LEAP 1

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2
LEAP 1

FUN WITH MUSIC

Written music is made up of signs and symbols. Musicians read these signs and
symbols to play a musical piece. Notes and rests are examples of symbols used in
music. The symbol for sound is the note and rest is for silence in music. Each note
and rest have a corresponding number of beats according to the time signature.

PRETEST

I. Direction: Match the musical symbols in Column A with their respective

labels in

i. Column A Column B.

__________1. a. Sixteenth note

__________2. b. Half note
MUSICAL SIGNS AND SYMBOLS
__________3. c. Whole note

__________4. d. Quarter rest

__________5. e. Eighth rest

__________6. f. Quarter note

__________7. g. Sixteenth rest

READ TO YOUR PARENTS
__________8. h. Half rest
My Objectives:
__________9. i. Whole rest
 Identify the different kinds of notes and rests and the number of beats they
receive
_________10. j. Eighth note
 Create rhythmic patterns using the different kinds of notes and rests.
What do these pictures represent? Where do we see these pictures? Do you know
what to do when you see these symbols?

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 Whenever we drive or cross the street, we always see road signs pointing out
landmarks, telling us how far we have to go to reach a destination or letting us know of
something coming up on the road.
These road signs and warnings are the ones that warn us of problems ahead.
In music, signs and symbols are also used as guides in performing and
composing musical pieces. They are the most important part of a musical piece.
Are you ready to meet the different musical signs and symbols?

A Staff is a set of five horizontal lines together with the

four spaces between them, on which the notes of music
are written.

The G-Clef or Treble Clef shows that the second line of

the staff is the G-line.

The F-Clef or Bass Clef shows that the fourth line of the
staff represents F.

A Bar line divides the staff into measures.

This is a measure. It is the space between two bar lines.

Double Bar Lines is a symbol that marks the end of a

piece of music.

Time Signatures determine the number of beats in each

measure and the note that will receive 1 beat.

This is a Flat. It lowers the pitch of a note by a half step.

The Sharp raises the pitch of a note by half a step

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 Natural Sign cancels the effect of a sharp or a flat.

Fermata means to hold, pause or sustain the note value.

TIME SIGNATURE
Time signatures specify how many beats are to be contained in each measure and
which note is to be given one beat.

For this lesson, we will focus on 3 time signatures.

2 There are 2 beats in one measure
4 The quarter note receives 1 beat

1 measure with 2 quarter notes, each

with 1 beat (1 beat+1 beat= 2 beats)

3 There are 3 beats in one measure

4 The quarter notes receives 1 beat

1 measure with 3 quarter notes, each with 1

beat (1 beat + 1 beat + 1 beat = 3 beats)

4 There are 4 beats in one measure

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4 The quarter note receives 1 beat

1 measure with 4 quarter notes, each with 1 beat

(1 beat + 1 beat + 1 beat + 1 beat = 4 beats)

NOTES AND RESTS

Have you tried observing the clock inside your

classroom… or the sound of your heartbeat… or the music
of a marching band? Each of these produces a constant
sound that is heard the whole time. Can you imagine how
their sounds go?
This repeated sound that we hear is called the beat. Beat is the basic pulse of
music. It gives movement to music.
If we combine different beats and put them together in a
pattern, we create rhythm. Rhythm is a series of patterns made of
various beats. It is the flow of music in time. To visualize rhythm,
we present it using notes and rests. The notes represent sound
while the rests represent silence.

NOTES

The whole The half The quarter

note gets 4 note gets 2 note gets 1
beats. beats. beat.

The eighth
The
note gets 1/2 6
sixteenth
beat.
note gets
1/4 beat.
Now here are the rests with their corresponding number of silent beats.
RESTS

The whole rest The half rest

gets 4 silent The quarter
gets 2 silent
beats. beats. rest gets 1
silent beat.

The eighth The sixteenth

rest gets 1/2 rest gets 1/4
silent beat. silent beat.

TRY THIS

I. Direction: Draw the notes inside the boxes provided.

Whole note Quarter note Half note

Eighth note Sixteenth note

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II. Direction: Draw the rests inside the boxes provided.

Whole rest Quarter rest Half rest

Eighth rest Sixteenth rest

III. Directions: Write the value of the notes and rests on the blank below each
note.

1._____ 2._____ 3._____ 4._____ 5._____

6._____ 7._____ 8._____ 9._____ 10.____

_

RHYTHMIC PATTERNS

The notes and rests when combined create rhythmic patterns.

3
4

We can perform these patterns by clapping, tapping and stomping. We can also say
some syllables while performing. There is a corresponding syllable for each note.

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 Ta-a-a-a

ta-a

ta

ti

Ti-ri/Ti-ki

Note: two eighth notes may appear like this:

two sixteenth notes may appear like this :
eighth note and 2 sixteenth notes when combined:

I. Direction: Draw the notes inside the boxes provided.

Whole note Quarter note Half note

Eighth note Sixteenth note

II. Direction: Draw the rests inside the boxes provided.

Whole rest Quarter rest Half rest

Eighth rest Sixteenth rest

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 TRY THIS

I. Directions: Perform the following rhythmic patterns by clapping. Follow the

correct number of beats of each note and rest.

II. Direction: Write the total number of beats by adding the values of the notes
and rests in each rhythmic pattern.

1. = ________ 5. = ______

2. = ________ 6. = ________

3. = ________ 7. = _________

4. = ________ 8. = _______

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III. Direction: Draw the missing note or rest to complete the total number of beats
in each rhythmic pattern.

1. ________ = 12 beats

2. ________= 15 beats

3. _________= 4 beats

4. _______ = 10 beats

5. ________ = 15 beats

IV. Write the correct time signature for the following rhythmic patterns.

1.
4

2.
4

3.

4.

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V. Directions: Create a two-measure rhythmic pattern according to the given
time signature. Use different kinds of notes and rests to fill the measure.

1.

2.

3.

Remember
Beat is the basic pulse of music, where rhythm starts.

Rhythm is a series a beat patterns which gives life to music and can be
represented by notes and rests.

POST TEST

I. Direction: Write the total of number beats by adding the values of the notes and
rests in each rhythmic pattern.
1.
= _____________

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 2.
= _____________

3.
= ____________

4.
= _____________

5.
= ________________
6.
= ________________
7.
= _____________
8.
= _______________

III. Direction: Draw the missing note or rest to complete the total number of beats
in rhythmic pattern.

1. _____ = 1 beat

2. _____ = 9 beats

3. ________= 13 beats

4. _______ = 3 beats

5. _______ = 10 beats

IV. Write the correct time signature for the following rhythmic patterns.

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1.
4

2.

3.

4.

5.

6.

Did you know that music has a beat that makes us move at the same time? The
beats that we feel in songs may be grouped by two’s, threes, and fours through the
strong or accented beats and weak or unaccented beats.
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 To be able to understand how beats are grouped or moving, you should also
know what time signature is. Time signature tells us the meter of a musical piece. It is
made up of two numbers. One on top of the staff just right after the clef.

PRETEST

I. Directions: Identify the groupings of the fruits in Anna’s store. Make sure you
count the groupings correctly. Write your answers in the box provided.

The apples are grouped by _____ The mangoes are grouped by _____

The bananas are grouped by _____

READ TO YOUR PARENTS

MY OBJECTIVES:
 Enumerate and differentiate the kinds of meter.
 Determine the time signature being used in a meter.
 Practice the conducting patterns for duple, triple, and quadruple meters.

METER IN MUSIC
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 Notice how each kind of bird is grouped in the
pictures. The owls are grouped into 2. The macaws
are grouped into 3 and the mayas are grouped into 4.
In music, there is also component that deals
with grouping. We call this as meter. Meter is the
grouping of beats by 2s, 3s and 4s. The type of meter
is determined by the number of beats in each
measure.

Types of Beats
Beats can either be strong or weak. Strong beats are also called accented
beats because they are given more emphasis and are indicated by the accent mark
(>). Weak beats are not emphasized and are therefore called unaccented beats.

TYPES OF METER
There are three types of meter.
DUPLE METER
Look at the pattern below. Each measure has 2 beats. This is called a duple meter. It
has a constant pattern of a strong beat followed by a weak beat. Illustration of a
duple meter

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 strong
beat
weak
beat

TRIPLE METER
A Triple meter has 3 beats in a measure. It has a constant pattern of a strong beat
followed by two weak beats.
Illustration of a triple meter:

strong weak
beat beat

weak
beat

QUADRUPLE METER
Quadruple meter has a constant pattern of a strong beat followed by a weak
beat, then another strong beat followed by another weak beat. In has, in other
words, 4 beats in a single measure. The first beat is given the main accent while the
third beat is given a secondary accent.
Illustration of a quadruple meter:

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TIME SIGNATURE IN RELATION TO METER
What is a time signature?
To be able to understand how beat are grouped or moving, you should also know what
time signature is.

Which following symbols is time

signature?

The time signature is a fraction-like number that tells you the amount and types
of notes contained in a measure. The number above tells you the number of beats in a
measure. The number below tells you what note receives one beat.
In duple meter music, we may use this time signature.

2
-tells us that there are two beats in one grouping or measure.
4
-reminds us that a quarter note receives one beat
This time, let us practice the conducting pattern of 2 time signature,
4
the time signature used in a duple meter.

In triple meter music, we use this time signature.

3
-tells us that there are three beats in one grouping or measure.
4
-reminds us that a quarter note receives one beat

3
This time, let us practice the conducting pattern of time signature,
4
the time signature used in a triple meter.

In quadruple meter music, we use this time signature

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4
4 -tells us that there are four beats in one grouping or measure.
-reminds us that a quarter note receives one beat

4
This time, let us practice the conducting pattern of 4 time
signature, the time signature used in a quadruple meter.

Look at the grouping of these notes. Clap these. Why are the notes
grouped this way?

The bar line divides the patterns into a measure. It separates the notes into measures.

TRY THIS

I. Directions: Identify the meter if is duple, triple or quadruple. Write your answer
on the blank.

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 1. __________ 2. __________ 3. __________ 4. __________

II. Directions: It is your turn now to make your own rhythmic pattern. Fill in each
measure with notes and rests that will suffice the given time signature to create a
duple, triple and quadruple meter.

POST TEST

I. Directions: Match the description in column A with the musical term in column
B. Write the letter on the blank.
_____1. This refers to the grouping of beats in a. duple meter
twos, threes, or fours.
_____2. This refers to a fraction-like number b. quadruple meter
written at the beginning of a staff.
_____3. The number in the time signature that c. time signature

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 tells you what note receives one beat.
_____4. It has a constant pattern of a strong beat d. lower number
followed by a weak beat.
_____5. It has a constant pattern of a strong beat e. upper number
followed by a weak beat, then another
strong beat followed by another weak
beat.
f. meter

II. Directions: Look carefully at the time signature and draw the bar lines in their
proper places.

III. Directions: Draw a note or rest as needed to complete each measure.

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 2 3 4
IV. Direction: Draw the conducting pattern of , , time signature inside the
4 4 4
box.

Do you know that notes have names? A note when placed on the stuff has a
name according to the clef. A clef is a musical symbol written at the beginning of the
staff? A clef is positioned on the staff so that notes will have their names. There are two
clefs that are commonly used, the treble clef or the G clef and the bass clef or the F

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clef. This symbol gives the pitch of the written note. The pitches that are placed on the
line and spaces of the staff take their name from the first seven letters of the alphabet.

PRETEST

I. Directions: Read the statements carefully. Encircle the letter of the correct
answer.
1. It is composed of five horizontal lines and four spaces where the notes are written.
a. clef b. staff c. Ledger line d. G-clef
2. It is a symbol found on the left side of the staff that indicates the high and low
pitches written on it.
a. clef b. staff c. Ledger line d. G-clef
3. A clef that is also known as the “Treble clef”.
a. F-clef b. G-clef c. C scale d. G-scale
4. These are lines placed above or below the staff to accommodate more notes.
a. clef b. staff c. Ledger line d. G-clef
5. A clef that is also known as the “Bass clef”.
a. F-clef b. G-clef c. C scale d. G-scale

READ TO YOUR PARENTS

MY OBJECTIVES:
 Recognize the meaning and uses of G clef and F clef on the staff
 Identify the pitch names of each line and space on the G-clef staff and F clef
staff
 Write the pitches as notes on the staff

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 Pitches are represented by notes that are placed on the staff. Let us have a quick
review of the staff. A staff consists of five horizontal lines and four spaces. The first line
of the staff is always the bottom line, and the first space is always the space between
the first and second line.
Look at the staff below.

MUSIC READING ON THE TREBLE CLEF

The pitches are placed on the lines and spaces of the staff. The pitches take their
name from the first seven letters of the alphabet: A, B, C, D, E, F and G.
These are called the musical alphabet or absolute pitch names.
The letter names of the lines and spaces of the staff
depend on the clef used. A clef is a symbol found on the left
side of the staff that indicates the high and low pitches written
G line
on it. In this lesson, you will meet a clef that looks like a fancy
letter G. This clef is called the Treble Clef or the G-Clef.
The treble clef wraps around the second line of the staff to tell you that it is the G line.
The G-clef or treble clef is always written on the left most part of the staff. It tells you
that the pitch names of the lines are E, G, B, D, F.
To easily remember the letter names of the lines of the treble clef staff, remember
these mnemonics.

Fine
Does
Boy
Good
Every 24
Each space in the Treble clef staff also has pitch names: F, A, C and E.
To easily remember the letter names of the spaces of the treble clef staff, remember
these mnemonics.

Early
Comes
Always
Father

Other pitches may also be placed above or below the staff. To make sure that the pitch
names can still be recognized, we use ledger lines.
A
G
F
E
D
C
B
G A
E F
D
C
Ledger line
Did you notice that there are also notes below and above the staff? Some of
them are in the spaces and some of them are on the short lines. Those short lines
placed above or below the staff are called ledger lines. They can only be written if
there are notes placed above or below the staff.

Aside from letters, pitches are also represented by syllables. Each line and space
in the Treble Clef staff has a corresponding syllable. These are the following.

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 TRY THIS

I. Direction: Practice writing treble clef on the staff.

II. Direction: Identify the letter name of each note. Write your answer on the
space provided.

1. ______ 2. ______ 3. ______ 4. ______

5. ______ 6. ______ 7. ______ 8. ______

MUSIC READING ON THE BASS CLEF

F line
The other clef is the bass clef or the F-Clef. The line
in between the two dots is the F line. The pitches on the bass
clef staff are lower than that of the treble clef staff.

Look at the absolute pitches on the bass clef staff below. Remember the mnemonics to
easily remember the pitch names in the bass clef staff.

The Letter Names of the Lines

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 The Letter Names of the Spaces

Just like the treble clef staff, a bass clef staff also makes use of ledger lines for notes
written below and above the staff.

B
A
G A
F
E
D
C
A B
F G
E
D
s
TRY THIS

I. Direction: Practice writing bass clef on the staff.

II. Direction: Identify the letter name of each note write your answer on the space
provided.

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 1. ______ 2. ______ 3. ______ 4. ______

5. ______ 6. ______ 7. ______ 8. ______

Remember
 The bass and treble clef give the letter names of the notes on the lines and the
spaces of the staff.
 The bass clef locates the pitch F on the staff while the treble clef locates the G on the
staff.
 Pitches written on the treble clef are higher than those written on the bass clef staff.

POST-TEST

POST TEST

I. Directions: Form the hidden words by identifying the letter names of the pitch
in each line and space of the staff. Write the correct answers on the lines under
the staff.

1. _______________ 2. ________________

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 3. _______________ 4. ________________

II. Directions: Identify the hidden words by naming the pitches on the staff. Write
the correct word under the staff.

1. _________________ 2. _________________

3. _________________ 4. _________________

If we look at the things around us, each of them has its own shape. Do you know
that melodies have shapes too? The shapes of the melodies are determined by how
they move. Some melodies go up, go down, or stay on the same pitch.
Get ready, because in this lesson you will identify and create melodies of
different shapes.

PRETEST

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I. Direction: Identify the direction of the melody by drawing for downward,
for upward, and for same direction.

1. 4.

2. 5.

3. 6.

READ TO YOUR PARENTS

My Objectives:

 Identify the movement of the melody as repeated, ascending stepwise,

descending stepwise, ascending skip wise, and descending skip wise.
 Create simple melodies.
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 FORMING MELODIES

Melody is a succession of pitches that may move in

ascending and descending direction. This movement or
direction of melodies is called melodic contour or melodic
shape. The pitches within a melody may move by steps,
skips, or repetition.
If a melody consists of adjacent notes, meaning there is
a note in each line and space of the staff, it is said to be moving in stepwise or
conjunct motion. In stepwise motion, the melody moves by steps either ascending or
descending. Look at the example below.
If a melody consists of nonadjacent notes, meaning the notes stay either only on
the lines or only on the spaces of the staff, is said to be moving in skip wise or
disjunct motion. In skip wise motion, the melody moves by skips or leaps either
ascending or descending.

Look at the example below.

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If a melody consists of repeated notes, the melody has no movement. It stays on the
same note or pitch. Look at the example below.

The distance between the lowest and the highest note in a song or any musical piece is
called the range.

TRY THIS

I. Directions: Identify each set of notes as skipwise, stepwise or repeated. Write

your answer in the blank provided.

1. ________________ 2. ________________ 3. ________________

4. ________________ 5. ________________ 6. ________________

GOING FURTHER

I. Directions: Identify the movement of the melody. Using a colored pencil,

encircle 2 notes in each staff that represent each type of melodic direction. Use
red for steps, blue for skips and green for repeated. There might be more than
one correct answer. The first number has been done for you.

1. 5.

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2. 6.

3. 7.

4. 8.

II. Directions: Identify the movement of the melody as repeated, ascending

stepwise, descending - stepwise, ascending - skip wise, or descending - skip
wise. Write your answer on the blank provided

1. _________________ 5. _________________

2. _________________ 6. _________________

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3. _________________ 7. _________________

4. _________________ 8. _________________

POST TEST

I. Identify what is being referred in each number. Write the letter of the correct
answer on the line before the number.

A B
_____1 It is a succession of pitches that may A. Conjunct Motion
. move in ascending and descending
direction.
_____2 It is the movement or direction of B. Disjunct Motion
. melodies.
_____3 It is the distance between the lowest C. Melody
. and highest note in a song or any
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 musical piece.
_____4 It is when the melody moves by skips D. Melodic Contour
. or leaps either ascending or
descending/
_____5 It is when the melody moves by E. Range
. steps either ascending or
descending.

III. Identify the movement of the melody as repeated, ascending – stepwise,

descending - stepwise, ascending - skip wise, or descending - skip wise. Write
your answer on the blank provided

1. _________________ 4. _________________

2. _________________ 5. _________________

3. _________________

IV. Directions: Now it is your turn to create your own melodic contour. Refer to
the labels as your guide. Use whole notes.

