
reviewed by educators from public institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the Revised K to
12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This self-learning module hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the MAPEH 7 Self-Learning Module (SLM) on MUSIC-Popular
Music- Instrumental Music, ARTS-Animation, PHYSICAL EDUCATION-Game
Concept: Positioning, and HEALTH- Common Adolescents’ Concerns that can
Affect Mental Health.
The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn,
create and accomplish. Hence, the hand in this learning resource signifies
that you as a learner are capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic
success lies in your own hands!
This self-learning module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own
pace and time. You will be enabled to process the contents of the self-learning
module while being an active learner.
iv
This self-learning module has the following parts and corresponding icons:
Design – This will give you an idea of the skills or competencies
you are expected to learn from the Self-Learning
Module (SLM).
Review –This contains activity that will check your prior
knowledge. Also, this is a brief drill or activity to help
you link the current lesson with the previous one.
Engage – In this portion, the new lessons will be introduced to
you in various ways such as a story, a song, a poem, a
problem opener, an activity or a situation.
Apply– This comprises activities for independent and group
performance practices to solidify your understanding
and skills of the topic.
Measure – This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations. This also evaluates the level of mastery in
achieving learning competency.
v
LESSON
1
COUNTING NUMBERS UP TO 50
Design
Hello there, young mathematicians! How are you? I know that you are all
excited and having fun to learn more in the mathematics world.
It is now time for you to learn another topic that will help you to be a good in
numbers. This lesson you will be learning about numbers.
Learning Competency:

Count up to 100 (includes counting up or down from given number and
identifying a number that is 1 more or 1 less than a given number).
Objectives:
At the end of the lesson, the learners should be able to:
1. Identify and count numbers up to 50; and
2. Identify and count numbers that is 1 more or 1 less than a given number.
References:
“Grade 1 Math Quarter 1 Module 1 - Search Videos.” n.d.
https://www.bing.com/videos/riverview/relatedvideo?q=grade+1+math+quarter+1
+module+1&mid=89742B32B413B35FEEFA89742B32B413B35FEEFA&FORM=VI
RE.
1
Review
Now that we've explored the objectives of this activity, let's take some time to
reflect on what you've learned. By diving into the different vocal music traditions of
Southeast Asia, you've been able to see the distinct cultural expressions of each
nation. As we begin reviewing, take a moment to consider how these music styles
relate to the emotions, stories, and history of the people who wrote them.
Let's review and observe how well you can use what you've learned!
ACTIVITY 1. Scrambled Words
Instructions: Read each question carefully and answer them based on the
information you know about the various vocal music traditions of Southeast Asia.
Write your answer on the space provided before the number.
___________ 1. M E
L
A
N
G
A traditional Indonesian ensemble music often accompanied by vocals.
___________ 2. U
D
A
K
N
I
M
A slow, emotional love song style from the Philippines.
___________ 3. U
P
A
R
P
G
N
A
O
R
B
I
U
K
A traditional Filipino folk song that tells the story of a butterfly
fluttering around the fields.
D
___________ 4. A
H
A
R
A
N
A Filipino serenade often performed by a man to woo a woman.
___________ 5. N
A
I
T
U
C
G
P
N
U
G
S
N
I
G
S
N
I
A traditional folk song that narrates the story of a person who once
had a precious ring that was given as a family heirloom.
ACTIVITY 2: Name the Instrument!
Instructions: Identify the musical instruments from the pictures and complete their
names by filling in the missing letters.
1.
____ u i ____ a r
2.
D ___ u m
3.
___ l u t ___
2
4.
V i ____ l ____ n
5.
X ___ l o p ___ o n ___
Engage
Hello kids! How are you today? Are you now excited to learn something new?
I am happy that you are all excited. Let’s begin.
A. Counting Numbers Up to 50
Let us count numbers in order up to 50.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
Let’s Practice
Count each given picture and write the number.
1. INSERT PICTURE OF 6 BALLOONS
2. INSERT PICTURES OF 36 PILLOWS
3
3. INSERT PICTURES OF 18 CUPS
4. INSERT PICTURES OF 21 FLOWERS
5. INSERT PICTURES OF 40 SEEDS
B. IDENTIFYING NUMBER THAT IS 1 MORE OR 1 LESS THAN A GIVEN
NUMBER
Let us identify the number that is 1 more or 1 less than a given number.