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1. Repeated 2. ascending - stepwise

3. descending - stepwise 4. ascending - skip wise

5. descending - skip wise

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 LEAP 2

LEAP 2

FUN WITH MUSIC

In music, a composers use a scale in creating a melody . They get the tones from the
notes of the scale. A scale is a group of 8 tones, ascending and descending in stepwise of
motion. The group of sharps and flat written at the beginning of the song is called key
signatures.

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 PRETEST

I. Directions: Read the statements carefully. Encircle the letter of your answer.

1. What do you call this group of 8 tones, ascending and descending in stepwise
motion?

A. Melody B. Scale C. Tones

2. It is using only the eight tones of a standard major or minor musical scale without
chromatic alternation.

A. Diatonic B. Mediant C. Supertonic

3. Which scale degree that is based on dominant chord?

A. Leading above B. Submediant C. Dominant

4. It is made up of white and black keys.

A. Trumpets B. Piano Keyboard C. Guitar

5. A group of sharps and flats written at the beginning of the song.

A. Key Signatures B. Pitch C. Hand Signals

MY OBJECTIVES:
 Define scale and key signature.
 Identify the sharp and flat key signatures.
 Create scales according to the given key signature.

SCALES AND KEY SIGNATURES

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 A scale is a group of 8 tones, ascending and descending in stepwise motion. We call the
scale with eight notes as diatonic scale. It consists of whole tones or whole steps and semi-
tones or half steps. We call this as octave and the first note and the last note of the octave is
called tonic (I) or hometone. The group of sharps and flats written at the beginning of the song
is called key signatures.

The flat sign ( ) is used to lower the pitch by ½ step

The sharp sign ( ) is used to raise the pitch a ½ step.

The most common scale is the C major scale. This can be found by playing all the white
keys of the piano starting from C to C. Let’s take a look at the keys of a piano below.

Sing the C major scale while doing the hand signals:

The Scale Degrees

I II III IV V VI VII I

TONIC MEDIANT DOMINANT LEADING TONE

SUPER TONIC SUB DOMINANT
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 SUB MEDIAN TONIC

 Tonic – the first degree of the scale; keynote.

 Supertonic- the second tone of a diatonic scale, being the next above the tonic.
 Mediant- the third tone of a diatonic scale.
 Subdominant- next to the mediant, the fourth degree of the scale.
 Dominant- pertaining to or based on the dominant; the dominant chord.
 Submediant- the sixth degree of the scale.
 Leading tone- the seventh degree of a diatonic scale; subtonic.
 Diatonic- it is using only the eight tones of a standard major or minor musical scale
without chromatic alternation.

The Scale Pattern

C
A B
F G
E
D
C

When the step is from a white key to the next

white key with a black key in between, that is
called a whole step.
When the step is from a white key to the next
white key without a black key, that is called a
half step.
Sharp in a Key Signature
Let’s take a look at the order of scales from the least to the most number of sharps.

40
 G major has 1 sharp.

D major has 2 sharps.

A major has 3 sharps.

E major has 4 sharps.

B major has 5 sharps.

F major has 6 sharps.

C major has 7 sharps.

To easily remember the sharp key signatures, take note:

G o D own A nd E at B efore F ather C omes

TRY THIS

I. Directions: Write the syllable of the following hand signals on the given space.

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 1. ________ 2. _________ 3. _________ 4. _________

5. _________ 6. _________ 7. _________

GOING FURTHER

I. Directions: Draw each sharp scale. Label the notes with the correct pitch names.
Example:
Key of G
F G
D E
B C
G A

1. Key of D

2. Key of F

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3. Key of E

II. Write down the name of each key signature.

1. __________ 2. __________ 3. __________ 4. __________

5. __________ 6. __________ 7. __________

Flats in a Key Signatures

Let’s take a look at the order of flats in the staff and its key.

Key of Key of Key of Key of Key of Key of Key of

F B E A D G C

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To easily remember the flat key signature, take note:

F our B oys E ating A pples D uring G ood C limate

F major has 1 flat

B major has 2 flats.

E major has 3 flats.

A major has 4 flats.

D major has 7 flats.

G major has 6 flats.

C major has 5 flats.

TRY THIS

I. Directions: Complete the following scales. Label each note with the correct pitch name.

Example: Key of D

D
C
A B
E F G
D
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1. Key of F

2. Key of E

3. Key of G

GOING FURTHER

I. Direction: Write down the name of each key signature.

1. __________ 2. __________ 3. __________ 4. __________

45
 5. __________ 6. __________ 7. __________

II. Directions: Look at the notes on the keyboard and find out if the notes move by a whole
step or a half step. Write your answer on the blank below.

1 2 3 4 5
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________

POST TEST

I. Directions: Read the statements carefully. Encircle the letter of your answer.
1. It is using only the eight tones of a standard major or minor musical scale without
chromatic alternation.
A. Diatonic B. Mediant C. Supertonic

2. What do you call this group of 8 tones, ascending and descending in stepwise
motion?
A. Melody B. Scale C. Tones

46
3. Which scale degree that is based on dominant chord?
A. Leading above B. Submediant C. Dominant

4. It is made up of white and black keys.

A. Trumpets B. Piano Keyboard C. Guitar
5 A group of sharps and flats written at the beginning of the song.
A. Key Signatures B. Pitch C. Hand Signals

I. Directions: Write the syllable of the following hand signals on the given space.

1. ________ 2. _________ 3. _________ 4. _________

5. _________ 6. _________ 7. _________

47
 In music , melodies are made up of different intervals such as unison,2 nd, 3rd, 4th, 5th, 6th,
7th, 8th or octave. The intervals are easily determined by counting the number of lines and
spaces in the given interval. The direction of intervals could be melodic interval (horizontal
direction) or harmonic interval (vertical direction).

PRETEST

I. Directions: Identify the interval of the following notes. Write the letter of the answer on
the blank.

________1
a. unison
.

________2
b. second interval
.

________3
c. third interval
.

________4
d. fourth interval
.

________5
e. fifth interval
.

________6
f. octave
.

________7
g. seventh interval
.

MY OBJECTIVES:

 Define interval.
 Identify the interval between given notes.
 Explain and differentiate melodic and harmonic interval.
48
 Build a harmonic or melodic interval from a given note.
 INTERVAL BETWEEN NOTES

Interval is the distance between two notes in a staff. It is identified by counting the
number of lines and spaces from the first note to the next.

Interval
Interval

If the notes are located on the same line or space, the interval is called prime or unison.

If the notes are located on a line and space next to each other, it is called a second (2nd).

If the notes are separated by a single line or space, it is called third (3rd).

If the notes have a distance of four lines and spaces, it is called a fourth (4th).

49
If the notes have a distance of five lines and spaces. It is called a fifth (5th).

If the notes have a distance of six lines and spaces, it is called a sixth (6th).

If the notes have a distance of seven lines and spaces, it is called seventh (7th).

If the notes have a distance of eight lines and spaces, it is called an 8 ve or octave.

50
 TRY THIS

I. Directions: Complete the following intervals by adding a second note.

1. Unison 5. Fourth interval

2. Third interval 6. Seventh interval

3. Second interval 7. Sixth interval

4. Octave 8. Fifth interval

51
Melodic and Harmonic Intervals
These toys in a store are arranged in a similar way, but also in a different way. How are they
similar? How are they also different?

The toys are arranged similarly through its number of toys per set, but they are
arranged vertically and horizontally. That is why they are also arranged differently. In music, if
the interval is arranged horizontally, it is called melodic interval. But if it is arranged vertically,
it is called harmonic interval.
Melodic interval is a pair of notes presented one at a time. That is why when written on
a staff, it is said to be in horizontal direction.

Harmonic interval is a pair of notes presented at the same time. When written on a
staff, it has a vertical direction.

When they are combined, they make up the whole piece of music. Melodic intervals
provide the melody while the harmonic intervals provide the harmony that accompanies the
melody.

52
 TRY THIS

I. Directions: Identify the interval of each of the following patterns of notes. Write MI on the
blanks if it is melodic interval and HI if it is harmonic interval.

1. 5.

________________ ________________

2. 6.

__________________ ________________

3. 7.

__________________ ________________

4. 8.

_________________ _______________

53
 The human singing voice varies according to the tone quality called timbre. Singers are
usually grouped according to their voice types. Women have basically two main voice types,
namely soprano and alto. Males have also two main voice types, namely tenor and bass.
Singing voices may also be grouped as soloist,duet, trio, quartet, quintlet and octet.

PRETEST

I. Directions: Match the picture in column A with the terms in column B. Write the letter on
the blank before each number.

__________1. a. Octet

__________2. b. Trio

__________3. c. Quartet

__________4. d. Quintet

__________5. e. Duet

MY OBJECTIVES:

 Define timbre.
54
 Identify the four classifications of the singing voice.
 Identify the different patterns by which the different singing voices can be
performed.
 VOCAL SOUNDS

Look at the two paintings and describe them by answering the questions below.

Picture A Picture B
Which painting has a lighter shade of color? _________________
Which painting has a heavier shade of color? __________________
There are paintings that have light shades and there are paintings that have heavy
shades of colors. There are also paintings that have both. If paintings have light and heavy
colors, music too, has light and heavy sounds. These light and heavy sounds are some example
of the characteristics of sound known as timbre.
Human voice has different timbre or unique quality. Females have lighter and higher
voices than males who have lower and heavier voices. Singing voices are classified into
soprano, alto, tenor, and bass. These singing voices are classified according to the lowest up to
the highest pitch. The distance from the lowest to highest pitch is called range.

The singing voice are classified into:

55
1. Soprano- is the highest female singing voice. Our known Filipino sopranos are
Sarah Geronimo, Regine Velasquez, Leah Salonga, and Angeline Quinto.

Sarah Regine Lea Angeline

2. Alto- is the lowest female voice. This voice quality is very rare among the Filipinos.
Jaya Ramsey, Toni Gonzaga, Jolina Magdangal are known alto singers.

Jaya Toni Jolina

3. Tenor- is the highest male voice. Our known Filipino tenors are Gary Valenciano,
Ogie Alcasid, Jed Madela, and Martin Nievera.

Gary Ogie Jed Martin

4. Bass- Is the lowest male voice. Josh Turner is an American bass

singer.

Singing voices may be grouped as:

56
 Soloist is a musical composition for one performer. When
a singer or musician performs alone, it is an example of a
solo.

Duet is a musical composition usually in Trio is a musical composition for a

two parts or for meant to be performed group of three performers.
by two performers.

A Quartet consists of four A Quintet has five performers.

performers.

An Octet has eight performers. They can be

musicians or singers.

TRY THIS
TRY THIS
57
I. Directions: Fill in the blanks with the correct term. Choose your answer in the box and
write the correct answer on the blank.

Duet Timbre
Octet Quartet
Range

1. It is the light and heavy unique quality of sound. ____________________

2. A group consisting of eight performers is called ____________________.
3. The distance from highest and lowest pitch is called _________________.
4. It is a group consisting of four performers.___________________
5. It is composition of two performers.___________________

II. Directions: Color the box that describes the characteristics of the given type of voice.

1. Bass High Low

2. Tenor High Low

3. Alto High Low

4. Soprano High Low

GOING FURTHER
58
I. Directions: Identify the quality of the voices of the following singers. Write your answer on
the blank.

___________________ ___________________ ___________________

___________________ ___________________ ___________________

POST TEST
59
I. Directions: Match the descriptions in column A with the musical term in column B. Write
the letter on the blank.

____________1. It is the lowest female voice. a. soprano

____________2. It is the lowest male voice. b. tenor
____________3. It is a musical composition for one c. alto
performer.
____________4. It is the highest male voice. d. bass
____________5. It is the highest female singing e. soloist
voice.

II. Directions: Classify each singer according to his/her voice type. Write his/her name under
the correct heading.

Sarah Geronimo Jaya Ramsey Jed Madela

Toni Gonzaga Angeline Quinto Regine Velasquez
Gary Valenciano Martin Nievera Ogie Alcasid
Jolina Magdangal Lea Salonga Josh Turner

Soprano Alto
___________________ ______________________
___________________ ______________________
___________________ ______________________

Tenor Bass
___________________ ______________________
___________________ ______________________
___________________ ______________________

60
 Musical istruments are very important in bringing songs to life. These instruments
produce sounds that help make music pleasing to the ear. They are made up of different
materials and are played in different ways.
Musical instruments are divided into four families. These are the string, woodwid, brass,
and percussion instruments.

PRETEST

I. Directions: Cross-out () the instrument that does not belong to the group.

1. The String Family

Violin Harp Viola Tambourine
2. The Brass Family
Trombone Flute Trumpet French horn
3. Woodwind Instruments
French horn Bassoon Flute Clarinet

4. Percussion Instruments

Xylophone Chimes Tuba Maracas

5. String Family
Harp Double bass Triangle Violin

MY OBJECTIVES:

 Explain the use of musical instruments

 Identify the different musical instruments under the string, woodwind,
brass, and percussion family
 Determine what each instrument is made of and how it is played

61
How many types of fruits are there in the picture? How are the fruits arranged in this fruit
stand?

The fruits are grouped according to their type. In music, a big group of instruments is
also grouped according to their type, the way they are played, or what material they are made
of. When these groups of instruments are played altogether, they form an orchestra.
An orchestra is a large group of musical instruments that are mainly divided into four
sections: the strings, woodwind, brass and percussion.

MUSICAL INSTRUMENT
The String Family
Instruments belonging to this family are played by plucking the strings or using a bow to sound
the strings.

violin viola cello double bass harp

62
Woodwind Family

These are instruments usually made of wood or metal. Sound is produced by blowing in air on
top of the instruments, or through its single or double reed.

flute piccolo clarinet oboe bassoon

The Brass Family

The instruments of this family are made of brass or other metals. Sound is produced by
blowing in air through the cup-shaped mouthpiece. The mouthpiece is connected to a brass
tube and has a bell shaped end. It has valves that is being pressed to produce sounds of varied
tunes.

trumpet trombone tuba

tuba French horn

63
The Percussion Family

Instruments of this family are played by striking with mallets or beaters, shaking, hitting,
rubbing or tapping.

chime glockenspiel timpani

xylophone snare drum triangle castanets

maracas tambourine cymbals

When these instruments are all combined, they make

up an orchestra and they create beautiful music
together. The one leading the orchestra is called a
conductor.

64
 TRY THIS

I. Directions: Name the musical instrument shown in each item. Write the answer on the
blank.

1. _________________________

2. _________________________

3. _________________________

4. _________________________

5. _________________________

6. _________________________

65
7. _________________________

8. _________________________

9. _________________________

10. _________________________

66
 GOING FURTHER

I. Directions: Identify the section to which the given instrument belongs. Write string,
woodwind, brass and percussion on the blank.

1. oboe = ________________ 6. timpani = ________________

2. viola = ________________ 7. trumpet =________________

3. drum = ________________ 8. flute = ________________

4. harp = ________________ 9. bassoon= ________________

5. cello = ________________ 10. Trombone = _____________

II. Directions: Identify what is being referred in each of the following statement. Choose your
answer from the box and write the letter of the correct answer in the blank before the
number.

A. Brass Family B. Percussion Family C. Conductor

D. Orchestra E. String Family

______ 1. It is a large group of musical instruments.

______ 2. The instruments of this family are played by plucking the strings or using a
bow to sound the strings.
______ 3. It is a person who leads an orchestra.
______ 4. It is a kind of family instruments that are played by striking mallets or beaters,
shaking hitting, rubbing or tapping.
______ 5. The instruments of this family are made of brass or other metals and sound is
produced by blowing in air through the cup-shaped mouthpiece.

67
 POST TEST

I. Directions: Give examples in every musical instrument.

Woodwind Brass Percussion

Sting Family Family Family
Family

68
LEAP 3

69
70
LEAP 3
ART ELEMENTS

If you look closely at the things in our surroundings, you will notice that
everything is made up of lines.
Lines are the most basic art element. However, it can be used to create many
objects and suggest different meanings and emotions in artwork.

PRETEST

I. Direction: Connect the line to its correct name.

Convex line

Diagonal line

Horizontal line

Vertical line

Zigzag line

Spiral line

Concave line

Wavy line

71
 My Objectives:

 Define line and shape in arts.

 Identify the different kinds of lines.
 Differentiate straight lines from curved lines.
 Differentiate geometric shapes from organic shapes.

LINES & SHAPES

Art elements are the essential symbols used by an artist to create, enhance,
and attach meaning to an artwork. The first important element of art is line.
Line in art can be defined as “a moving dot”. However, we can also say that a
line is made up of a series of dots or points.
There are two kinds of lines: Straight lines and Curved lines.

STRAIGHT LINES
Straight lines can be described as lines traveling in one direction.

a. Vertical lines – These are lines that travel from top to bottom or vice-versa. It
creates a sense of height. It also represents spirituality, dignity, strength and formality.

b. Horizontal line – These are lines that travel from left to right or right to left. It creates
a sense of width. It suggests a feeling of rest and calmness.

72
c. Diagonal lines – Diagonal lines are straight lines at an angle, moving in a slanting
direction.

d. Zigzag lines – is a straight line that stops and abruptly changes its direction. It can
also be described as a combination of diagonal lines in opposite directions. It
represents movement and excitement.

CURVED LINES

Unlike straight lines, these lines gradually change their direction in order to create a
smooth curve.
a. Concave - It is an arc that curves inwards like the inner surface of a bowl or ball.

b. Convex – It is an arc that is rounded outwards like the outer surface of a bowl or
ball.

73
c. Wavy line – A wavy line is a combination of alternating concave and convex lines.

d. Spiral – It is a line that continuously turns inwards or outward. It can also be

described as a line that winds around a central point.

74
 TRY THIS

I. Directions: Identify the lines you see in each picture. Write diagonal, vertical,
horizontal, zigzag, concave, convex, wavy or spiral. Write your answers on the
blank.

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

_____________________________ ____________________________

75
 When a line is connected together, it forms a shape. A shape is an area
enclosed by lines. It is formed when the starting and ending points of a line meet or
come together.
There are two kinds of shapes: Geometric and Organic Shapes. Geometric
Shapes or regular shapes are even in form. These shapes have clear edges.
Below are the different kinds of geometric shapes.

Organic Shapes or irregular shapes have natural, less defined edges. Example
of these shapes are usually found in nature. Unlike geometric shapes, organic shapes
don’t have specific names.

76
 TRY THIS

I. Directions: Read and understand the sentences below. Encircle the letter of
your answer.
1. It can be described as lines traveling in one direction.
a. curved lines b. straight lines c. wavy lines
2. These are essential symbols used by an artist to create an artwork.
a. art elements b. art media c. art styles
3. It is made up of a series of dots or points.
a. shapes b. color c. line
4. These lines gradually change their direction in order to create a smooth curve.
a. curved lines b. straight lines c. diagonal lines
5. It is an area enclosed by lines.
a. shapes b. color c. line
6. It is also known as irregular shapes.
a. natural shapes b. geometric shapes c. organic shapes
7. These shapes have the clear edges.
a. natural shapes b. geometric shapes c. organic shapes
8. These are lines that travel from left to right or right to left.
a. diagonal line b. vertical line c. horizontal line

77
 POST TEST

I. Directions: Draw the different kinds of line. Refer to the labels as your guide.

vertical line horizontal line diagonal line

zigzag line concave line convex line

II. Directions: Look closely at each shape. Determine if it is organic or geometric.

Write your answer on the line.

1. ________ 4. ________ 7. ________

2. ________ 5. ________ 8. ________

3. ________ 6. ________ 9. ________

78
 All the colors around us came from the three basic colors – blue, red, and
yellow. Together they are known as the primary colors. When two of them are
combined, a secondary color is created. Green, orange, and violet belong to this group.
If a primary color is mixed with a secondary color, another color known as the tertiary
color, is produced.

PRETEST

I. Directions: What happens when we mix the given colors together? Color the
box with the resulting color. Write the name of the color below the box.

red yellow

_____________

blue red

_____________

yellow blue
_____________

blue green

_____________

yellow orange
_____________

79
 My Objectives:

 Define color and its properties

 Determine how colors are perceived by the eyes
 Identify the primary, secondary, and tertiary colors.
 Identify the colors of the rainbow.

COLOR

Our surroundings are filled with color. Color is the appearance of a thing, distinct
from form, associated with the effect of light striking the retina of the eye. Color is very
important in art. Without the beauty of color, our world will be dull and lifeless.

How Do We See Color?

We see colors from direct light or from reflections of light.

Prism Rainbow

When the light goes into the pupil of the eye, it goes through a lens then hits the
back of the eye called the retina. The sensor, rods and cones of the retina send signals
to the brain to interpret what we have seen. After this process, we can already name
the color.

Primary Colors Red Blue

We study color by looking at color wheels. The simplest
color wheel shows red, yellow and blue. These are the
Primary Colors. Yellow

80
Secondary Color
When you mix red and blue, what color
do you get? When you mix yellow and blue,
what color do you get?
When you mix two primary colors, you
get secondary colors.
Using your crayons, try mixing the
following colors and see what happens.
Mix red and yellow = orange
Mix blue and yellow = green
Mix red and blue= violet
The Secondary colors are orange, green, and violet.

Tertiary Colors
Tertiary colors are mixtures of one primary color plus one secondary colors.

81
Color Spectrum

The colors of the rainbow are:

It is the color of the blood.

It is the color of reddish yellow fruit. It

is also the color of the sunset.

It is the color of gold, butter, and ripe

lemons.

It is the color of most growing plants,

grass, and leaves of trees.

It is the color of the clear sky in daylight.

It is a deep violet-blue color.

It is the color of dainty flower. It is found

lying at the end of the color spectrum.

When you write the rainbow as a name, it will appear this way.

Can you see where the secondary colors are located? Orange is between red and
yellow. Green is between yellow and blue. Violet is between blue and red.

82
Properties of Colors
Colors have three properties. These properties are the characteristics that we
need to know in order to better understand how we can use color in art. These are hue,
value, and intensity.

Hue
It is another name for color. More specifically, it is the name assigned to the colors in
the color wheel.

Intensity
This refers to the brightness or dullness of a hue. Hues that are found on the color
wheel are at their brightest.

Value
It is the lightness or darkness of a hue.
*White, black and gray are not part of the color wheel. They are called neutral colors.

Tint – it is the lightness of a color. By adding color white, you can make a color lighter.
If you are using watercolor, use more water.
Shade- is any pure hue with black added. Adding black to a certain color changes its
shade.

Below are some examples of tints and shades.

83
Meaning of Colors

Knowing the meaning of colors will help you interpret and create works of art. Below
are some colors with the possible meanings they may convey.

1. Red – it is the color of blood. It means alive and happiness. In the flag red
symbolizes bravery and patriotism, power and aggression. Other meanings are stop
and danger.

2. White – this color symbolizes purity and life. White in the flag together with red and
blue symbolizes patriotism. White is the color of gowns for weddings.

3. Blue- it represents the clear sky in daytime and the calmness of the sea. In the flag,
it means peace and prosperity. It is seen as a conservative color.

4. Yellow- it represents warmth not only with emotions but also with temperature. It
means caution or warning. To some, yellow means jealousy.

5. Black- this color represents death, mourning, evil, or sadness.

6. Green- it is a major color symbolizing ecology, the growing color of plants, grass,
and leaves of trees. It is the color of hope, love, and life. To the Eastern World, it is
the color of eternity, family, harmony, health, peace and prosperity.

84
 TRY THIS

I. Direction: Enumerate what is being asked.

1. Color each box with the colors of the rainbow. Follow the acronym ROY G BIV.

2. What are the three families of color?

II. Directions: Complete the color wheel below using your crayons. Follow the
label as your guide.

85
 GOING FURTHER

I. Directions: Apply the missing color in the blank boxes using your crayon and
write the name of the color under the box.

1. The primary colors are

__________ __________ __________

2. yellow + blue =
3. red + = orange

4. + red = violet

II. Directions: Match the definition in column A with the word it describes in
column B. Write the letter of the correct answer on the blank provided.

A B
_____1. It is the color of the blood. a. white
_____2. It is the color of reddish yellow fruit. b. indigo
_____3. It is the color of gold, butter, and ripe c. black
lemons.
_____4. It is the color of most growing plants, grass d. red
and leaves of trees.
_____5. It is a deep violet – blue color. e. yellow
_____6. It is the color of clear sky during daylight. f. violet
_____7. It is the color of dainty flower and it is found g. orange
lying at the end of the spectrum.
_____8. This color symbolizes purity and life. h. green

86
 _____9. This color represents death, funeral, evil, or i. hue
sadness.
_____10. It is another name for colors. j. blue

POST TEST

I. Directions: Match the definition in column A with the word it describes in

column B. Write the letter of your answer on the blank.

A B
_______1. It is another name for color. a. Intensity

_______2. When we want to make a color darker, we b. Neural colors

add black to it. We call this ___________.
_______3. It is the lightness of a color. c. Hue
_______4. White, black and gray are called _______. d. Shade
_______5. This refers to the brightness or dullness of e. Tint
a hue.
f. Value

II. Directions: Identify what is being described in each number. Encircle the letter
of the correct answer.

1. It is the appearance of a thing, distinct from form, associated with the effect of light
striking the retina of the eye.

a. color b. line c. shape d. texture

2. When the light goes into the pupil of the eye, it goes through a lens then hits the
back of the eye called ___________.

a. lens b. pupil c. retina d. iris

3. What are the basic colors from where all other colors come?
a. primary colors b. secondary colors c. tertiary colors d. neutral colors
4. What do you call the colors red, yellow and blue?

a. primary colors b. secondary colors c. tertiary colors d. neutral colors

87
5. What colors are created when you mix two primary colors?
a. primary colors b. secondary colors c. tertiary colors d. neutral colors

One of the things that we consider in choosing the things we use everyday is
texture. Texture is the roughness or smoothness of a surface. There are two kinds of
texture - tactile and visual texture.
Balance in art refers to the arrangement and distribution of the elements in a
picture. It means that the overall composition of your picture gives a feeling of stability.

PRETEST

I. Directions: Identify the texture of the following objects. Write smooth, rough,
scaly, bumpy, soft or woven.

1. __________ 4. __________

2. __________ 5. __________

II. Directions: Read each of the following items carefully. Encircle the letter of the
correct answer.

1. It is the actual 3D feel of a texture.

a. visual texture b. actual texture c. tactile texture
2. It is a work of art that appeals through the sense of sight.
a. visual texture b. actual texture c. tactile texture
3. It refers to the smoothness or roughness of an object.

88
 a. balance b. shape c. texture
4. It means the distribution of weight in a piece of work
a. balance b. shape c. texture
5. It is a mirror image or an exactly repeated design.
a. axial b. Exact Symmetry c. occult
My Objectives:

 Define texture and balance in art.

 Determine whether an object is smooth or rough
 Identify the elements that make a work of art appear soft or rough
 Identify the properties of balance.

TEXTURE AND BALANCE

Objects or materials have different textures.

Texture is the representation of the structure of a
surface, as distinct from its colors. It refers to the
smoothness or roughness of an object. It is how you
feel the surface of an object. It can be described by
the sense of touch.
Texture can be smooth, rough, hard, soft,
woven, bumpy, jagged or ridged, scratchy, slick, silky
or prickly.
There are two kinds of texture: Tactile and
Visual texture.

TACTILE TEXTURE
It is the actual 3D feel of a texture. This is the actual texture of an object, the
one which we can determine with our sense of touch. Tactile means touch.
Below are objects that have tactile texture.

89
VISUAL TEXTURE
It is a work of art that appeal through the sense of sight, including painting,
photography, sculpture, architecture, landscape design, furniture, ceramics, jewelry,
and texture design.

90
 TRY THIS

I. Directions: Tell whether the picture has tactile texture or visual texture. Write
your answer on the blank.

1. ___________ 2. ___________ 3. ___________

4. ___________ 5. ___________ 6. ___________

7. ___________ 8. ___________ 9. ___________

91
 BALANCE

In art balance means the distribution of weight in a piece of art.

Kinds of Balance

1. Symmetrical Balance - It is an exact balance along a centerline or axis.

Symmetrical balance may be radial symmetry, exact symmetry or axial symmetry.

Radial Symmetry- it is rotating around a center point. It repeats segment around

a center point.

Exact Symmetry- a mirror image or an exactly repeated design.

Axial Symmetry- having two opposing repeats, one on each side of an axis.

92
2. Asymmetrical Balance

It is not an exact but counterbalanced with contrast such as

bright and dull colors, dark and light values, organic with geometric
shapes, positive and negative areas.

3. Approximate Symmetry - It is an overall organization in which an equal or even

placement of color, forms, or style is displayed.

4. Occult - It is a very dominant feature of background.

93
 TRY THIS

I. Directions: Identify the kind of balance present in the following pictures. Write
symmetrical, asymmetrical or radial on the blank.

1. _____________ 2. _____________ 3. _____________

4. _____________ 5. _____________ 6. _____________

94
7. _____________ 8. _____________ 9. _____________

POST TEST

I. Directions: Identify the kind of balance present in the following picture. Write
symmetrical, asymmetrical or radial on the blank.

1. _____________ 2. _____________ 3. _____________

4. _____________ 5. _____________ 6. _____________

95
7. _____________ 8. _____________ 9. _____________

II. Directions: Identify whether the picture has tactile texture or visual texture.
Write your answer on the line.

1. ___________ 2. ___________ 3. ___________

4. ___________ 5. ____________ 6. ___________

7. ___________ 8. ___________ 9. ___________

96
 Proportion in art is the sense of unity achieved when all parts agree well with
one another. This means that the sizes of the parts seem to belong together.
Perspective in art usually refers to the representation of three – dimensional
objects or spaces in two – dimensional artworks.
Rhythm in art can be made by repeating lines, shapes, form, color, texture, and
space. Some of the types of rhythm are regular rhythm, progressive rhythm, flowing
rhythm and radiating rhythm.

PRETEST

I. Directions: Identify what is being referred to in each number. Encircle the letter
of the correct answer.

1. It is the art of showing distance on a flat surface.

a. proportion b. rhythm c. perspective
2. It is a principle of design which refers to a way of combining elements of art so that
the same elements are used over and over again.
a. shape b. repetition c. color
3. It is a principle of art that describes the relation of the parts of an artwork.
a. proportion b. rhythm c. perspective
4. It is the repetition or alternation of different elements.
a. perspective b. rhythm c. proportion
5. It gives a sense of movement.
a. radiating rhythm b. regular rhythm c. flowing rhythm
6. It displays a repetition of motifs around a center point.

97
 a. radiating rhythm b. regular rhythm c. flowing rhythm
7. It is shown when the intervals of elements are similar in size, width or length and
produce the look and feel of movements.
a. flowing rhythm b. regular rhythm c. radiating rhythm
8. It depicts a continuous sequence of forms through a progression of steps.
a. progressive rhythm b. flowing rhythm c. regular rhythm
My Objectives:

 Define rhythm.
 Differentiate proportion from perspective.
 Explain the importance of rhythm.
 Identify the kinds of rhythm.

PROPORTION AND PERSPECTIVE

Proportion is the proper relationship between parts in terms of size, number,

amount, or degree while perspective is the art of picturing objects on a flat surface so
as to give the appearance of distance or depth. This is very important in painting,
sculpture, architecture and other forms of art.

PERSPECTIVE
Take note of the vanishing point or the point where all lines meet. Use
vanishing point to draw things in a distance so you can draw a picture that looks real.
In perspective, things or objects drawn larger and closer to the bottom of the
page will appear nearer.

Vanishing point

PROPORTION
How proportion is used will affect how realistic something
seems. Proportion also describes how the sizes of different parts of a piece of art or
design relate to each other.

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Example:
In an oval face, the eyes are set down the oval on a line that is “five eyes” in
width. The eyebrows are over the whole eye. The nose is usually set at the gap
between the inner corners of the eyes. The mouth lies halfway between the end of the
nose and the chin, and as wide as the distance between the pupils of the eyes. The
ears stretched from eye level to just below the nose.
The eyes should be halfway between the head and chin. The nose is halfway
between the eyes and chin. The mouth is halfway between the nose and chin. This is
how we create proportion.

TRY THIS

I. Direction: Fill in the blanks with the correct word.

1. __________________ is the art of showing distance on a flat surface.

2. Things or objects drawn larger and closer to the bottom of the age will appear
__________________.

3. __________________ is a principle of art that describes the proper relation between

parts in terms of size, number, amount, or degree.

4. The ________________ should be halfway between the head and the chin.

5. The nose is halfway between the _________________ and the chin.

6. The ________________ is halfway between the nose and chin.

7. In an oval face, the eyes are set down the oval on a line that is _______________ in
width.

8. The _________________are over the whole eyes.

9. The tip of the ______________ is usually as wide as the gap between the corners of
the eyes.

10. The ______________ at rest is wide as the distance between the pupils of the
eyes.

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 RHYTHM

Another art principle is rhythm. Rhythm is the repetition or alternation of different

elements. Repetition is a principle of design which refers to a way of combining
elements of art so that the same elements are used over and over again.
Rhythm can create a sense of movement, pattern, motif, and texture. It is a
portrayal of art that looks and feels like it is moving.
We can see rhythm in all things around us. Rhythm is seen in the arrangement of
leaves, petals, and flowers. Rhythm is in the kitchen and even in the clothing that we
wear.

KINDS OF RHYTHM
1. Regular Rhythm
A regular rhythm is shown when the intervals of elements are similar in size,
width or length and produce the look and feel of movements.

2. Progressive Rhythm
Progressive rhythm depicts a continuous sequence of forms through a
progression of steps.

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3. Flowing Rhythm
A flowing rhythm gives a sense of movements.

4. Radiating Rhythm
A radiating rhythm principle displays a repetition of motifs around a center point.

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 TRY THIS

I. Directions: Identify the type of rhythm in each picture. Write your answer on the
blank.

1. ________________ 2. _______________ 3. ________________

4 ________________ 5. _______________ 6. ________________

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 POST TEST

I. Directions: Identify the type of rhythm present in the following illustrations.

Choose your answer from the box. Write your answer on the line.

Regular rhythm Progressive rhythm

Flowing rhythm Radiating rhythm

__________ ___________ ___________

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 __________ ___________ ___________

II. Direction: Create an artwork using leaves, showing regular rhythm.

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LEAP 4

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106
 ARTISTIC EXPRESSION
LEAP 4

PRETEST
I. Identify what is being described in each statement. Choose your answer from
the box and write it on the blank.

sand paper gouges Clic eyewear hammer chisels sculptor

felt-tip pens watercolors art media pencil painter pastels

______________1. It is used in drawing lines and setting the outline for an artwork.
______________2. It is a person who paints pictures, portraits, landscape or any
creative art.
______________3. The amount of water determines the lightness and darkness of
this art material.
______________4. It is a person who makes figures by carving, modelling or
casting.
______________5. It is easy to make bold pictures if you use these kind of pens.

______________6. This material is like crayons and chalks since it results in a dry
finish.
______________7. They are used for cutting or carving hard materials such as
metal, stone or wood.
______________8. It is used to magnify an artwork to fill it with details.
______________9. It is a handheld tool used to strike chisels or any objects.
_____________10. It is used to make the surface smooth.
_____________11. It is a chisel with rounded or angular tip used to cut curves and
hollows.
_____________12. They are used as medium for executing art.

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 My Objectives:

 Describe art media.

 Understand how art media are used.
 Use different art media in an artwork.
 Identify the different technique in sculpture.

ART MEDIA

Can you recognize the art materials below?

These materials are used as medium for executing art, in other words art media.
Painters, sculptors, artists, designers and illustrators use different art media to
complete their artworks.

PAINTERS
A painter is a person who creates pictures,
portraits, landscape or any creative art using paint.
These paints may be natural. Different parts of trees like
leaves, flowers, stem, sap, and roots make natural
paints. The ink of a squid can be also be used as paint.
Soil from the ground produces different colors when
mixed with a paint base. Paints can also be synthetic,
which means it is made from artificial pigments combined
to form different colors. Examples are acrylic and oil paint.

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The following are the art materials which are used by painters and illustrators.

Pencil

It is used in drawing lines and setting the outline for

an artwork. It may also be used as a main medium
especially in sketching. Pencils used in sketching
have different thickness to make drawings more
realistic.

Pastels
Pastels are like crayons and chalks, since it results in a dry
finish. However, pastels are more interesting to use since you
can rub and spread the color, creating different shades.

Watercolors
Watercolor is also a medium for painting. The technique for
this material is the use of the right amount of water to control
its shade.

Felt-tip Pens
It is easy to make bold pictures if you use felt-tip pens. These
are best used in drawing cartoon characters and doodles.

Brushes
Brushes are used to spread paint and other similar
materials. The right brush will give an artwork the desired
details.

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SCULPTORS

A sculptor is a person who makes figures by carving,

modelling or casting. Sculptors usually make figures or statues
out of stone, wood bronze, clay, or wax.

Below are some products of sculpture:

Stone Sculpture Wood Sculpture Metal Sculpture Clay Sculpture

Figure in Wax
Wax is the easiest medium to work in sculpture. Wax
when cold can be hard and not easy to work with but has a
way of taking up all marks precisely. Carve when it is
malleable enough so you don’t need to heat your tools.