You are going to add 1 if you are going to identify that is more than 1 in a given
number and minus 1 if you are going to identify that is 1 less than a given number.
Below are the examples of identifying number that is 1 more or 1 less than a given
number.
Given Number
1. 10
1 more than a given
number
11
1 less than a given
number
9
2. 22
23
21
3. 41
42
40
4. 6
7
5
5. 39
40
38
Let’s Practice
A. Identify the number that is 1 more or 1 less than a given number.
1. ________,24, _________
4. _______,33, ____________
2. ________,26, _________
5. _______,20, ____________
3. ________,23, _________
4
Apply
Alright, everyone! it is now time to apply what we have learned in a meaningful
way. This next step allows us to connect theory to real-life situations, reinforcing our
knowledge through practical application.
Ready to have some fun and get creative? Let’s do it!
ACTIVITY: SPEAK THE BEAT: RHYTHM SYLLABLE CHALLENGE!
Instruction: Write and clap the rhythmic syllables of Bahay Kubo.
5
LESSON
ARTS
2
Animation
Design
Hello! Grade 7 students. Welcome to this self-learning module on Animation!
Animation is the art of bringing images to life through movement. It plays a vital role
in storytelling, entertainment, and cultural preservation, especially in the Philippines
and Southeast Asia.
In this module, you will explore the basics of animation, its techniques, and
its creative process. By the end, you’ll have a deeper appreciation of how animation
brings stories and ideas to life!
Learning Competency:

distinguish subjects, themes, concepts, mediums, processes, techniques,
and/or practices applied in the contemporary and emerging performing and
visual arts of the Philippines and selected Southeast Asian countries.
Objectives:
At the end of the lesson, the learners should be able to:
1. distinguish the key subjects, themes, concepts, mediums, processes,
techniques and practices applied in animation;
2. appreciate and value the cultural significance of animation in the Philippines
and Southeast Asia; and
3. apply artistic techniques from contemporary Philippine and Southeast Asian
arts in creating an original arts piece of performance.
References:
Lent,
John
A.
2004.
"The
'Sleeper'
Status
of
Southeast
Asian
Animation”. cinema.usc.edu. https://cinema.usc.edu/archivedassets/098/15835.
pdf.
Merriam-Webster.
"Animation”.
2025.
Merriamwebster.com. https://www.merriam-webster.com/dictionary/animation.
6
Review
Instructions: Read the questions carefully and encircle the letter of the correct
answer.
1. What is a comic?
a) A form of dance
b) A story told through images and text
c) A type of sculpture
d) A musical performance
2. Which of the following is a characteristic of comics?
a) It uses speech bubbles and panels
b) It is always in black and white
c) It has no storyline
d) It is written like a novel
3. What is the purpose of speech bubbles in comics?
a) To show the setting of the story
b) To describe the characters’ actions
c) To contain the dialogue or thoughts of characters
d) To provide background music
4. The space between panels in a comic strip is called:
a) Frame
b) Border
c) Gutter
d) Margin
5. Which element of a comic shows emotions and expressions of characters?
a) Background
b) Facial expressions and body language
c) Sound effects
d) Panel borders
B. True or False. Read each statement below and decide whether it is true or false.
Write T for trure and F for false to each statement.
1. __ Comics only use text to tell a story.
2. __ The sequence of panels helps guide the flow of the story.
3. __ Comics are always humorous and cannot have serious themes.
4. __ Comics can be printed or digital.
5. __ Thought bubbles are used to show what a character is thinking.
7
Engage
Unlocking Words
What is Animation?
Came from the Latin word “Animato” which means “the act of bringing life.”
Animo which means “to animate or give life” and atio “the act of”.
Animation is a form of visual art
that
involves
creating
motion
and
movement through a sequence of images.
These images can be hand-drawn, painted,
computer-generated, or even created
through stop-motion techniques. Often
used
in
films,
television
shows,
advertisements or even short art pieces.
Animation is also the process of creating the illusion of motion and shape change by
means of the rapid display of sequence of static images that minimally differ from
each other.
Animators are an artist who creates multiple
images, known as frames, which give an illusion of
movement called animation when displayed in a rapid
sequence.
How animation relates to Philippines and Southeast Asian Art:
Animation has evolved in the Philippines and Southeast Asia, where it is used
not just for entertainment but also for storytelling, preserving culture and sharing
traditions. Filipino animators often create works inspired by folklore, historical
events, and cultural values. Southeast Asian animation reflects diverse cultural
expressions from various countries, including myths, festivals, and customs.