Subjects in Plasticine

Plasticine is a composition that remains plastic for a long time.

Plasticine never harden as it gets colder, so make sure to put your
finished sculpture in a secure place where nobody and easily get into
and touch your work.

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Clay Sculpture
Clay, being a natural substance, when worked on with water can be expressive.
You only have to put slight pressure on it with your hands.
Learn to control your hands skillfully. Learn to focus on the picture in your mind
and your hand will adjust to how they need to work with the medium.

Materials Used in Sculpture

Chisels are used for cutting or carving hard materials such as

metal, stone or wood.

A hammer is a handheld tool used to strike chisels or any objects.

Clic Eyewear – It is used to magnify an artwork to fill it with details.

A gouge is a chisel with rounded or angular tip used to cut

curves and hollows.

Sand paper is used to make the surface smooth.

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Safety equipment
It is important to ensure that you keep yourself protected while carving. A dust
mask, protective goggles and gloves are recommended for keeping both your face and
hands protected while working.

dust mask protective goggles gloves

Different Kinds of Sculpture

1. Free Standing – It is a three-dimensional sculpture that is able to stand by itself. It
has designs on all sides.

2. Relief Sculpture –a sculptural technique where the elements remain attached to a

solid background of the same material. It gives the impression that the sculpted
material has been raised above the background plane.

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3. High Relief Sculpture – a kind of carving or sculpture in which half or more of a
whole element is raised from the background and may in parts be completely
disengaged.

4. Bas Relief or Low Relief Sculpture – a sculpture in which the figures are raised
only slightly from the background.

Techniques in Sculpture
Techniques in sculpting depends on the following:
1. medium you are going to use
2. size of the sculpture
3. the amount of detail you will be putting into it
4. the amount of light present while you are carving

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 TRY THIS

I. Directions: Answer or do the following:

1. In carving a figure, what are the things that you need to consider?
a.__________________________________________________________

b.__________________________________________________________

c.__________________________________________________________

d.__________________________________________________________

2. What are the techniques that you will use in

a. Wax Sculpture?

___________________________________________________________

b. Plasticine Sculpture?

___________________________________________________________

c. Clay Sculpture?

___________________________________________________________

3. Draw or sketch a figure that you want to carve below.

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 POST TEST
I. Match column A with column B. Write the letter of your answer on the space
provided.

Column A Column B

____________1. A. dust mask

____________2. B. hammer

____________3. C. gloves

____________4. D. chisels

E. protective goggles
____________5.

____________6. F. gouges

____________7. G. Clic eyewear

____________8. H. sand paper

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II. Directions: Tell whether the statement is true or false. Write T on the blank if it
is true. If false, write the correct word that will make the statement right.

___________1 Wax is a composition that remains plastic for a long time.

.
___________2 Wax is the easiest medium to work in sculpture.
.
___________3 It is not important to ensure yourself protected while carving.
.
___________4 A painter use colors made from natural materials or materials that
. came from plants, animals and soil.

___________5 Sculptors usually make figures or statues out of stone, wood

. bronze, clay, wax.

III. Identify what type of sculpture is being presented by each photo. Write your
answer on the space provided.

Free Standing Relief Sculpture High Relief Sculpture Bas Relief

___________________ ___________________ __________________

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___________________ ___________________ _________________

PRETEST

I. Directions: Match the definition to the word it describes. Write only the letter of
the correct answer on the blank before the number.
_____1 It is the art of creating beauty with colors. a. art forms
.
_____2 It is the art of carving or modelling figures b. art style
. from clay, wood, and others.
_____3 It is the art of taking pictures with the use of c. sculpture
. a camera.
_____4 It is the style that artists use in their works d. photography
. of art.
_____5 It is any traditional or recognized medium of e. painting
. expression in the arts, especially in
painting, music, or literature.

My Objectives:

 Define art form and art style

 Recognize the different art forms and styles
 Identify the artworks resulting from the different arts forms and styles

ART FORMS AND STYLE

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 Look at the picture. It is a collage of different art forms and art styles. Can you
name them?

ART FORMS AND ART STYLES DEFINED

a. Art Forms - it is any traditional or recognized medium of expression in the arts,

especially in painting, music, or literature.

b. Art Style - It is the style that artists use in their works of art.

In this lesson, we will discuss about visual arts - the arts that appeal through the
sense of sight including painting, photography, sculpture, architecture, landscape
design, furniture, ceramics, jewelry, and textile design.

FORMS OF VISUAL ART

1. Painting- the art of applying paint, pigment or other medium on a surface

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2. Photography- the art of taking pictures with the use of a camera.

3. Sculpture - the art of carving or modelling figures out of clay, wood, stone, ceramics
and other materials.

4. Architecture- the process and the product of planning, designing, and constructing
buildings or other structures.

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ART STYLES

1. Realism- Realism is a type of art that shows actual things as they appear in life.

Examples:

2. Impressionism- This style of visual art is not trying to paint a reflection of real life,
but an 'impression' of what the person, light, atmosphere, object or landscape
looked like to them. It does not focus on detail. The paintings in this style are usually
outdoor scenes like landscapes.

Examples:

3. Expressionism- In this kind of art, the artist tries to express certain feelings about
something. Their paintings express a feeling more than making the painting look
exactly like what they were painting.

Examples:

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4. Cubism- Cubism is modern art made up mostly of paintings. The paintings are not
supposed to look real. The artist uses geometric shapes to show what he is trying to
paint. Early cubists used mainly grays, browns, green, and yellows. After 1914,
cubists started to use brighter colors. Cubism was the beginning of the abstract and
non-objective art styles

Examples:

5. Abstract- does not attempt to represent an accurate depiction of a visual reality but
instead use shapes, colors, forms and gestural marks to achieve its effect. Abstract
art is also called non-object art. In non-objective art, you do not see specific objects.
It is not painted to look like something specific.

Examples:

6. Fauvism- The word fauvism means “wild beast.” The paintings of this kind of art use
bright and unusual colors. The subjects in the paintings are shown in a simple way.
The colors and patterns are bright and wild.

Examples:

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7. Pointillism - In pointillism, the artist uses small dots or strokes of paint to make up
the pictures. From far away, these dots blend together to form the picture and give
the impression of different colors as they blend together.

Examples:

8. Pop Art- Pop art can be any everyday item that is drawn in a brash and colorful
way. Pop art is short for popular art. It is inspired by comic strips, advertising, and
entertainment.

Examples:

9. Surrealism- Surrealist paintings are generally based on dreams. Their paintings are
filled with familiar objects which are painted to look strange or mysterious. These
paintings might stir up feelings in the back of people’s minds.

Examples:

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 TRY THIS
I. Directions. Identify what kind of art style is being represented by each photo.
Choose your answer from the box and write it on the blank.

Realism Impressionism Expressionism Cubism

Abstract Fauvism Pointillism Pop Art Surrealism

_______________ _______________ _______________

_______________ _______________ _______________

_______________ _______________ _______________

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 POST TEST
I. Directions: Identify what is being described in each item. Encircle the letter of
the correct answer.

1. These paintings are generally based on dreams.

a. Pop Art b. Surrealism c. Pointillism
2. It is short for popular art.
a. Pop Art b. Surrealism c. Pointillism
3. It means “wild beast.” The paintings of this kind of art use bright and unusual
colors.
a. Surrealism b. Pointillism c. Fauvism
4. The artist uses small dots or stroke of paint to make up the pictures.
a. Surrealism b. Pointillism c. Fauvism
5. It does not attempt to represent an accurate depiction of a visual reality but instead
uses shapes, colors, forms and gestural marks to achieve its effect.
a. Pointillism b. Fauvism c. Abstract
6. The paintings are not supposed to look real. The artist uses geometric shapes to
show what he is trying to paint.
a. Cubism b. Abstract c. Expressionism
7. In this kind of art, the artist tries to express certain feelings about something.
a. Cubism b. Abstract c. Expressionism
8. This style of visual art is not trying to paint a reflection of real life, but an
'impression' of what the person, light, atmosphere, object or landscape looked like
to them
a. Expressionism b. Impressionism c. Pointillism
9. It is a type of art that shows actual things as they appear in life.
a. Realism b. Expressionism c. Impressionism
10. It is the process and the product of planning, designing, and constructing
buildings
or other structures.
a. Sculpture b. Photography c. Architecture

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 ART IN CULTURE

PRETEST
I. Direction: Using a line, connect the label with the correct picture.

1. Bulol  

2. Hagabi  

3. T’nalak  

4. Palayok  

5. Banga  

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 My Objectives:
 Display interest on the history of Philippine arts.
 Show appreciation for Philippine folk arts.
 Draw examples of ethnic arts.
 Discover famous artworks in public spaces.

FOLK ARTS

Philippine art is a reflection of various

culture. Our love for religious artworks is of
Spanish origin, while modern contemporary
paintings and sculptures are influenced by
Americans.

What can you say about the painting on the

right? What do you think are the mediums that the
artist used?

“Dalagang Filipina”
by Cesar Buenaventura

PHILIPPINE TRADITIONAL ARTS

Traditional arts in the Philippines is a combination of many ethnic groups who
shared the same culture. It indicates ethnographic sculpture, jewelry, pottery and
textiles.

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 Ikat
Dyeing

Pottery

Wood Carving Weaving

SCULPTURE
The ethnic groups like the
Ifugao and the Kankana-ey of
northern Luzon created sculptures
distinctly their own. Examples are the
bulol and the hagabi. The bulol
features a pair of highly stylized
figures carved in dark wood while the
hagabi is a large bench with carved
Bulol Hagabi
pig-like snouts at each end. For them it is a sign of
nobility.

WEAVING

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The Itnegs of northern Luzon are known for their binakol as blanket which features
optical illusion design.

Binakol
DYEING
Ikat dyeing of the T’bolis are made of abaca fiber.
Textiles made of Ikat are woven using geometric patterns
with human, animal, and sometimes plant design.

“T’nalak” cloth of
POTTERY T’boli

The most common products of pottery in the country are clay pots called
palayok and banga. Palayok is usually used in cooking many Filipino dishes while the
banga is used for water storage.

Palayok Banga

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 TRY THIS

I. Directions: Cut- out pictures of the following. Paste them in the box.

Ceramic ware Sculpture

Weaving Wood Carving

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 ART APPRECIATION

Have you gone to the Quezon City Memorial Circle? Have you visited the
museum inside this monument?
Art appreciation is understanding and knowing the qualities of art: color,
movements, meaning, styles, and composition that characterized great art and the
enjoyment or pleasure we get from looking at it. It is knowing what the artist wants to
express through the colors, lines, and design in his work of art; something that is
beautiful and creative that will touch our hearts, minds, and senses.
Look again at the Quezon City Memorial Circle. It is a 66 meter (217 feet) tall
edifice surmounted by three angels holding sampaguita wreaths. The three angels
signify the three major geographic divisions of the Philippines archipelago- Luzon,
Visayas, and Mindanao. The tower is made of Carrara marbles. Carrara marble is a
metamorphosed limestone.
Carrara marble has been used as a sculpting material throughout history
especially in Europe. Michaelangelo’s famous sculpture, “David” is made of Carrara
marbles. Even the Greeks and Romans used Carrara marbles in their architecture.
Can you now see the beauty of the Quezon City Circle? Can you recognize the
strength how the angels were carved? It has been there since 1950. Truly a
magnificent work of art!
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 Have you seen these works of art below? What can you say about them?

“Mount Samat National “Ina at Anak”

Shrine” by Nopoleon Abueva by Fernando Amorsolo

TRY THIS
I. Direction: Look at the Bonifacio Monument below.

Size: 45 feet – life size

Features: Heroes like Andres Bonifacio, Padre Gomez, Burgos, and Zamora.
Kind of Art: Sculpture

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Describe the sculpture as you see it in the picture.
_____________________________________________________________________
_____________________________________________________________________

For Your Information

The Bonifacio Monument was designed by Guillermo Tolentino, one of the
National Artists of the Philippines. It consists of a 45-foot pylon (post, mark or obelisk)
topped by winged figure of victory. The pylon is composed of five parts equivalent to
Kataas-taasan, Kagalang-galangang Katipunan ng mga Anak ng Bayan. The base is a
platform structure with figures symbolizing the causes of the Philippine Revolution. The
monument stands on a base in the shape of an octagon whose eight sides symbolize
the first eight provinces who fight against the Spaniards. The three steps leading to the
monument represents the three centuries of Spanish rule.

GOING FURTHER
I. Directions: Answer the following briefly. Utilize the space provided.

1. Define art appreciation.

___________________________________________________________________
___________________________________________________________________

2. What is signified by the three angels in the Quezon Memorial Circle?

___________________________________________________________________
___________________________________________________________________

3. What do you know about Carrara marbles?

___________________________________________________________________
___________________________________________________________________

4. How can you show appreciation for art?

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 ___________________________________________________________________
___________________________________________________________________

5. Describe the Bonifacio Monument in your own words.

___________________________________________________________________
___________________________________________________________________

POST TEST
I. Read the questions carefully. Write the letter of your answer on the blank.

_____1 It features a pair of highly stylized figures carved in dark wood.

.
a. hagabi b. palayok c. bulol
_____2 It is a large bench with carved pig-like snouts at each end.
.
a. hagabi b. palayok c. bulol
_____3 The Itnegs of northern Luzon are known for their blanket which features
. optical illusion design.
a. T’nalak b. binakol c. Palayok
_____4 The most common products of this folk art are the palayok and banga.
.
a. weaving b. sculpture c. pottery
_____5 Ikat dyeing of the T’bolis are made of ___.
.
a. abaca fiber b. paper craft c. clay
_____6 It is a combination of many ethnic groups who shared the same culture. It
. indicates ethnographic sculpture, jewelry, pottery and textiles.
a. art media b. traditional art c. art forms
_____7 It is usually used in cooking many Filipino dishes.
.
a. banga b. bulol c. palayok
_____8 It is used for water storage
.
a. banga b. bulol c. hagabi

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 PRETEST
I. Directions: Identify the name of the artist shown in each photo. Write the letter
of the correct answer on the blank provided.

a. Vicente Manansala b. Pablo Antonio c. Napoleon Abueva

d. Fanny Serrano e. Rene Salud

1. _______ 2. _______ 3. _______

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 4. _______ 5. _______

My Objectives:

 Identify careers related to arts.

 Identify well-known Filipino artists
 Display appreciation on the works of Philippine artists

CAREERS IN ART

What is your ambition? Are you dreaming to be an artist? In what field of art are
you most interested in? Write it below.

Sculptor Painter

Cartoonist 135 Designer

I want to be
_____________________________________________________________________
_____________________________________________________________________

Do you know any of our famous national artist?

The National Artist of the Philippines is a tittle given to an artist who had made
significant contributors to the development of Philippine arts.

Here is a list of a few Filipino artists and their artistic field:

Visual Arts Music Dance

Napoleon Abueva Levi Celerio Francisca R. Aquino
Rederico A. Alcuaz Ernani Cuenco Leonor O. Goquingco
Fernando Amorsolo Jovita Fuentes Ramon Obusan
Benedicto Cabrera Lucresia Kasilag Lucresia R. Urtula
Carlos V. Francisco Jose Maceda
Abdulmari A. Imao Antonio J. Medina
Jose T. Joya Lucio T. San Pedro
Cesar Legaspi Andrea Veneracion
Arturo R. Luz Honorata “Atang” de la
Vicente S. Manansala Rama

We also have National Artist for Theater, Literature, Film, Broadcast Arts and Allied
Arts.

Criteria for National Artists

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1. Living artist who have been a Filipino citizen for the last ten years prior to
nomination as well as those who have died after the establishment of the award in
1972 but were Filipino citizen at the time of their death;
2. Artist who have helped build a Filipino sense of nationhood through the content and
form of their works;
3. Artists who have distinguished themselves by pioneering in a made of creative
expression or style, making an impact on succeeding generations of artists;
4. Artists who have created a significant body of works and/or have consistently
displayed excellence in the practice of their art form, enriching artistic expression or
style; and
5. Artists who enjoy broad acceptance through prestigious national and/or international
recognition events, critical acclaim and/or reviews of their works, and/or respect and
esteem from peers within an artistic discipline.

In this lesson, we will discuss national artists in painting, sculpture, and

architecture. You will learn about them and why they became national artists.
Vicente Manansala (1910-1981) – Painting

He was a UNESCO scholar at Ecole de Beaux Arts in

Montreal, Canada and Ecole de Beaux Arts in Paris, France.
His masterpiece brought the cultures of the barrio and the city
together. His “Madonna of the Slums” is a portrayal of a mother
and child from the rural town who became shanty residents in
the city. His “Jeepneys” introduced to the viewer the element of
provincial culture and the traffic issues of the city.

“Madonna of the Slums” “Jeepney”

Manansala pioneered in transparent cubism in the Philippines. His works depict

delicate tones, shapes, and patterns of figures which were skillfully superimposed. He
was a direct influence to his fellow artist; Malang, Antonio, Belleza, and Baldemor. His
works are shown here and abroad.

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Pablo Antonio (1902-1975) – Architecture
He was a pioneer of modern Philippine architecture. He was a product of Mapua
Institute of Technology and University of London. His famous Art Deco style of building
in the FEU campus in Manila received an honorable citation from UNESCO, Asia-
Pacific Heritage Awards for Culture Heritage Conservation.

The façade of the main building of the Far Eastern

University was designed by Pablo Antonio in the late
1930s.
His Art-deco architecture technique was radical
during his time. His style was noted for its simplicity and
clean structured design. He was cited for taking
Philippine architecture into a new direction- clean lines,
plain surfaces and bold rectangular masses. His works highlight natural light and avoid
rain seepage, utilized sunscreens, slanted windows and other devices.
According to Pablo Antonio, “Buildings should be planned with austerity in mind
and its stability forever as the aim of true architecture, that buildings must be
progressive, simple in design but dignified, true to a purpose without resorting to an
applied set of aesthetics and should eternally recreate truth.”

Napoleon V. Abueva - Sculpture

He is the “Father of Modern Philippines Sculpture”, and one of
the National Artists of the Philippines.

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 “Nine Muses” The base of the Memorial Cross up to about
11 meters is capped with sculptural bas reliefs
by National Artist Napoleon Abueva depicting
significant battles and historical events.

Some of his major works include “National Heroes Shrine in Mt. Samat, Bataan;
“The Transfigurations” of the Eternal Garden Memorial Park in Balintawak. “Sunburst
Peninsula Hotel” in Manila, “Kaganapan (1953)”, “Kiss of Judas (1955)”, “Teodoro M.
Kalaw” bronze figure in the National Library and “Thirty Pieces of Silver” to mention a
few.

Other Artists and Their Works

Cartoonist - a person who make cartoon characters. Much of

their works are humorous in form and hopes to entertain
people to make them happy. Cartoonists traditionally used
pencils for drawing. However, this time, they make use of
drawing tablets to keep up with modern technology.