Common techniques in Animation:
1. 2D Animation – hand-drawn animation
2. 3D Animation – computer-generated,
animation.
Mediums of Animation:
1. Drawing (hand-drawn)
2. Digital Animation Tools
3. Clay (for non-stop motion)
4. Puppets
8
stop-motion,
and
mixed-media
Process of Animation:
1. Planning (Storyboarding)
This is where the idea starts! Artists
draw a series of pictures (called a
storyboard) to show what will happen in
the animation, scene by scene.
2. Creating Frames of Models
In this step, the characters,
backgrounds, and objects are drawn or
created. These are the images that will
be used in the animation.
3. Animating the Sequence
The images are shown one after
another to make them look like they are
moving. This can be done by drawing
each frame or using a computer.
4. Post-production
This is the final step where
sounds, music, voiceovers, and special
effects are added to make the animation
complete and more exciting.
9
Apply
Animation Around Us
Activity 1: Exploring Animation in Everyday Life
Instruction:
1. Look around your surroundings and list five examples of animation that you
see in daily life (e.g., TV shows, advertisements, video games, educational
videos, etc.).
2. Research or recall how these animations were created. Identify their possible
techniques (e.g., 2D, 3D, stop-motion, digital, traditional).
Answer the following questions in your notebook:
• What similarities do you notice among the animations you listed?
__________________________________________________________________________________
• How do these animations influence your daily life?
__________________________________________________________________________________
• Why do you think animation is important in Philippine and Southeast Asian
culture?
__________________________________________________________________________________
Create Your Own Simple Animation.
Activity 2: Flipbook Animation
Instructions:
1. Get a small notebook or stack of index cards.
2. Draw a simple animation frame by frame (e.g., a bouncing ball, waving hand,
blinking eye). Start with the first image and make small changes in each
subsequent drawing.
3. Once finished, flip through the pages quickly to see your animation in
motion.
4. Take a short video of your flipbook animation in action or describe your
process in writing.
Answer the following questions:


What was challenging about creating your animation?
____________________________________________________________________
____________________________________________________________________
How do you think this process is similar or different from digital
animation?
____________________________________________________________________
___________________________________________________________________
10
LESSON
2
PHYSICAL EDUCATION
Game Concept: Positioning
Design
This module is made for you to help you learn about the game concept of arnis
as a target game. It will teach you the basic concepts, positioning, skills, and
techniques needed to hit targets accurately using arnis strikes. You can apply these
skills in sports, training, and self-defense.
Learning Competency:

Perform physical activities by applying principles and concepts of target games
to solve tactical problems for active living.
Objectives:
At the end of the lesson, the learners should be able to:
1. Identify key elements of the fundamental stance in arnis;
2. Show appreciation and teamwork by practicing arnis stance with family,
respecting and encouraging each other; and
3. Perform fundamental stances of arnis together with your family.
References:
Carroll, Daniel Rodas. 2024. “Arnis: the Philippines’ national sport and martial art.
Culture
Trip”.
theculturetrip.com
https://theculturetrip.com/asia/philippines/articles/arnis-the-philippinesnational-sport-and-martial-art
Lee, Bruce. 2022. “Arnis Stances – Important Things You Must Know”.
MartialArtSkills.com. https://martialartskills.com/anis-stances-important-things/
11
Review
Activity 1: UNSCRAMBLE ME!
Direction: Unscramble the letter to unlock the word based on the hint given.
1.
R
E
T
A
G
T
M
A
G
E
HINT: Games that require players to place objects in or close to targets in order
to score as high as possible.
Answer:
2.
O
P
S
E
U
D
P
HINT: Strategies and tactics to defend and attack the object before it hits the
target.
Answer:
3.
O
N
E
S
P
U
D
HINT: Involves games that only aims to hit the target.
O
P
Answer:
4.
E
R
C
P
N
O
S
I
I
HINT: Refers to the degree of correctness or closeness to the intended target or
desired outcome.
Answer:
5.
O
U
C
S
F
HINT: The ability to put concentration on the target while ignoring distractions.
Answer:
12
Engage
Nature and Background of Arnis
Arnis (also known as eskrima, kali, and garrote) is considered a classic
Filipino martial art. Knives, bladed weapons, sticks, and other homemade weapons
are used in combat in this sport. It also covers hand combat, grappling, and pacifying
weaponry. Arnis is mostly used for self-defense.