Graphic Designer- creates artworks mainly for publication,

printing, and advertising. Graphic designers present details
and information in a way that are both accessible and
memorable.

Interior Decorator- someone who designs the interior of

houses, buildings and other establishments. They sometimes
make landscaping too.

Make-up Artist - a person who uses human face as canvass. A

make-up artist should know what color complement each other, so

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that the make-up may look pleasant. Fanny Serrano is one of the famous make-up
artists in the Philippines.

Couturier - designs clothes, gowns, and suits. Couturiers work

with different materials made of fabrics like silk, cotton, satin, etc.
Rene Salud is a famous Filipino designer.

Art Director- designs and develops concepts for media

pieces and in-charge of the entire creation and production
process.

TRY THIS
I. Directions: Name the artist of the following artworks. Choose your answer from
the box and write it on the blank below the picture.

A- Vicente Manansala B- Pablo Antonio C- Napoleon Abueva

1.______ 2.______ 3.______

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 POST TEST
I. Directions: Identify what is being described in each number. Encircle the letter
of the correct answer

1. He is a famous Filipino designer.

a. Fanny Serrano b. Rene Salud c. Vice Ganda
2. His masterpiece brought the cultures of the barrio and the city together.
a. Vicente Manansala b. Pablo Antonio c. Napoleon Abueva
3. He is one of the famous make-up artists in the Philippines.
a. Rene Salud b. Vice Ganda c. Fanny Serrano
4. He is the “Father of Modern Philippines Sculpture”, and one of the National Artists
of the Philippines.
a. Pablo Antonio b. Napoleon Abueva c. Vicente Manansala

5. He was a pioneer of modern Philippine architecture.

a. Pablo Antonio b. Napoleon Abueva c. Vicente Manansala
6. He was a UNESCO scholar at Ecole de Beaux Arts in Montreal, Canada and Ecole
de Beaux Arts in Paris, France.
a. Pablo Antonio b. Napoleon Abueva c. Vicente Manansala

141
7. He was the one who designed the main building of Far Eastern University.
a. Vicente Manansala b. Pablo Antonio c. Napoleon Abueva
8. They designs and develops concepts for media pieces and in-charge of the entire
creation and production process.
a. Art director b. Couturier c. Make-up artist
9. They designs clothes, gowns, and suits.
a. Make-up artist b. Interior Decorator c. Couturier
10. A person who uses human face as canvass.
a. Couturier b. Make-up artist c. Interior Decorator
11. It is someone who designs the interior of houses, buildings and other
establishment.
a. Interior Decorator b. Art Director c. Couturier
12. They create artworks mainly for publication, printing, and advertising.
a. Interior Decorator b. Graphic Designer c. Make-up artist
13. It is a person who makes cartoon characters.
a. Graphic Designer b. Make-up artist c. Cartoonist
14. His style was noted for its simplicity and clean structured design.
a. Pablo Antonio b. Napoleon Abueva c. Vicente Manansala
15. They sometimes make landscaping too.
a. Couturier b. Make-up artist c. Interior Decorator

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143
LEAP 5

144
LEAP 5
PHYSICAL FITNESS

When do you say that a person is physically fit? There are several indicators of a
physically fit person. A person is physically fit if he or she is in good health or has a
strong body.
Get ready, because in this lesson, we will learn about the components of physical
fitness. We will also undergo several tests to see our fitness level.

PRETEST
I. Directions: Identify the physical component being developed in these different
exercises. Choose your answer from the box and write the letter of the correct
answer on the blank provided.
145
 A. Cardiovascular B. Muscular/Endurance C. Flexibility

1. _______________ 2. _______________ 3. _______________

4. _______________ 5. _______________ 6. _______________

My Objectives:

 Explain health-related fitness components.

 Determine the different health-related physical fitness components.
 Recognize the value of participation in physical activities.

COMPONENTS OF PHYSICAL FITNESS

Physical Fitness is the ability of the body to function efficiently and effectively in
work and leisure activities. It means being healthy, being able to resist diseases like
heart disease, low back pain, type II diabetes, obesity, and being able to meet
emergency situations.
Physical fitness is important for good health. It may be achieved through proper
exercise, good nutrition, keeping good personal hygiene and engaging oneself in
regular physical activities.

146
 Physical fitness is made up of health-related and skill-related components. This
lesson we will focus on the health-related fitness components. Health-related fitness
components refer to those aspects of physiological function that offer protection from
diseases resulting from an inactive lifestyle.

Physical Fitness has five components:

1. Cardiovascular Fitness
The ability of the heart, the blood vessel, and the respiratory system to deliver oxygen
throughout the body.
 A fit person can endure physical activities for relatively long periods without undue
stress.
 In order to improve your cardiovascular fitness, you have to perform aerobic
exercises at least 3 times a week for 15-20 minutes each day. You may do aerobic
exercises like swimming, jogging, jumping-rope, brisk walking, running, or biking.
These activities may elevate your heart rate, which is very important in improving
your cardiovascular fitness.

2. Muscular Endurance
The ability of the muscles to exert effort over a period of time. A fit person can repeat
movements for a long period without undue fatigue.

3. Muscular Strength
The ability of your muscles to exert an external force or to lift a heavy weight. A fit
person can do work or play that involves exerting effort, such as lifting or controlling
one’s own body weight.
 In order to improve your muscular strength and endurance, you may climb on
monkey bars, do sit-ups, curl-ups, push-ups, or lift-weight equipment like plastic
containers with water or sand.

147
4. Flexibility
The ability to move your joints freely and without pain through a wide range of motion.
People who are flexible are less subject to injury, possess good posture, and have less
low back pain.
 A fit person can move the body joints through a full range of motion in work and in
play.
 In order to improve your flexibility, do bending and stretching exercises carefully and
slowly.

5. Body Composition
It refers to the proportion of the fat part of the body to the lean part. A physically
fit person has relatively low, but not too low, percentage of body fat. In order to achieve
the right percentage of fat in the body, you have to have enough physical activities like
jogging, brisk walking, rope jumping, among others and proper nutrition.

148
HEALTH-RELATED FITNESS TEST
To see the level of your fitness, here are the health-related fitness tests that you
may undertake. These tests are done to help you identify physical activities that you
may do to maintain and/or improve your physical health and well-being.
This will be your personal reference regarding your progress on each fitness
component. Write the result in the box.

Cardiovascular Fitness Test

1. One-Mile Run

Your goal is to finish one mile at a shortest possible

time. You may do alternate walking and running. Get your
time after you have arrived at the finish line.
result

2. Jumping Rope
Your goal is to jump over the rope for 1 minute.
You may vary your ways in jumping over the rope.
Count the number of successful jumps at a given
time. Record the number of times you jumped over
the rope. result

Muscular Strength and Endurance Tests

1. Flexed Arm Hang
Your goal is to measure your upper body
strength and endurance by hanging in a bar with your
chin above the bar and your arm flexed at the longest
possible time. result
Record the length of time that you were able to hang in the bar without
stretching your arms or moving your legs.

2. Curl-Ups

149
 Your goal is to measure your abdominal strength and endurance. Work in pairs
on mats and count the number of curl-ups that you can do for 1 minute.
Lie on a mat with your knees flexed, feet on the floor, and legs
slightly apart. Raise your trunk and let your elbows touch your thighs,
and lie down back to the mat with your shoulder blades touching the
mat. Do as many curl-ups as possible at a given time. Record the
number of curl-ups you were able to perform.
result

Flexibility Test
1. V-Sit and Reach

Your goal is to reach forward as far as possible. But it is

better to take this test after having an aerobic activity.
Remove your shoes and sit on the floor with your legs straight out and 8-12
inches apart. Your knees and feet should be touching the floor.
Place your one hand on top of the other with palms facing down.
Lean forward and reach as far as possible. Do this four times slowly
without bouncing. Record the distance of your fourth test.
result

2. Shoulder Stretch
Your goal is to measure your shoulder and arm flexibility by
bringing together both hands at your back. Do this test with a partner so
that someone can monitor if the test is properly done.
In a standing position, reach your right hand over the right
shoulder, and reach as far as possible down the
middle of your back. Bring your left hand
underneath your left shoulder, palm facing outward
and fingers upward and reach up as far as possible
attempting to touch the fingers of each hand. Then

right left

150
do the same procedure with the opposite hands. Record your score with a YES or a
No in each side.

Identifying areas for improvement

Based on the result of your Physical Fitness Tests, which health-related fitness
components do you need to improve on? Write them on the first column. Opposite
those components, write the physical activities that you intend to do to improve them.
On the last column, put a check mark (√ ) if you are able to do those physical activities;
if not, leave it blank and try your best to do them.
Health-Related
Physical Activities Remarks
Components
Ex: Cardiovascular One-Mile Run 

TRY THIS
I. Directions: Identify what is being described in each number. Encircle the letter
of the correct answer.

1. It refers to those aspects of physiological function that offer protection from

diseases resulting from an inactive lifestyle.
a. Health-Related Fitness
b. Skill-Related Physical Fitness
c. Physical Fitness

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2. The ability of the heart, the blood vessel, and the respiratory system to deliver
oxygen throughout the body.
a. muscular endurance
b. cardiovascular
c. flexibility
3. It is the ability of the body to function efficiently and effectively in work and leisure
activities.
a. body composition
b. physical fitness
c. muscular endurance
4. It refers to the proportion of the fat part of the body to the lean part.
a. body composition
b. physical fitness
c. muscular endurance
5. It is the ability of the muscles to exert effort over a period of time.
a. muscular strength
b. flexibility
c. muscular endurance
6. It is the ability to move your joints freely and without pain through a wide range of
motion.
a. body composition
b. flexibility
c. muscular strength
7. It is the ability of your muscles to exert an external force or to lift a heavy weight.
a. muscular strength
b. muscular endurance
c. body composition

GOING FURTHER
I. Directions: Inside the box, put a check mark () if the statement describes a
physically fit person. If it does not, shade the box and explain your answer on the
lines provided after the statement.

1. Johann wants to play tagging games with his friends, but he gets tired
easily.
______________________________________________

152
 2. Raphael loves climbing monkey bars and he can go back and forth several
times.

_______________________________________________

3. Issa tried to stretch her legs but she felt pain on her knees.
_______________________________________________

Remember:
 Being physically fit helps us to resist diseases.
 Health-related fitness components focus on our health.
 Stay physically active to be able to stay physically fit.
 Undergoing physical fitness tests help in assessing our strengths and weaknesses.

POST TEST

I. Directions: Answer briefly but substantially. Utilize the space provided.

Every person, including children like you, need to be aware of the importance of
physical fitness. How can a child like you develop your personal physical fitness?

153
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

II. Directions: Determine which component is being developed in the given

physical activities. Choose your answer from the box and write the letter of the
correct answer on the blank provided.

A- Cardiovascular B- Muscular/Endurance C- Flexibility

1. Climbing monkey bars _________________

2. Jumping rope _________________

3. Stretching _________________

4. Curl-ups _________________

5. Biking _________________

154
 PRETEST

I. Directions: Below is a list of physical activities that help improve the skill-
related fitness components. Determine which component is being developed in
the given physical. Write the correct answer on the line.

Agility Power Coordination Speed

Balance Reaction Time

1. Baseball Fielder 2. Weightlifting 3. Gymnastics

________________ ________________ ________________

4. Boxing 5. Badminton 6. Athletics

________________ ________________ ________________

155
 My Objectives:

 Explain skill-related fitness components and target games.

 Identify the skill-related fitness components being developed in physical
activities.
 Identify areas for improvement.

SKILL-RELATED PHYSICAL FITNESS

Look at the following photos of some Filipinos who brought honor to our country
through sports. In what field do they excel? Write your answer on the line provided.

1. ________________ 2. _______________ 3. ________________

What do you think are the qualities they possess which made them excel in their
chosen sports?

Some people excel in sports because of the different traits that they have like
patience, determination, discipline, focus, and a lot more. They also possess the skills
they need in their chosen sports and work harder to improve on them.
Get ready, because in this lesson, we will learn about the different skill-related
fitness components which people should improve on to perform better in sports.

The physical qualities that enable a person to perform motor skills needed in
various sports are called skill-related fitness components. Skill related fitness
components focus more on the performance of skills than good health.

156
Here are the different skill-related fitness components:
1. Agility- the ability to quickly and accurately change direction and still keep control of
the whole body. Basketball, football, dodgeball, and boxing are some of the sports
that require agility.

basketball football dodgeball boxing

 You may do several exercises like cone or balloon drills or participate in games like
obstacle course or tagging games to improve your agility.

2. Power – the ability to transfer energy into force quickly. Martial arts such a
taekwondo, and weight lifting are some of the sports that require power.

martial arts weight lifting

 You may do bicycling, running, and jumping for leg power and volunteer to mop the
floor to improve your arm power.

biking running jumping mopping

157
3. Coordination- the ability to use our senses with the body parts to perform motor
tasks accurately and smoothly. Kickball, tennis, and badminton are some sports that
require coordination.

kickball tennis badminton

 You may practice some manipulative skills and do different locomotor movements to
improve your coordination.

4. Speed- the ability to perform movements quickly. Athletics, football, and basketball
are some of the sports that requires speed.

Athletics

football basketball

 You may improve your speed by doing aerobic exercises like running and leg
exercises or you may play tagging games with your friends.

158
5. Balance- the ability to maintain your center of mass over a base of support when
moving (dynamic) or stationary (static). Gymnastics is the best example of sports
that require balance.

Gymnastics and yoga

 You may practice balancing with the different parts of your body or you may do
movements on benches or beams.

6. Reaction Time – refers to how much quickly the brain can respond to a stimulus
and initiate a response. Responding to a starting gun to start a race in swimming
and athletics needs a good reaction time.

Baseball Sprinter Start

Fielder

Volleyball Block Tract Start in Swimming

 You may do different manipulative skills like bouncing a ball on the wall and catching
it. You may also play a paper catching game.

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 PHYSICAL FITNESS TEST

Do you want to know the level of your fitness related to the different skills
performed in sports? Here are some Physical Fitness Tests you may undergo. These
tests will help you determine which sports and activities will be easiest for you to learn
and enjoy. These will also help you identify your strengths and the areas for your
improvement. Write your result inside the given boxes.

Balance Test
One-Foot Balance
Your goal is to stand with only one foot with heel
raised and the hands and the other leg straight out in
front at the longest possible time. Record the length
of time.
Result

Power Test
Standing Long Jump
Your goal is to jump and land on both feet at
the farthest distance. Stand with your toes behind
the line, feet slightly apart. Jump with your arms
swinging and knees lightly bended as far as
possible. Measure and record the distance. Result

Speed and Agility Test

Shuttle Run
Your goal is to run back and forth
between two parallel lines as fast as possible.
Place wood blocks or paper balls on one of the
lines with at least 5 feet distance away from
the starting line. Run until both feet cross the
line, pick up the first block or paper ball, and
return it behind the starting line without
throwing. Then return to pick up the second Result
black or paper ball.

160
Put a check mark () if you are able to do the test, if not leave it blank and try
your best to do it next time.
Coordination Test
Ball Bounce
Your goal is to bounce the ball back and forth
between your right and left hands. Bounce the ball three
times with each hand without letting the ball fall to the
ground. Three bounces in each hand are countered as
one. Do this in 1 minute. Record the number of Result
bounces that you did at the given time.

Reaction Time Test

Ruler Drop Test
Your goal is to catch a ruler as soon as
possible. Have a partner hold the ruler vertically at
the end with his or her index and thumb. The other
edge of the ruler should be in between your thumb
and your index finger at the zero-centimeter level
line. When you partner releases the ruler, catch it Result
as quickly as possible.

Put a check mark () if you are able to do the test, if not leave it blank and try
your best to do it next time.

Base on the result of your Physical Fitness Test, what skill-related fitness
components do you need to improve on? Write them on the first column of the chart
below. Opposite those components, write the physical activities that you intend to do to
improve them. On the last column, put a check mark () if you are able to do those
physical activities, if not leave it blank and try your best to do them.

Skill-Related Components Physical Activities Remarks

Ex: Balance Test One-Foot Balance 

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 TARGET GAMES

Do you love playing games with your friends? Do the games that you play help
you become more physically active or make you inactive? Look at the pictures below
and see if you are familiar with these games.

What do you think are the benefits of playing games like the ones shown in the
pictures?
Playing games gives us many benefits. It does not only develop our mental and
social skills but it also makes us physically active, making our body healthier. Target
games are either played indoor or outdoor. Target games involve different manipulative
skills like throwing and rolling and some motor skills. Control and accuracy are also
emphasized in these games. Proper coordination of the different body parts is needed
to succeed in this type of game. There are many types of games that we can involve
ourselves into.
Target games are classified into two: unopposed and opposed target games.
In unopposed target games, the contender only aims to hit the target to score
like bowling, archery, and golf, the player performs independently and his or her
success depends on his or her own accuracy.

 Bowling, archery, golf, and even tumbang preso are games that allow the players to
aim for a goal target by shooting, throwing, rolling, among others.

bowling archery golf

162
 In opposed target games, the player uses offensive or defensive strategies like
in lawn bowling or billiards. The players have the chance to obstruct with the target in
order to win.

lawn billiards
bowling

Remember that there are different ways of throwing a ball. You may do the overhand
throw, sidearm throw, and underhand throw.

Overhead throw Sidearm throw Underhand throw

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 TRY THIS
I. Directions: Read and analyze the questions properly. Write the letter of your
answer on the line before the number.

_____1 It is the ability to quickly and accurately change direction and still keep
. control of the whole body.
a. Power b. Speed c. Agility
_____2 It is the ability to use our senses with the body parts to perform motor tasks
. accurately and smoothly.
a. Reaction Time b. Coordination c. Balance
_____3 It is the ability to transfer energy into force quickly.
.
a. Power b. Speed c. Reaction Time
_____4 It refers to how much quickly the brain can respond to a stimulus and
. initiate a response.
a. Speed b. Reaction Time c. Agility
_____5 It is the ability to perform movement quickly.
.
a. Reaction Time b. Agility c. Speed
_____6 It is the ability to maintain your center of mass over a base of support when
. moving (dynamic) or stationary (static).
a. Balance b. Power c. Speed
_____7 It involves different manipulative skills like throwing and rolling and some
. motor skills.
a. Action games b. Target games c. Puzzle games
_____8 The contender of this game only aims to hit the target to score.
.
a. Unopposed c. Opposed c. both a and b

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 POST TEST
I. Direction: Give two (2) physical activities that will help improve each skill-
related physical component.

Skill-related Fitness Components Physical Activity

1.
1. Agility
2.
1.
2. Speed
2.
1.
3. Coordination
2.
1.
4. Power
2.
1.
[Link] Time
2.