Lapu-Lapu was recognized as the first Master of Arnis. When Ferdinand
Magellan's armored, musket-wielding Spanish conquistador armies attempted to
invade in 1521, Lapu-lapu and his men overcame them with just bladed weapons
and their terrifying arnis talents.
When the Spanish returned and successfully captured sections of the
Philippines, arnis traditions were retained through ritual dance, performance, and
pretend warfare, despite its prohibition. While previous Filipino martial arts were
impacted by Spanish colonization, modern versions have been influenced by the
country's relationship with both the United States and Japan following its
independence in 1898. Just over a century later, on December 11, 2009, President
Gloria Macapagal Arroyo signed Republic Act 9850, declaring Arnis as the Philippine
National Martial Art and Sport.
Arnis, like all martial arts, is largely defensive, with techniques for hand-tohand combat, grappling, and disarming. However, the fighting style also incorporates
the use of bladed weapons and sticks, as well as improvised ones. A baton-like cane
serves as the primary melee tool and weapon in sanctioned arnis events.
Fundamental Stances in Arnis
Ready Stance (Handa)
 Stand with your feet parallel to the shoulder
 Toes pointed forward
 Knees are straight
 Waist and body looking forward
 Hands are at waist level holding the sticks both sides
 Stand comfortably during training/games
Attention Stance (Pugay/Bow)
 Used for courtesy or bowing
 Feet at 45˚ angle
 Heels together
 Knees straight with waist and body pointing forward
 Shoulders are lowered with both hands at waist level
13
Forward Stance
 Utilized with frontal striking or blocking methods
 One foot forward
 Knee and toe are parallel with each other
 Toes point forward
 Waist and body face forward
 Lead foot extended while the body should not be too low
 Distribute weight or center of gravity across both legs
Oblique Stance
 Can be lead with either right or left foot
 Used in forward blocking and evasion techniques
 One foot forward in 45˚ away from the body
 Knee and toe are in line
 Toes point forward while waist and body face forward
 Body should not be too low
 Lead foot extended
 Spread weight or center of gravity across both legs
Straddle Stance
 Known as Horseback Riding Stance
 Utilized to block strikes to the sides of the body
 One foot roughly two (2) feet to the left or right
 Both legs are perpendicular to the ground
 Toes point forward
 Body and waist face forward
 Body is not excessively low or extended
 Weight is distributed across both legs
Side Stance
 Employed for strike deflection and evasion methods
 Same process with straddle stance however, the left foot
moves to the side, the stance becomes left foot side stance or
vice versa
Back Stance
 One foot 45 degrees rearward away from the body
 In straddling position, feet’s heels make an imaginary “L”
shape
 Body not excessively low or extended
 Distribute weight or center of gravity across both legs
 Can be either right foot lead or vice versa
 Utilized to perform blocking and backward evasion tactics
14
Apply
Activity 2: Stance Red Light, Green Light
How to play:





Select one member of the family to be the “stoplight” and have them stand at
one end of the playing area while others will be at the opposite side.
The stoplight calls out a stance that players must assume.
If the stoplight says “Green light!”, players must move otherwise “Red light!”,
players must stop.
Once the stoplight sees a player moving or not maintaining their stance, he
can call out “Red Light!”and send that player back to the starting line.
The first player to reach and tap the stoplight wins the game.
Processing Questions:
1. Is the activity fun and exciting? How did you maintain stance during the
activity?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How did you recover during the game from errors or failures?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Throughout the game, what did you discover about your stance technique
and execution?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
15
LESSON
2
HEALTH
Common Adolescents’ Concerns that can
Affect Mental Health
Design
Hello and Welcome!
Being a teenager is an exciting time! You are growing, learning new things,
and discovering more about yourself. But sometimes, this stage can also feel
confusing and challenging. You might face different problems, like school pressure,
low self-confidence, friendship issues, family expectations, or the effects of social
media. These concerns can affect your mental health and emotions.
In this module, we will talk about these common challenges and how they can
impact the way you feel. Remember, taking care of your mental health is just as
important as taking care of your body. Let’s start learning together!
Learning Competency:

discuss common adolescents’ concerns that can affect mental health
Objectives:
At the end of the lesson, the learners should be able to:
1. identify the different common adolescents’ concerns that can affect mental
health;
2. demonstrate creativity and self-expression through differentiated activity;
and
3. relate personal experiences on common adolescents’ concern that can
affect mental health.