II. Direction: In the box, write OT if the picture shows an opposed target game
and UT if it shows an unopposed target game.

165
166
 PRETEST
I. Directions: Identify what game or sport is being shown in each photo. Choose
your answer from the box.

Baseball Volleyball Soccer

Badminton Basketball Football

167
 My Objectives:

 Define invasion, striking and fielding games.

 Classify games into invasion, striking and fielding games.
 Describe the skills involved in games.
 Display joy, effort, respect, and fairness during physical education.

MANIPULATIVE GAMES AND SKILLS

Look at the pictures below. Are you familiar with these games?

STRIKING AND FIELDING GAMES

The sports that you have just seen in the pictures are just some of the sports that
make the different parts of your body move in a fun and enjoyable way. These are
examples of striking and fielding sports.

Get ready, because you will learn the different striking and fielding games which
may help you become equipped in playing the sports.
Kickball, softball and baseball are examples of striking and fielding games. These
games involve different skills like kicking, hitting or striking, and throwing.

Striking and fielding games include two teams-batting team and

fielding team.
Kickball Softball Baseball
168
 The batting team plays as an offensive team wherein the players strike an object
with accuracy to earn points.

The fielding team plays as the defensive team wherein the

players must position themselves in a strategic manner to get
the hit ball or object and throw it to the base before the player
in the other teams gets to the base to avoid the other team
from earning points.

Striking and fielding games involve different skills such as locomotor, non-locomotor,
and manipulative skills. The players in offensive and defensive teams run, slide, jump,
or leap when playing during the game.

They also perform non-locomotor skills when they bend and reach for the ball or
the object. They practice their manipulative skills when they throw, kick, bat, pitch, or
strike to send away the ball or the object. They also catch the ball or the object to retain
it.
To become more equipped in playing the striking and fielding games, review the
proper ways of performing some of the manipulative skills.

Kicking

169
Swing your kicking leg straight back with your knee bent and toes pointing the ground,
then swing it forward and hit the ball below its center with the instep of your foot or the
laces of the shoe.

Batting
Stand and bend your knees slightly while you grip and raise the bat.
Shift your weight and take a stride. Keep your eye on the ball and
aim to hit the ball. Slide your hands toward the ball and follow-
through.

Catching Overhead
With your feet slightly apart and your knees bent, reach for the ball with
your fingers pointing upward and your thumbs together.

Catching Underhand
When you are catching the ball below the waist level, reach for the ball
with your fingers pointing downward and your little fingers together.

Pitching
To pitch the ball toward the kicker, swing your throwing arm back
behind you, step forward on the foot opposite the hand you are using
to throw, swing your arm toward the kicker, and make a follow-through.

Remember:
 Striking and fielding games involve locomotor, non-locomotor, and manipulative
skills.
 There is an offensive team and a defensive team in striking and fielding games.
 A player practice respect for others and fair play when playing any game or sport.

170
INVASION GAMES
Look at the pictures below. Are you familiar with these sports? Can you name them?
How are these sports different from target, striking and fielding games?

Basketball is a sport that involves a lot of skills and makes our body move in a
variety of ways. Basketball is just one example of invasion games. Invasion games are
games that are characterized by invading another team’s territory while trying to
score points by shooting or striking an object into the target. These games also involve
keeping away the object from the opposing team.
There are two teams in invasion games, the offensive team and the defensive
team. The offensive team has the possession of the ball or other object and tries to
score a point while the defensive team controls them from scoring. There are many
sports that belong to this type of game such as basketball, football, soccer, polo, water
polo, ultimate Frisbee, etc.

Basketball Football Water Polo

polopoloPolo

Soccer Polo Frisbee

171
 There are a lot of motor and manipulative skills involved in invasion games like
dribbling with hands or foot, throwing, passing, catching, running, jumping, and
dodging. The players of this type of games should maintain his or her personal space
to avoid contacting the body with the objects and/or with other players. They should be
aware of the space they are moving into and the position of the objects in relation to
each other. Speed and agility are required to be successful in these games. Players
should also have a good stamina and endurance because invasion games involve lots
of moving and running at full speed.

NET/WALL GAMES

Badminton Volleyball Tennis

Net and wall games are games wherein the team players score by hitting or
striking a ball into a court with enough accuracy and power that the opponents cannot
hit it back and make a return. The players must position themselves strategically to
defend their spaces and to be able to return the ball. Volleyball, tennis, badminton are
examples of net and wall sports.
To be able to succeed in playing net and wall games, the players must have the
basic skills of throwing (underhand and overhand), catching (underhand and
overhand), striking (underhand strike and sidearm strike) with or without implements.
Spatial awareness is needed to succeed in these games involve placing the ball and
protecting the court.

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 TRY THIS
I. Directions: Classify the games or sports according to their types. Write them
under the correct heading.

- Kickball - Volleyball - Baseball

- Basketball - Softball - Soccer
- Badminton - Football - Tennis

Invasion Striking and Fielding Net and Wall

1. 1. 1.
2. 2. 2.
3. 3. 3.

II. Direction: Write two skills involved in the following game types.

1. Invasion

2. Striking and Fielding

3. Net and Wall

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 GOING FURTHER

I. Directions: In the box, write IG if the sports shown is an invasion game, SFG if
it is a striking and fielding game, and NWG if it is a net/wall game.

1. 2. 3.

4. 5. 6.

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 POST TEST
I. Directions: Identify what is being described in each item. Write the letter of the
correct answer on the space before the number.

_____1 A team that plays as an offensive team a. Fielding Team

. wherein the players strike an object with
accuracy to earn points.

_____2 A team that has the possession of the ball or b. Defensive Team
. other object and tries to score a point

_____3 This team plays as the defensive team c. Offensive Team

. wherein the players must position themselves
in a strategic manner to get the hit ball or
object and throw it to the base before the
player in the other teams gets to the base.

_____4 A team that controls the offensive team from a. Batting Team
. scoring.

II. Directions: Identify the type of game being describe. Choose and write the
letter of the correct answer on the line before each number.

A. Invasion C. Striking and Fielding

B. Net and Wall D. Target

_________1. It is characterized by invading another team’s territory while trying to

score points by shooting or striking an object into the target.
_________2. It involves different skills such as locomotor, non-locomotor, and
manipulative skills.
_________3. It is a game wherein the team players score by hitting or striking a
ball into a court space with enough accuracy and power that the
opponents cannot hit it back and make a return.

175
176
 PRETEST

I. Descriptions: Try to arrange the jumbled letters and form the names of some
Philippine games. If researching will help, you may do so.

1. K A U N S G

2. T E P A R O T I N

3. S O K U N G L NIKIT

4. B A M U N G T SOPRE

5. O P K I

6. S O K U N G L AKAB

7. N A W A G A SAEB

8. T I Y O S A

9. Y A K A N T

10. P I A S

My Objectives:

 Identify some Philippine games.

177
 Recognize the mechanics in playing traditional Philippine games.
 Show appreciation for culture through Philippine games.
 PHILIPPINE GAMES

Are you familiar with the games below? These are Philippine games played by
Filipino children nationwide, especially in the countryside.

The Philippines is very rich in culture, beliefs and traditions. These things can
also be seen in our traditional games and folk dances. The following are some of the
Philippine Games that have been enjoyed by many generations.

1. Sungka is a popular traditional board game. The board is a carved length of wood
called a sungkahan and the game involves putting each shell or pebble in the pits
carved into the board.

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2. Patintero. It is a game played in a rectangular-shaped court usually 5-6 meters
divided into equal partitions. Two teams are formed, one team crossing the lines
without being tagged by the “it” player.

3. Luksong Tinik. The players are divided into two opposing teams. The “it” team will
sit facing each other, who will gradually increase the hurdle’s height by stacking their
hands and feet together. The other team jumps over the hurdle. They exchange
roles if the jumping team is not successful.

4. Tumbang Preso is usually played by three persons or more. One acts as the “it”
(prisoner) who prevents the can from being knocked down by other players.

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5. Piko is a game where players will hop on squares drawn on the ground where they
will invade eventually.

6. Luksong Baka. The players of this game are composed of two teams who are
usually boys. The jumping team will jump over the back of the “it” team using their
hands to support their body in jumping. The “it” team, who are bending, slowly raises
the height. The jumping team becomes the next “it” if they are not successful.

7. Agawan Base. The game is composed of two teams who have their own territories
(base) separated by a line. Players have to chase and tag members who enter their
territory.

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8. Siyato. It is a game that needs one small stick and one long stick. The small stick is
put on the hole or against a rock that will be hit by a player using a long stick.

9. Takyan or Sipa is one of the traditional games here in the Philippines. The player
must continuously hit the takyan with his/her foot or elbow without dropping it on the
ground. The player who did the most number of kicks without dropping the takyan
will be the winner.

Philippine games are fun ways to spend leisure time with family and friends. You
are not only enjoying, but at the same time, you are preserving the game that was
originally created in the Philippines. Schedule a weekly Philippine game with your
friends. Explore the different games that this country offers. With this, you are being
physically active through movements. You are also being socially active because you
spend time with other people. You are mentally active as you use your wit to outplay
the other players. You are emotionally active because you will experience winning and
being challenged in a game.

Name a game that you have tried playing _________________________

I find this game ____________________________________________
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 TRY THIS
I. Directions: Name the Philippine game presented by each picture. Write the
correct answer on the line.

1. _____________________ 2. ______________________

3. ______________________ 4. _______________________

5. _______________________ 6. ________________________

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 POST TEST
I. Directions: Read each item carefully. Write the letter of the correct answer on
the space before the number.

1. The player must continuously hit the takyan with his/her foot or elbow without
dropping it on the ground.
a. Siyato
b. Takyan o Sipa
c. Agawan Base
2. The game involves putting each shell or pebble in the pits carved into the board.
a. Sungka
b. Siyato
c. Takyan
3. It is a game that needs one small stick and one long stick. The small stick is put on
the hole or against a rock that will be hit by a player using a long stick.
a. Patintero
b. Siyato
c. Piko
4. It is a game played in a rectangular-shaped court usually 5-6 meters divided into
equal partitions.
a. Luksong Tinik
b. Luksong Baka
c. Patintero
5. The game is composed of two teams who have their own territories (base)
separated by a line. Players have to chase and tag members who enter their
territory.
a. Patintero
b. Agawan Base
c. Sungka
6. The “it” team of this game will sit facing each other and will gradually increase the
hurdle’s height by stacking their hands and feet together while the other team
jumps over the hurdle.
a. Luksong Tinik
b. Agawan Base
c. Siyato

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7. The players of this game are composed of two teams who are usually boys. The
jumping team will jump over the back of the “it” team using their hands to support
their body in jumping.
a. Takyan
b. Patintero
c. Luksong baka
8. It is usually played by three persons or more. One acts as the “it” who prevents the
can from being knocked down by other players.
a. Tumbang preso
b. Sungka
c. Piko
9. It is a game where players will hop on squares drawn on the ground where they
will invade eventually.
a. Luksong Baka
b. Piko
c. Sungka

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LEAP 6

185
186
LEAP6 DANCE AS HERITAGE

PRETEST
I. Directions: Name the folk dance presented in each photo. Write your answer on
the lines.

________________ ________________

________________ ________________

My Objectives:

 Identify the fundamental arm and feet positions in dancing.

 Execute the different skills involved in dancing.
 Recognize the value of participating in physical activities.
 Perform a movement sequence using the fundamental arm and feet position.

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 FUNDAMENTAL ARM AND FEET POSITIONS

Are you familiar with the dances in the pictures below?

Philippine folk dances involve expressive movements of the arms and feet.
These movements are part of the fundamental arms and feet positions.
Get ready, because in this lesson you will learn about the fundamental arms and
feet positions used in Philippine folk dances.
It is always best to start with the basic steps. Below are the fundamental arm and
feet positions that you have to learn and master to prepare you in performing some of
the Philippine folk dances.

Fundamental Arm Positions

1st Position
Raise your arms to a circle in front of your body as if you are holding a
big, invisible ball.

2nd Position
Open your arms from the first position out to your sides in a
graceful curve.

3rd Position
Raise one arm overhead while the other hand remains in second
position, keeping your arms curved and your hands relaxed.

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 4th Position
With one arm raised overhead, bring your other arm in front of your chest
in a half circle.

5th Position
Raise both arms overhead. Your arms should be curved and the palms of
your hands are facing down.

Fundamental Feet Positions

1st Position
Bring your heels close to touch but your toes apart.

2nd Position
Slide your one foot to the side until your feet are about shoulder
width apart.

3rd Position
Bring the heel of one foot to touch the instep of the other foot.

4th Position
Slide the foot in front of you so that it is directly in front of the other.

5th Position

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Slide the foot in front of you and bring the heel of one foot to touch the toe of the other.
This time, see the combination of the arms and feet in the pictures below. Try doing
them.

TRY THIS
I. Directions: Look at the following movements and identify if the dancer
executes the 1st, 2nd, 3rd, 4th, or 5th position. Write the correct answer on the line
provided below each picture.

I. Arm Positions

__________1. __________2. __________3.

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 __________4. __________5.
II. Feet Positions

__________1. __________2. __________3.

__________4. __________5.

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After mastering the fundamental arms and feet positions, you may now apply
these to some of the Philippine folk dances. Do you know any Philippine folk
dances? Name at least three dances.

1. _____________________________
2. _____________________________
3. _____________________________

PHILIPPINE FOLK DANCES

Philippine folk dances are very expressive as they tell stories about the Filipinos’
ways of life. There are dances that are performed in various occasions like birth,
weddings, thanksgiving, and other social gatherings. Some of them express religious
customs and other cultural influences.
Our country has a wide array of folk dances, which were brought about by
different influences in the many islands of the Philippines.
Here are some of our folk dances:

Cariñosa is the national dance of the Philippines. The word

cariñosa means affectionate, lovable, or amiable. The dancers go
through a hide and seek movements with a fan or handkerchief to
express their feelings for each other.

Karatong dance is a dance from Cuyo, Palawan, where

the dancers collect flowers from the mango tree. The
dancers use a bamboo noisemaker or karatong attached
horizontally below their waists. They strike the instrument
using two sticks tapping the rhythm of the dance.

Maglalatik is a dance originating from Biñan, Laguna,

where male dancers demonstrate a mock fight between the
Muslim and Christians over a latik. The dancers are wearing
coconut shells on their chest, arms, legs, and hands. They

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strike themselves and other’s shells too, to the beat of the music. Then in the end they
will reconcile.

Sayaw sa Bangko is a dance originated from

Pangasinan. In this dance, the dancers dance on top of a
narrow bench, hopping from one end to end and exchanging
places with a goal of not falling off the bench. This is usually
performed during town fiestas.

Tinikling is one of the most popular dances in the

Philippines. This exciting dance originates from Visayas,
imitates the tikling or a bird that hops to escape the bamboo
traps. The dancers step and turn between the two long
bamboo poles that are beaten, making sure they aren’t
trapped between the poles.

Pandanggo sa Ilaw is one of the popular dances in the

country. Some say that this dance shows the movement of
the fireflies at night. In this dance, the dancer (woman) has
three glasses with lighted oil lamps or candles. One is placed
on the head and the other two will be placed at the back of
each palm, which she is not allowed to clasp. The dancer has
to balance the lighted glasses as she dances with difficult
movements.

Singkil is another popular folk dance in the

Philippines. The Maranao bamboo dance is a dance for
royalties. It is done with the prince and princess
contradicting each other’s movement to the clashing
bamboo poles that they skillfully manipulate.

Malong-Malong is a dance from Maranao showing the

different ways of wearing malong or shawl, mantle or with
women wearing malong or shawl, mantle or headpiece,
while men wear sash or waist band, shorts or bahag, and
head gear or turban usually worn in the fields.

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 Ba- Ingles is an English dance from Cabugao, Ilocos. Ba-ingles came from the
words “baile” which means dance, and “ingles” which means English, referring to the
English people. This is believed to have been brought by the English tradesmen here in
the Philippines in the earlier days.
TRY THIS
I. Directions: Identify the dance being described. Write the letter of the correct
answer on the space provided.

______1 It is a popularized by the Maranaos, showing the different ways of wearing

. malong or shawl.
a. Malong- Malong b. Tinikling c. Sayaw sa Bangko
______2 It is danced with the prince and princess contradicting each other’s
. movement to the clashing bamboo poles that they skillfully manipulate.
a. Ba- Ingles
b. Pandanggo sa Ilaw
c. Singkil
______3 It is the national dance of the Philippines . The dancers go through hide and
. seek movements with a fan or handkerchief to express their feelings for
each other
a. Maglalatik b. Cariñosa c. Sayaw sa Bangko
______4 Its name came from the words “baile” which means dance, and “ingles”
. which means English, referring to the English people.
a. Ba- Ingles b. Maglalatik c. Tinikling
______5 It is one of the popular dances in the country. Some said that this dance
. shows the movement of the fireflies at night.
a. Sayaw sa Bangko b. Cariñosa c. Pandanggo sa Ilaw
______6 It is a dance from Cuyo, Palawan, where the dancers use a bamboo
. noisemaker or karatong attached horizontally below their waists.
a. Karatong dance b. Cariñosa c. Tinikling
______7 It is a dance originating from Biñan, Laguna, where male dancers
. demonstrate a mock fight between the Muslim and Christians over a latik.
a. Malong- Malong b. Maglalatik c. Cariñosa
______8 This exciting dance originated from Visayas, imitates the tikling or a bird
. that hops to escape the bamboo traps.
a. Tinikling b. Cariñosa c. Sayaw sa Bangko
______9 In this dance, the dancers dance on top of a narrow bench, hopping from
. one end to another and exchanging places with a goal of not falling off the

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 bench.
a. Malong- Malong
b. Sayaw sa Bangko
c. Pandanggo sa Ilaw
GOING FURTHER
I. Directions: Answer briefly and substantially. Utilize the space provided. (5 pts.)
As young Filipinos, how and why will you encourage others to engage in Philippine
dances?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

POST TEST

I. Directions: Answer briefly and substantially. Utilize the space provided. (5 pts.)
How are Philippine folk dances passed down from generation to generation? (minimum
of 3 sentences)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What are some popular Philippine folk dances performed during festival?
_____________________________________________________________________

Explain the significance of hand and body movements in Philippine folk dances.
(minimum of 3 sentences)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

195
196
 PRETEST
I. Directions: Look at the pictures below and choose which among them show
images of being physically active in a fun and more challenging way. Box them
and justify your answer on the blank provided.

_____________________________________ _____________________________________

_____________________________________ _____________________________________

My Objectives:

 Describe the skills involved in dancing

 Recognize the Philippine Ethnic dances
 Recognize the value of participation in physical activities.
 Display joy, effort and respect for others during participation in physical activities.