References:
Department of Education. Physical Education and Health 7 Learner’s Material. First
Edition. Pasig City, Philippines: Department of Education, 2017.
World Health Organization (WHO). 2021. “Adolescent Mental Health”. who.int.
https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health.
Santrock, John W. 2018. Adolescence. 17th ed. New York, NY: McGraw-Hill
Education.
16
Review
Let’s take a moment to review what you’ve learned. This section will help you
remember key ideas about mental health and how to develop positive habits. Let’s
begin!
Directions: Read each question carefully and choose the best answer from the given
options. Write the letter of your chosen answer on the space provided before each
number.
________1 Which of the following is a sign of a mentally healthy teenager?
A. Avoiding friends and family
B. Ignoring feelings and emotions
C. Always feeling stressed and sad
D. Feeling happy and satisfied with life
________2. Why are positive emotions important for mental health?
A. They make a person perfect and stress-free
B. They stop all challenges from happening
C. They make a person better than others
D. They help a person feel good and handle problems better
________3. Which of these is a good character strength that helps mental health?
A. Always being negative
B. Being grateful for what you have
C. Lying to friends and family
D. Avoiding new experiences
________4. How does being good at handling emotions and friendships help a
teenager?
A. It makes them avoid all problems in life
B. It helps them ignore difficult situations
C. It helps them build strong relationships and solve problems
D. It makes them more popular
________5. What is the purpose of coping skills?
A. To help manage stress and emotions in a healthy way
B. To avoid asking for help when needed
C. To make sure nothing bad ever happens
D. To ignore problems and pretend they don’t exist
17
Engage
Being a teenager can be challenging, but every problem you face helps you
grow stronger. It’s okay to feel stressed or overwhelmed sometimes – what’s
important is how you deal with it. Whether it’s school, friendships, family, or social
pressure, always remember that you have the strength to overcome any challenge.
Use this activity to learn more about yourself and how to take care of your
mental health. Even small steps toward self-care and positive thinking can help a
lot. Keep going—you can do it!
Understanding Adolescents’ Concerns and Mental Health
The Weight of Growing Up
Jasmine looked at herself in the mirror, adjusting her shirt. "I wish I looked
different," she thought. Lately, she had been seeing a lot of pictures online of
people with "perfect" bodies, making her feel insecure. She started skipping meals,
hoping to lose weight, but it only made her feel tired and weak.
Across town, Miguel sat in his room, scrolling through his phone. He felt
overwhelmed by all the messages, schoolwork, and online games. He wanted to
stay connected, but being online all the time made him anxious and restless. His
parents didn’t understand why he was always on his phone, but he didn’t know
how to explain the pressure he felt.
Meanwhile, Ryan walked home alone, feeling upset. His friends had dared him to
break a school rule, but he refused. Instead of supporting his choice, they teased
him. "You’re no fun," one of them said. Ryan wanted to fit in, but he also wanted
to do the right thing. Now, he worried they might ignore him or treat him
differently.
Each of them struggled in their own way, and their feelings began to affect their
mental health. But things started to change when they talked about it. Jasmine
shared her feelings with her older sister, who reminded her that beauty comes in
different shapes and sizes. Miguel decided to take breaks from social media and
found joy in reading books instead. Ryan met new friends who respected his
choices and made him feel included.
Their problems didn’t disappear right away, but they learned that opening up and
asking for help made a big difference. Growing up comes with challenges, but with
support, understanding, and self-care, they found ways to handle them and feel
better.
18
Guide Questions:
1. What were the main concerns faced by Jasmine, Miguel, and Ryan in the
story?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What lesson can you learn from how the characters dealt with their problems?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. If you were in Jasmine, Miguel, or Ryan’s situation, what would you do and
why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
As you grow and go through changes, you may face different challenges that
affect your thoughts and feelings. School, friendships, family expectations, and social
media can sometimes make you feel stressed or worried. This is normal, but if not
handled well, it can affect your mental health.
Common adolescent concerns that affect mental health:
Academic Pressure - Trying to meet
expectations can lead to feelings of stress,
anxiety, and exhaustion
Peer pressure - Feeling pressured to act a
certain way can lead to anxiety, low self-esteem,
and feeling left out.
Body Image and appearance - Having worries
about body image can lead to unhealthy habits.
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Bullying - Whether physical, verbal, or online,
can hurt mental health and cause feelings of
sadness, anxiety, and loneliness.
Relationship Issue - Teenagers may face
challenges in their relationships with friends,
family, and romantic partners, which can lead
to stress, disagreements, and emotional
struggles.
Family conflict and transition - Family
changes, like parents separating, moving to a
new place, or family conflicts, can affect a
teenager’s mental health, causing feelings of
sadness, anger, and uncertainty.
Stress and pressure from social media Spending too much time on social media and
seeing the perfect lives of others can make
someone feel insecure, lower their self-esteem,
and lead to sadness.
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Apply
In this activity, you can share your thoughts and feelings that suits you best—
by writing, making a vlog, or creating an artwork. Choose the one you like the most
and express your ideas about the common challenges teenagers face and how these
can affect mental health.
A. Written Reflection
Write a short reflection about the common challenges adolescents face and how
these can impact mental health based on your own experiences. You may choose
to express your thoughts in one of the following formats:
Journal Entry – Write a personal reflection as if you are recording your thoughts
and feelings in a journal.
Diary Entry – Share your experiences and emotions from a first-person
perspective, as if writing in a diary.
B. Vlog
Create a short vlog (2-3 minutes) where you talk about adolescent concerns and
mental health. You may share personal insights, give advice, or discuss ways to
manage stress and challenges.
C. Artwork
Create an artwork that represents common adolescent concerns and their impact
on mental health. You may choose one of the following formats:
Drawing – Use pencils, crayons, or markers to illustrate your ideas.
Collage – Combine pictures, magazine cutouts, or printed images to create a
visual representation of the topic.
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Rubrics
Criteria
Excellent
(10 pts)
Good
(8 pts)
Satisfactory (6
pts)
Content &
Relevance
Clearly
addresses
adolescent
concerns and
their impact on
mental health
with welldeveloped ideas
and insights.
Demonstrates
originality and
creativity;
engaging and
well-presented.
Addresses the
topic well with
relevant ideas
but lacks some
depth.
Mentions the
topic but ideas
are limited or
need further
explanation.
Shows
creativity with
good
presentation
but could be
more engaging.
Mostly clear
ideas with
minor issues in
structure or
organization.
Some creativity
is present, but
presentation
needs
improvement.
Lacks creativity
and effort in
presentation.
Some parts are
unclear or lack
organization.
Difficult to
understand due
to lack of
structure or
clarity.
Good effort but
could be more
polished or
detailed.
Some effort
shown but
lacks
completeness or
depth.
Minimal effort,
incomplete, or
rushed work.
Creativity &
Presentation
Clarity &
Organization
Effort &
Completion
Clearly
expressed ideas
with a logical
flow (wellstructured
reflection,
organized
Shows strong
effort and
dedication;
meets or
exceeds
requirements.
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Needs
Improvement
(4 pts)
Ideas are
unclear, offtopic, or lack
relevance.
Measure
MUSIC AND ARTS
Multiple Choice. General Direction. Read the questions carefully and encircle the
letter of your answer.
1. Which of the following best defines instrumental music?
A. Music performed only with wind instruments
B. Music that solely relies on instruments without vocals
C. Music that includes both instruments and vocals
D. Music that is only played using string instruments
2. What Southeast Asian country is the stringed- instrument Dan Tranh?
A. Thailand
B. Philippines
C. Indonesia
D. Vietnam
3. Which classification of musical instruments produces sound through air
vibration?
A. String instrument
C. Percussion instrument
B. Wind instrument
D. Electronic instrument
4. What rhythm syllables represent four quarter notes?
A. Ta-a-a-a
B. Ti-Ti Ta Ta
C. Ta Ta Ta Ta
D. Ti Ti Ti Ti
5. How do rhythm syllables help musicians?
A. They help in maintaining rhythm and understanding note values
B. They allow musicians to play without looking at sheet music
C. They are used to classify different musical instruments
D. They make instruments sound louder
6. What is an animation?
A. A type of painting that uses digital tools
B. The process of creating the illusion of movement through a series of
images
C. A form of traditional sculpture made from clay
D. A type of photography that captures real-life objects
7. Which of the following is an example of animation?
A. A still drawing of a character
B. A live-action movie
C. A flipbook showing a bouncing ball
D. A printed comic book
8. What is the traditional method of animation where each frame is drawn by
hand?
A. Stop-motion animation
C. Hand-drawn (2D) animation
B. 3D animation
D. Motion capture
9. Which animation technique involves using real objects and moving them frame
by frame?