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 PHILIPPINE ETHNIC DANCES

Did you know that many of our dances depict nature and the people’s way of life?
Some dances also portray hardships and success that Filipinos experienced during the
early times. Get ready, because in this lesson we will learn and perform some of the
many Philippine ethnic dances.
Ethnic dance is a dance that expresses the people’s love of nature and gratitude
to the gods. The people’s love for the environment is the inspiration of the many
Philippine ethnic dances. Some of these dances imitate the wonders of nature.
Our country has a wide variety of ethnic dances because of the diverse culture
and traditions from many influences. Blessed with the wonders of nature like
mountains, hills, plains, and giant seas, our country became a big aviary to the birds
and other animals and an aquarium to fishes and other sea creatures. Thus, many of
the ethnic dances are inspired by these gifts of nature. Let us take a look at these
dances and try to perform them.

Inalimango is a Visayan dance which originated in

Capiz in Western Visayas Region. It is a dance that
represents the playful gestures of crabs. The dancers
creatively portray the swinging claws with graceful arm
movements.

Kinabua is a dance from the Mandaya tribe in Eastern

Mindanao. It is a dance that imitates the movements of
hawks.

Man-manok is a dance from Vigan, Ilocos Sur which mimics fowls.

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 Other ethnic dances are inspired by the people’s way of life. The people embrace
their dance as part of their daily life. Here are some dances that depict the people’s
way of living:

Bagobo Rice Cycle is a tribal dance from the Bagobo tribe in

Davao del Norte which portrays the cycle of planting and
harvesting of rice.

Banga Dance is a dance from Kalinga of

the Mountain Province. The word banga literally
means pot. It is a dance wherein seven or eight
heavy pots are placed and balanced on the
heads of young women displaying their skill and
strength as they go about their daily task of
fetching water and balancing the banga. This
dance is usually accompanied by gangsa,
which is a hand-held smooth-surfaced gong with
a narrow rim, as shown in the picture below.

Remember:
 Ethnic dances are dances that expressed the people’s love of nature and gratitude
to the gods.
 Ethnic dances involve mimicking of movements of nature, work, and people’s daily
tasks.

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 TRY THIS
I. Directions: Identify the dance being described. Write the letter of correct
answer on the line before the number.

______1. It is a dance that imitates the playful gestures of crabs.

a. Man-manok b. Kinubua a. Inalimango
______2. It is a dance that mimics the fowls.
a. Inalimango b. Banga Dance c. Man-manok
______3. It is a dance that imitates the movements of hawks.
a. Man-manok b. Kinabua c. Banga Dance
______4. It is a dance wherein pots are balanced on the heads of young women to
show their skill and strength as they do their task of fetching water.
a. Bagobo Rice Cycle b. Banga Dance c. Kinabua
______5. It is a dance that portrays the planting and harvesting of rice.
a. Bagobo Rice Cycle b. Banga Dance c. Inalimango

II. Direction: Tell what Philippine Ethnic Dance is being shown in the picture.

1. __________________ 2.__________________ 3. _________________

200
 4. _________________ 5. _________________

POST TEST
I. Direction: Match the Philippine Ethnic Dance in column A to the origin in
column B. Write your answer on the line before the number.

A B

________ 1. Banga Dance a. Capiz

________ 2. Inalimango b. Eastern Mindanao

________ 3. Bagobo Rice Cycle c. Vigan, Ilocos Sur

________ 4. Kinabua d. Davao del Norte

________ 5. Man-manok e. Kalinga Mountain Province

II. Answer briefly but substantially. Utilize the space provided. (5 pts)
 What benefits can you gain from dancing Philippine ethnic dances?
___________________________________________________________________

___________________________________________________________________

201
 FOOD AND NUTRITION

PRETEST
I. Directions: Which of the following food products do you prefer? Put a check
mark () in the box beside your choice.

Whole wheat
White bread
bread
White rice Brown rice
Canned fruits Fresh fruits

What did you notice with your food choices? Were you able to choose the more
nutritious food product? What made you say so?

My Objectives:

 Identify the information provided on the food label.

 Explain the importance of reading food labels in selecting and purchasing food
 Analyze the nutritional value of two or more food products by comparing the
information in their food labels.

READING FOOD LABELS

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 Children like you need to practice healthy eating. But with the presence of many
food products available in the market and how they are advertised, most children like
you buy and eat them for convenience and taste, rather than choosing food for health
or nutritional quality.
People who are better informed about the content of their food are more likely to
make wise food choices. You should learn to read and understand food labels now so
that you will grow up to be a responsible consumer. You will also confident that you
bought the best food that is both nutritious and safe.
Reading Food labels

1. Product Name
It tells you how the product will be called.
Example: Nestle Milo

2. Product Description
It tells you what the product is all about.
Example: Chocomalt Milk Drink

3. Advisory and Warning Statements

It tells you what should you do or not do about the product.
Example: “Keep cool and dry. Shake well and serve chilled. Consume immediately
upon opening”.

4. Directions for Use and Storage

It tells you how to use the product and how to best keep the product.

Another way to make sure it is safe is to follow what it states like “refrigerate once
opened,” “store in a cool, dark place,” and other directions for its use and storage.

5. Date markings
It tells you until when the food will stay safe to be consumed. You should always
check the best before date and the expiration date. As long as the food or drink is
not damaged, deteriorated, or perished, you can still consume it on its best before
date. After the date, it will lose its quality and nutritional value. On the other hand, it
should not be consumed or sold after the expiration date.

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6. Nutrition Facts

It tells you what vitamins, minerals, and other

nutrients the product contains. The nutrition
information panel or nutrition facts will help you
keep track of what you are eating. Part of this is the
list of ingredients. Notice that the first ingredient
has the most amount. It contains other helpful
information that will allow you to compare it with
other brands like:

A. Serving Size
Start with the serving size amount. All the information on the rest of the label –
from calories to vitamins – is based on this amount. Sometimes a serving size will be
less than what you are used to eating, like only half a cup of cereal. So make sure you
check it first.
The label will also list how many servings are in the package. Even food that look
like they have a single serving, such as a bottle of juice or a packet of chips, may
contain more than one serving. If you eat or drink the whole thing, you are actually
getting more vitamins and minerals but you are also getting more calories, sugar, fat,
and other, nutrients that you might not need.
 Look again at the sample food label. What is the serving size? How many servings
are there per container?

B. Amount of Calories
A calorie is a way to measure how much energy a certain food provides to your
body. The number on the food label shows how many calories are offered in one
serving of that food. This is helpful for weight management.

C. Fat
Total fat shows how much fat is in single serving of food. Our bodies need some
fat every day, but eating too much of it can lead to obesity and health problems. Fats
are an important source of energy and provide protection for the skin, bones, and
internal organs. Fat also distributes and helps the body store certain vitamins.

204
 There are two kinds of fats. The unsaturated fats, which
are found in vegetable oils, nuts, and fish, are often called
good fats because they do not raise cholesterol levels like
saturated fats and trans fats do.

Unsaturated Fats

Saturated and trans fats are considered

bad fats because they can increase a person’s
risk of developing heart disease. Saturated fats
usually come from animal products like cheese,
Saturated Fats meat, and ice cream.

D. Cholesterol
This is needed in the production of Vitamin D and some hormones in the body.
Intake of this nutrients should be limited. The liver manufactures most of the cholesterol
that a person needs, but cholesterol is also found in some of the food like meat and
fish.
The two major types of cholesterol are High-Density Lipoprotein (HDL) and
Low-Density Lipoprotein (LDL). HDL is the good kind while LDL is the bad kind.
Too much LDL cholesterol in a person’s blood can contribute to the buildup of
atherosclerotic plaque and cardiovascular or heart disease.
It is a good idea for children like you to watch how much cholesterol you eat,
along with saturated and trans fats, which tend to raise levels of LDL cholesterol in the
blood.
 Why do you have to limit your saturated or trans fats intake.

E. Sodium
Sodium is a component of salt. Almost all food contains
sodium because it adds flavor and helps preserves food.
Processed, packaged, and canned food have more sodium than
freshly made food.
Small amounts of sodium keep proper body fluid
balanced. Sodium also helps the body transmit electrical
signals through nerves. But too much sodium can increase
water retention and blood pressure that will lead to health

205
problems. Therefore, reduce your sodium intake by choosing freshly made food over
processed and fast foods.
How do you limit or reduce your intake of sodium or salt?
F. Total Carbohydrates
This amount covers all carbohydrates, including fiber and sugar.
Carbohydrates provides energy for the body. The best sources of
carbohydrates are fruits and vegetables, along with whole grain food like
cereals, breads, pasta, and brown rice. Most of your daily calorie intake
should come from carbohydrates.
Sugar are found in most food. When a food contains a lot of sugar,
the calories can add up quickly.
Soda, snacks, and other food that are high in added sugar
are considered “empty calories” because they usually do not offer
a lot of other nutrients. Sugars are listed separately under Total
Carbohydrates.

G. Fiber
Fiber helps keep your digestive system healthy. Fiber
can also help reduce cholesterol levels. Best of all, fiber has
no calories and it can help you feel full.

H. Protein
Proteins are the building blocks of the body because all
body cells are made up of protein. If the body does not get
enough fat and carbohydrates, it can use protein for energy. Be
sure that the food that you eat will give you some protein. It
should account for at least 10% of your daily calorie
consumption.

I. Vitamins and Minerals

Vitamins serve a variety of functions in the body. They serve as coenzymes for
metabolism of different nutrients, contribute to the regulation of energy, and help the
immune system. It is always best to choose food that contains a lot of vitamins and

206
minerals. Minerals on the other hand, are important in regulating various body
functions. Calcium this nutrient is needed for you to have strong bones, muscle, nerve,
and blood development and function. The daily recommended calcium intake for
children is 1000 mg. Iron it helps the red blood cells transport oxygen to all parts of the
body.
J. Percent Daily Value
This percentage show the amount of nutrients an
average person will get from eating one serving of that food.
For the purpose of food labels, the government states that an
“average” person is someone who need 2,000 calories a day.
So if the label on a particular food shows that it provides 25%
of vitamin D, that 25% is for a person who eats 2,000 calories
a day.
For some people though, like those who are growing rapidly or are very athletic,
they will need more than 2,000 calories a day. However, there are also those who will
need less.
Food labels cannot tell you what food to eat. That is your decision. Food labels
can help you find food that taste good and treat your body right.
Remember that food labels will guide you to choose the
healthier options to food. Make it a habit to read and checked on the
amounts of saturated fats, trans fat, and cholesterol posted on food
labels. This way, you can choose heart-healthy food choices.
Remember, the amount and kinds of food you eat affect your
health and wellness. It is wise also to know and start applying the
following healthful eating practices at an early age.
 Consistent eating pattern with daily breakfast.
 Select healthy food for snacks.
 Limit food choices that are high in empty calories.
 Minimize your reliance on fast food and processed foods that are
 High in hydrogenated fat or saturated fat.

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 TRY THIS

I. Directions: Read the following items carefully and write the letter of the correct
answer on the space before the number.

______1. It tells you how the product will be called.

a. Nutrition Facts b. Product Name c. Date Markings

______2. It tells you what the product is all about.

a. Product Description

b. Advisory & Warning Statement

c. Directions for Use and Storage

______3. It tells you what should you do or not do about the product.
a. Product Description

b. Advisory & Warning Statement

c. Directions for Use and Storage

______4. It tells you how to use the product and how to best store it.

a. Product Description

b. Advisory & Warning Statement

c. Directions for Use and Storage

______5. It tells you until when the food will stay safe to be consumed.

a. Nutrition Facts b. Product Name c. Date Markings

______6. It tells you what vitamins, minerals, and other nutrients are contained

208
 in the product.
a. Product Name b. Date Markings c. Nutrition Facts

GOING FURTHER
I. Directions: Match the food information in column A with their descriptions in
column B. Write only the letter on the blank.

______1. Best Before December 2023 A. Product Name

______2. Nestle Chuckie B. Product Description

______3. Shake well and serve chilled. C. Advisory and Warning Statement
Consume immediately upon
opening.

______4. 2.74 g Saturated Fat D. Direction for Use and Storage

______5. Chocolate Milk Drink E. Date Markings
______6. Keep refrigerated F. Nutrition Facts

II. Directions: Identify the correct word being described. Write your answer on the
line.

Fiber Proteins Cholesterol Unsaturated Iron

Minerals Saturated Serving Size Sodium Calcium
_______________1. These are the building blocks of the body.
_______________2. This helps in making your digestive system healthy, has no
calories and makes you feel full.
_______________3. It is a component of salt.
POST TEST
_______________4. This nutrient is needed for you to have strong bones.
_______________5. This list how many servings are in the package.
_______________6. These are considered “good fats” and found in vegetables,
nuts, and fish.
_______________7. These are considered “bad fats” because they increase a
person’s risk for developing heart disease.
_______________8. This is needed in the production of vitamin D and some
hormones in the body. Intake of this nutrients should be
limited. 209
_______________9. It regulates various body functions.
______________10. It helps the red blood cells transport oxygen to all parts of the
body.
210
 PRETEST
I. Directions: Look at each food. Identify if it is yummy or yucky.

_____________ _____________ ____________ _____________

My Objectives:

 Cite ways to keep food clean and safe.

 Discuss the importance of keeping food clean and safe to avoid
diseases.

FOOD SAFETY

Everyone prefers yummy food instead of yucky food. Good food and beverage
should not just be delicious and nutritious. It should also be safe. This is called food
safety.

Food Safety
Food Safety involves the proper buying of food, food storage, food handling, and
cooking. This involved water because we use in to clean our food. Water sanitation is
the promotion and provision of safe drinking water.

211
 Buy only from reliable sources that offer Store food properly.
fresh instead of damaged food. Also read
the label before buying.

Only those with clean hands can Cook food in the proper temperature.
hold the food.

From buying to cooking, everything should be done properly.

Importance of learning food safety

Food goes through a lot of stages before it gets served to you. If something goes
wrong in one of these stages, it can lead to food-borne diseases. It is important for you
to understand food safety because it is a growing public health concern and children
like you are among those who are at great risk.

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Food Safety Principles
To help guide you in making sure that food remains clean and safe, here are the
food safety principles:

1. Keep clean
Always practice good personal hygiene and observe cleanliness in your
surroundings. Doing both every day will lessen your risk of food hazards. When you
need to buy food outside the house, observe if the food handlers are healthy and are
wearing clean clothing like washable aprons, mask, hairnets, and plastic gloves. Avoid
unhygienic practices like spitting anywhere or blowing or picking your nose.
Even though the kitchen looks orderly, make sure the utensils, cutting boards,
table, kitchen countertops, and floors are cleaned before and after using them. Check
also if your utensils, food and water containers, and your lunch box are clean.

2. Wash your hands properly before preparing and eating food.

Part of personal cleanliness is hand washing. Here is a step-by-step guide on the
proper way of doing it with warm water and liquid soap.

Do this for at least 20 seconds. You should also wash hands between handling
different food items.

213
3. Use clean and safe water in washing food and cooking utensils.

4. Separate raw food from cooked food.

Separating raw from cooked food prevents cross-
contamination or the spreading of bacteria from one food
product to another. Also use separate utensils when
preparing, mixing, and tasting them.

5. Keep food at safe temperature.

Always remember to keep hot food hot and cold food cold.
A thermometer is a handy tool to check the temperature of
the food.
Food should not be left in the “Temperature Danger Zone”
of 4 to 60C for more than two hours.

6. Cook food thoroughly, particularly chicken.

The way you cook your food is as important as preparing
and storing it. High risk food included raw and cooked meat
which includes poultry like chicken fish, and eggs.
Remember that some cooked dishes may have ingredients
that contain harmful bacteria. To destroy it, food should be
cooked thoroughly. Check the color of the food and use as
thermometer.

7. Protect food from flies and pests that can transmit diseases.
Cover the ingredients on the kitchen counter and the finished
food product on the table so that flies and other pests will not be
attracted to come near it.
Do not share your food with bacteria. You should be the only one
enjoying your delicious and nutritious food.

214
 These food safety principles will help and guide you to make sure it is clean and
safe- whether you are buying, choosing, preparing, or cooking- inside and outside your
home.
To protect the public from unsanitary conditions, the Food Safety Law or RA
10611 was approved on July 2013. The Department of Health (DOH), Department of
Agriculture (DA), Department of Interior and Local Government (DILG), and the local
Government Units (LGUs) are working with the Food Safety Regulation Coordinating
Board (FSRCB) to support this law so there will always be safety and quality food for
Filipinos.
How does the government make sure that Filipinos buy safe food all the time?

Remember:
 Food safety involves the proper buying of food, food storage, food handling, and
cooking.
 Food safety principles help guide you to make sure food stays clean and safe.
 Keep clean
 Wash your hands properly before preparing and eating food.
 Use clean and safe water in washing food and cooking or eating utensils.
 Separate raw food from cooked food.
 Keep food at safe temperature.
 Cook food thoroughly, particularly chicken.
 Protect food from flies and pests that can transmit diseases.

215
 TRY THIS
I. Directions: Check () if each statement shows food safety or not.

SAFE NOT SAFE

1. Keeping hot food hot and cold food cold _______ _______
2. Using clean and safe water _______ _______
3. Putting raw and cooked food in one _______ _______
container
4. Using hairnets, gloves, and apron _______ _______
5. Using dirty utensils _______ _______

6. Covering food from flies and pests _______ _______

7. Using a thermometer to check the _______ _______

temperature of the food
8. Cleaning but not cooking thoroughly _______ _______
9. Washing hands for 10 seconds _______ _______

10. Checking food labels _______ _______

II. Directions: Put a check mark () on the line if the situation shows food safety.
Put () if it does not.

_______1 Marilen makes sure she stays healthy and clean before she goes to
. work at the catering company.
_______2 Paulo works at a food kiosk. He takes the money of the customer and
. gives him the bread with his bare hands.
_______3 Mila uses a thermometer to make sure the food she is cooking has the
. right temperature.
_______4 Beth is not sure if the water is safe for washing the vegetables, but she
. does not mind because she will not eat them anyway.
_______5 James makes it a point to separate the raw food from the cooked food.
.

216
 GOING FURTHER

I. Directions: Draw a smiley face  if the statement shows a proper way of

keeping food clean and safe and a sad face  if not.

______1. Check food labels for the date of expiration.

______2. Wash your hands before and after preparing food.

______3. Washing of hands is not necessary after holding uncooked food.

______4. Foods should be thoroughly cooked, especially chicken.

______5. Washing of hands is not necessary after playing with your pet.

______6. Washing of hands should be done before using the toilet.

______7. Cover leftover foods to keep flies away.

______8. Cooked and uncooked foods should be kept in a separate container.

______9. Vegetables should not be washed. The germs and bacteria will be killed
once they are cooked.
_____10. Use clean water in washing cooking utensils.
1.