A. Stop-motion animation
C. Rotoscoping
B. Digital animation
D. Clay painting
10. What do animators use to create 3D animation?
A. Clay and paper
B. Graphite pencils and watercolors
C. Computer software
D. Colored sand
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PHYSICAL EDUCATION AND HEALTH
Multiple Choice. General Direction. Read the questions carefully and encircle the
letter of your answer.
11. In the Philippines, who was regarded as the first Master of Arnis?
A. Magellan
C. Andres Bonifacio
B. Lapu-Lapu
D. Emilio Aguinaldo
12. What other name is arnis known by?
A. Bagto
C. Eskrima
B. Baton
D. Hampasan
13. Which of the following statute signed by President Gloria Macapagal Aroyo
designating arnis as the national martial art and sport of the Philippines?
A. Republic Act 9849
C. Republic Act 9851
B. Republic Act 9850
D. Republic Act 9852
14. What is the stance utilized for backward evasion and blocking techniques?
A. Forward Stance
C. Back Stance
B. Straddle Stance
D. Oblique Stance
15. What is the main objective of an Arnis Fundamental Stances?
A. To confuse the opponent
B. To make the practitioner look taller
C. To look aesthetically pleasing
D. To ensure balance, mobility, and readiness
16. Physical, verbal, or cyberbullying harms mental health and leads to
depression, anxiety, and feelings of isolation.
A. Academic Pressure
B. Peer pressure
C. Bullying
D. Family conflict and transition
17. Struggling with body image issues that lead to unhealthy behaviors.
A. Relationship Issue
B. Family conflict and transition
C. Stress and pressure from social media
D. Body Image and appearance
18. Meeting expectations are leading to burnout, stress, and anxiety.
A. Peer pressure
B. Academic Pressure
C. Relationship Issue
D. Family conflict and transition
19. Excessive use of media and exposure to curated, idealized lives of others can
contribute to feelings of inadequacy, low self-esteem, and depression.
A. Stress and pressure from social media
B. Bullying
C. Body Image and appearance
D. Academic Pressure
20. Pressure of conforming to a particular behavior that leads to feelings of social
exclusion, anxiety, and low self-esteem.
A. Relationship Issue
B. Family conflict and transition
C. Academic Pressure
D. Peer pressure
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Additional Activities
Dear Future Me
Directions:
Take a moment to reflect on your thoughts and feelings right now. In this activity,
you will write a letter to your future self.
Begin your letter with “Dear Future Me,” and write about:
-
Your current challenges, worries, or experiences.
Your hopes and goals for yourself.
Advice on how to handle stress and take care of your mental health.
Encouraging words to remind yourself of your strength.
This letter will serve as a reminder of how much you have grown and how you have
faced challenges along the way.
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MUSIC
Activity 1
1. GAMELAN
2. KUNDIMAN
3. PARU-PARONG BUKID
4. HARANA
5. ATIN CU PUNG SINGSING
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PHYSICAL EDUCATION
Activity 1
1. Target Game
2. Opposed
3. Unopposed
4. Precision
5. Focus
Activity 2
1. Guitar
2. Drum
3. Flute
4. Violin
5. Xylophone
ARTS
Review
1. B
2. A
3. C
4. C
5. B
HEALTH
Review
1. D
2. D
3. B
4. A
5. A
True or False
1. F
2. T
3. F
4. T
5. T
MEASURE
1. C
2. D
3. B
4. C
5. A
6. B
7. C
8. C
9. A
10.C
11. B
12. C
13. B
14. C
15. D
16. C
17. D
18. B
19. A
20S. D
Answer Key
DISCLAIMER
This Self-Learning Module (SLM) was developed by SDO South Cotabato with
the primary objective of preparing for and addressing the needs of Revised K to 12
Curriculum. Contents of this material were based on DepEd’s Revised K to 12
Curriculum. This is a supplementary material used by all learners under Revised K
to 12 Curriculum Program of SDO South Cotabato in all public schools beginning
School Year 2025-2026. The process of LR development was observed in the
production of this material. This is version 1.0. we highly encourage feedback,
comments, and recommendations.
For inquiries or feedback, please write or call:
Department of Education – Schools Division of South Cotabato
Learning Resource Management Section (LRMS)
Alunan Avenue, Koronadal City
Telefax No.: (083) 228-3801
Email Address: southcotabato@deped.gov.ph
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