IV. Answer briefly. Utilize the space provided. (5pts)

 Why should you follow food safety principles?
___________________________________________________________
___________________________________________________________

217
POST TEST

218
LEAP 7

219
220
LEAP 7
RAISING HEALTH AWARENESS

PRETEST
I. Direction: Write TRUE on the blank if the statement is true about foodborne
diseases and FALSE if not.

__________1 The most common symptom of foodborne diseases is stomach pain

. cramps.
__________2 Viruses, bacteria, parasites, or toxins cause foodborne diseases.
.
__________3 Eating dirty food may result to hepatitis A.
.
__________4 Foodborne diseases cannot be prevented.
.
__________5 Practicing good personal hygiene and observing cleanliness in your
. surroundings are your best defense against these diseases.

My Objectives:

 Identify common food-borne diseases.

 Describe general signs and symptoms of food-borne diseases.
 Cite health practices that will help prevent food-borne diseases

FOOD-BORNE DISEASES

When food safety principles are not applied, people are in danger of food
hazards and food-borne illnesses. To understand what these are, you should learn how
these are acquired and what you can do to protect yourself and others around you.

221
Food hazards
Each year, a lot of people get sick because of food-borne diseases or food
poisoning. These diseases are carried or transmitted by contaminated food or water.
The hazards can be physical, like dirt, hair, metal shavings, broken glass, bones, or
plastic. It can also be chemical like pesticides, cleaning chemicals, or metals. The
hazard can also be biological like bacteria, viruses, parasites, or molds.

physical chemical biological

These physical, chemical, and biological hazards can be mild and last for just a
short time. Sometimes, it can also be serious. Sadly, there are also some cases that
lead to death.

Food-borne diseases
Food-borne disease is an illness that you can get from unclean food. This is
commonly found in street foods and from unsafe drinking water. Even if you are part of
those who are at most risk, you do not need to panic. By learning what these diseases
are, their causes, and applying what you can do to protect yourself, you will be able to
prevent and control them from happening to you.

1. Diarrhea
 Causes
 bacteria
 viruses
 parasites

 Mode of Transmission
 contaminated food or water

 Common Signs and Symptoms

 water stools at least 3 times a day
 gastrointestinal infection

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  excessive thirst
 sunken eyeballs

2. Dysentery
 Causes
 Bacteria
 Mode of Transmission
 food or water contaminated with infected human feces

 Common Signs and Symptoms

 stomach cramps
 diarrhea (loose or watery stools that contain visible red blood)
 fever and chills
 nausea
 vomiting
 fatigue

3. Typhoid Fever
 Causes
 Bacteria

 Mode of Transmission
 contaminated food or water
 close contact with someone who is infected
 Common Signs and Symptoms
 sustained high fever
 headache
 weakness
 loss of appetite
 diarrhea
 stomach cramps

4. Cholera
 Causes
 Bacteria
 Mode of Transmission

223
  eating food or drinking water contaminated with human waste infected with
bacteria (like fish and shellfish harvested from waters contaminated by human
sewage)
 Common Signs and Symptoms
 sudden and frequent painless watery stools
 vomiting
 rapid dehydration

5. Amoebiasis
 Causes
 Parasites

 Mode of Transmission
 sewage is used to enrich garden or farm soil
 non-treated drinking water
 flies in water supply
 direct hands-to-food contact during preparation of meals
 Common Signs and Symptoms
 stomach pain
 fatigue
 weight loss
 diarrhea
 fever

6. Food Poisoning
 Causes
 bacteria
 viruses
 parasites
 toxins
 contaminants

 Mode of Transmission
 eating food contaminated with human waste and urine of a person with hepatitis
A

 Common Signs and Symptoms

 upset stomach
 stomach cramps

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  diarrhea
 fever
 nausea
 vomiting
 dehydration
7. Hepatitis A
 Causes
 Hepatitis A virus
 Mode of Transmission
 contaminated food or water
 close contact with someone who is infected
 Common Signs and Symptoms
 fever
 flu-like symptoms (weakness, muscle and joint aches, loss of appetite,
dizziness)
 with or without vomiting
 tiredness or fatigue
 stomach ache (pain in the liver area)
 dark or brownish urine
 jaundice

Have you noticed that the common causes of food and water-borne diseases are
unsafe sources of drinking water, unsafe food handling and preparation practices, and
improper disposal of human waste? If everyone applies the food safety principles, no
one will suffer from these food-borne diseases.
It is not enough that you know the food safety principles. You should also apply
them to avoid food-borne diseases.
Whether you are eating or serving, watch out for protein-rich food like meat, fish,
eggs, and milk. These are potentially hazardous because they contain pathogenic
bacteria that grow fast in a neutral or slightly acidic environment. When these are left
for more than two hours in the temperature danger zone, the pathogens will rapidly
multiply and anyone who eats it will surely get sick. Check out also for the presence of
oxygen and moisture in food because microorganisms need these to multiply. These
are the reasons why food should be handled with care, especially the perishable items.
Food acidity, time, temperature, oxygen, and moisture are your key words

Remember:
 Food can have physical, chemical, and biological hazards.

225
 Common food-diseases are: diarrhea, dysentery, typhoid fever, cholera,
amoebiasis, food poisoning, and hepatitis A.
 Some signs and symptoms of food-borne diseases are loose bowel movement,
vomiting, fever, and dehydration.
 Practicing good personal hygiene and observing cleanliness in your surroundings
are your best defense against these diseases.

TRY THIS
I. Directions: Read each word inside the box then classify which type of food
hazard it belongs to by writing it on the correct column.

bacteria hair pesticides dirt

broken glass metals plastic
bones metal shavings viruses
cleaning chemicals molds parasites

Biological Hazard Chemical Hazard Physical Hazard

226
 POST TEST
I. Directions: Identify the common food-borne disease described in each item.
Choose your answer from the box and write it on the line.

Amoebiasis cholera diarrhea dysentery

Food poisoning hepatitis A typhoid fever

__________________1 This disease makes the patient suffer from fever,

. dark/brownish urine, and jaundice.
__________________2 This disease is also known as bloody diarrhea.
.
__________________3 This disease makes the patient suffer from sustained
. high fever.
__________________4 This disease is caused by eating seafood harvested from
. waters with bacteria.
__________________5 This disease makes the patient suffer from diarrhea,
. fever, and vomiting among others, because of bacteria,
parasites, toxins, and contaminants.

II. Directions: Answer briefly. Utilize the space provided.

 How does one get infected by food-borne diseases?
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

 What should you do to avoid food-borne diseases? Cite 4 ways.

227
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

PRETEST
I. Direction: Rearrange the letters to name the disease agent shown in the
picture.

NIGUF CTEARBIA

____________ ____________

IRSUV SAPIRTEA

____________ ____________

My Objectives:

 Describe communicable diseases.

 Identify the various disease agents of communicable diseases.
 Describe how communicable diseases can be transmitted from one
person to another.
 Enumerate the different elements in the chain of infection.
228
 COMMUNICABLE DISEASES

Do you remember the last time you got sick? Did you wonder why and how you got
sick?

Communicable Disease and its Characteristics

If it is a disease that can be transmitted or spread from one person or animal to
another, then it is a communicable disease. It is also called an infectious disease
that ranges from common colds and flu to severe cases like dengue. A communicable
disease is caused by pathogens that enter the body through direct or indirect contact.

Germs or Disease Agents (Pathogens)

These pathogens are disease-causing microorganisms. Bacteria, virus, parasite, and
fungi are examples of pathogens.

1. Bacteria- are very tiny living things that are found almost
everywhere.

2. Viruses- are very tiny creatures that are smaller than bacteria.
They cannot grow or breed if they are not inside a living cell.

3. Fungi- are living things that include yeast and molds, as

well as the mushrooms.

4. Parasites- are living things that get their food from other living things.

229

Big enough to be seen Too small that is cannot be

even by the naked eyes. seen without a microscope.
 These pathogens are only part of the factors of a communicable disease. To
further understand communicable diseases, you need to learn the elements of the
chain of infection, from the pathogen to the susceptible host.
Elements of the Chain of Infection
The chain of infection is a model that will guide you to understand the infection
process. It involves the pathogen, the reservoir, the portal of exit, the mode of
transmission, the portal of entry, and the susceptible host. Each link represents the
steps in the transmission. Each like should also be present in order for the infection to
happen.

Pathogen

bacteria virus fungi

Portal of Entry Reservoir

Elements of the
Chain of
Infection
Susceptible Host Portal of Exit

230

Mode of Transmission
What do these elements mean?

Pathogens refers to any

microorganism that causes
diseases.
bacteria virus fungi parasites

Reservoir refers to any

living thing in which the
disease agent lives.
human animals

Portal of exit refers to

where the disease agent
gets out from the reservoir.
nose mouth ears breaks on skin

Hand to hand or
Direct
Mode of transmission skin to skin
refers to the way the
disease agent goes to
another reservoir. Through
Indirect
animals
231
 Through the air

Through infected
objects

Portal of entry is where

the disease agent gets into
the new reservoir

Through the Through the nose Through breaks

mouth by ingesting by inhaling in the skin

Susceptible host refers to

the living where the Can be anyone
disease agent lives.

How you break the chain of infection?

Breaking the chain of infection can prevent the spread of communicable diseases. This
can be done at any point in the chain.
1. Disease agent (pathogens). Before the disease agent can infect a person, you can
destroy or kill them.

2. Reservoir. You should observe environmental hygiene to keep you from infection.

3. Portal of exit. Observe correct manners.

 If you don’t have a tissue, sneeze or cough into your upper sleeve or elbow, not
your hands.
 Use the toilet when urinating or moving bowels.

232
4. Mode of transmission. Observe proper hygiene to avoid spreading the disease.
a. Wash hands…
 After using the toilet.
 After coughing or sneezing.
 After holding objects.
 Before preparing food.
 Before eating.
 Dispose tissue properly after using it to cover your mouth and nose.
 Take a bath daily.
5. Portal of entry. Protect or cover portal of entries.
 Cleanse and cover wound
 Cover mouth to avoid infection.

6. Susceptible host. Have a good resistance against these disease agents.

 Get vaccinated.
 Observe proper nutrition.
 Get enough sleep.
 Have regular exercise.

TRY THIS
I. Directions: Write YES if the situation tells a way of breaking the chain of
infection and NO if not.

_______ 1. Washing the hands after playing with friends.

_______ 2. Covering the nose when sneezing.
_______ 3. Playing in the food.
_______ 4. Keeping the house clean.
_______ 5. Coughing in a crowded place without covering the mouth.

233
_______ 6. Changing into clean clothes every day.
_______ 7. Avoiding vaccine injection.
_______ 8. Playing in the street barefoot.
_______ 9. Keeping your distance from people who are sick of communicable
diseases.

_______ 10. Using a tissue to blow the nose and throwing it anywhere.

POST TEST
I. Directions: Identify which disease agent is described in each sentence. Choose
your answer from the box.

Bacteria Fungi Parasite Virus

Portal of entry Reservoir Pathogens
Susceptible host Mode of transmission Portal of exit

_______________ 1. It refers to the way the disease agent goes to another

reservoir.
_______________ 2. It refers to the living where the disease agent lives.

_______________ 3. It refers to any living thing in which the disease agent lives.

_______________ 4. It is where the disease agent gets into the new reservoir

_______________ 5. It refers to any microorganism that causes diseases.

_______________ 6. It refers to where the disease agent gets out from the
reservoir.

_______________ 7. These are tiny living things that are found almost
everywhere.

_______________ 8. These creatures are smaller than bacteria. They cannot

grow or breed if they are not inside a living cell.

234
_______________ 9. These are living things that get their food from other living
things.
_______________ 10 These include yeast and molds, as well as mushrooms.
.

II. Directions: Complete the infection cycle by writing the correct term inside the
box. Choose your answer from the list on the left.

Pathogens

Mode of
Transmission

Portal of exit

Portal of entry

Reservoir

Susceptible host

235
 PRETEST
I. Direction: Color the word according to the number beside it.

Legend:
Color the number 1s with red. Color the number 3s with green.
Color the number 2s with blue. Color the number 4s with yellow.

3 Athlete’s foot 1 Common Colds 2 Sty

2 Boil 4 Hookworm 4 Tapeworm
1 Chickenpox 1 Mumps 2 Tuberculosis
3 An-an 4 Roundworm 4 Ringworm

 Which diseases have the same color?

 Can you guess which pathogen caused these diseases?

My Objectives:
236
 Classify common communicable diseases caused by pathogen.
 Describe common communicable diseases.
 Name ways on how to prevent getting communicable diseases
 IDENTIFYING COMMUNICABLE DISEASES

Common Communicable Diseases

caused by

Bacteria Parasites Fungi Virus

Boil Hookworm An-an Mumps

(Tinea Versicolor)

Sty Roundworm Athlete’s Foot Chickenpox

Tuberculosis Tapeworm Ringworm Common Cold

237
 Having a communicable disease is no fun but learning the basics like its
definition, causes, elements of the chain of infection, and the various modes of
transmission will make you happy and safe that you understand them. That way, you
will realize what you can do to prevent and control them. In fact, there are people who
are into this profession. Epidemiologist are public health professionals who investigate
the cause of disease and control its spread. Their work and other healthcare
professionals have led to what we now know, especially about communicable diseases.

Common Communicable Diseases Caused by Bacteria

1. Boil
Modes of Transmission
 direct skin contact with infected persons or surface

Symptoms
 swelling or redness of the skin
 center of infection liquefies as pus collects

Prevention
 wash hands frequently and thoroughly with soap and water
 daily bath

2. Sty or Stye
Modes of Transmission
 direct contact with discharge from eyes; through contaminated fingers and objects
like tissues, washcloths, and towels

Symptoms
 painful, red and tender lump develops on the eyelid
 the lump gets larger and may develop a white or yellow top

Prevention
 Do not touch, rub, or squeeze the sty
 Dispose the used compress in a trash bin so that others will not be able to hold it
 Frequent handwashing

3. Tuberculosis
Modes of Transmission
 Airborne through coughs or sneezes

238
Symptoms
 Cough for two weeks or more
 Fever
 Chest or back pain not referable to other diseases
 Loss of weight

Prevention
 Cover coughs or sneezes
 Practice good hand washing
 Develop the immune system
Common Communicable Diseases Caused by Fungi

1. An-an (Tinea Versicolor)

Modes of Transmission
 Direct skin to skin contact or by coming in contact with contaminated articles such
as towels, clothing or bedding.
Symptoms
 Patches of skin discoloration, usually on the back, chest, neck and upper arms,
which may appear lighter or darker than usual
 Mild itching
 Scaling
Prevention
 Practice good skin hygiene
 Visit a dermatologist for a skin check up

2. Athlete’s Foot
Modes of Transmission
 Direct skin to skin contact
 Indirect contact by touching the contaminated objects like towels, clothing, or
walking barefoot
Symptoms
 Itching, burning, redness, and stinging on the soles and of the feet or between the
toes
 The skin may flake, peel, blister, or crack

239
Prevention
 Wash feet regularly and dry them thoroughly, even the spaces in between the toes
 If you have athlete’s foot, do not touch your feet then spread the fungi by touching
the other areas of your body like your hands, groin, and underarms
 Do not use shoes that are too tight

3. Ringworm
Modes of Transmission
 Direct contact or indirect contact with infected person, their personal items, showers,
swimming pools, movie seats, etc.
 Animals like dogs and cats may also be infected and transmit it to children or adults.
Humans can also spread it to their pets.
 Infected soil
Symptoms
 Infection of the scalp, skin, or nails
 Causes flat, oval-shaped lesions that may become dry and scaly
 Fever
 Rash
 Swelling
 Worsening and spreading of redness
Prevention
 Wash personal materials regularly
 Do not share personal materials
 Keep your skin clean and dry
 Do not dress in tight clothing
 Do not touch bald or itchy spots of pets
 Bring your pet to the veterinarian if it has ringworm so that it will not spread to the
family or the other pets

240
 Common Communicable Diseases Caused by Parasites
1. Hookworm
Modes of Transmission
 Walking barefoot on contaminated soil
 Swimming and wading in contaminated water

Symptoms
 Itching  Stomach pain
 Rash  Diarrhea
 Cough
 Loss of appetite
 Wheezing
 Weight loss
 Having a hard time breathing

Prevention
 Wear slippers or shoes
 Keep yourself and your environment clean
 Do not use manure are fertilizer of crop

2. Roundworm
Modes of Transmission
 Eggs are swallowed from soil contaminated with human feces
 Uncooked product contaminated with soil containing infective eggs
 Human to mouth
 Skin
Symptoms
 Cough  Blood in the stool
 Shortness of breath  Weight loss

241
Fatigue
 Presence of the worm in the vomit or
stool
 Stomach pain
 Nausea and diarrhea

Prevention
 Proper hand washing
 Keep yourself and your environment clean
 Cook food thoroughly
 Do not eat unwashed vegetables
 Do not drink unfiltered water
 Proper sewage disposal
3. Tapeworm
Mode of Transmission
 Eating food or drinking water contaminated with feces from a person or animals with
tapeworm
Symptoms
 Nausea  Diarrhea
 Weakness  Weight loss
 Loss of appetite  Fever
 Stomach pain
Prevention
 Prepare food thoroughly
 Avoid eating rare meat or fish
 Proper hand-washing
 Avoid thumb-sucking and nail biting
 Keep yourself and your environment clean

Common Communicable Diseases Caused by Virus

1. Mumps
Modes of Transmission
 Airborne through coughs and sneezes, direct contact with oral secretions of infected
persons
Symptoms
 Swollen cheeks

242
 Swollen salivary glands
 Stiff neck
 Loss of appetite
 headache

Prevention
 immunization provides permanent protection
 exclude children from school or group setting until all symptoms have disappeared

2. Chickenpox
Modes of Transmission
 airborne particles, droplets in exhaled air, and fluid from the blisters or sores
Symptoms
 appearance of reddish skin lesions which later become blisters on the third to fourth
day of fever
 weakness
 muscle and joint pains
 sudden onset of fever
Prevention
 avoid crowded areas during epidemics
 isolate the patient in a room to prevent the spread of the disease to other members
of the family
 vaccine is available as precautionary measure and as per doctor’s advice

3. Common Cold
Modes of Transmission
 airborne through secretions from the respiratory tract (coughing, sneezing, eating
utensils, etc.)

Symptoms
 highly contagious infection of the upper respiratory tract accompanied by slight fever
 chills
 runny nose

243
 fatigue
 muscle ache
 headache
Prevention
 good personal hygiene
 avoid exposure

It is good to know common communicable diseases at an early age. However, it

is still best to understand that these require continuous awareness and application
because these common communicable diseases happen even in adults. So even after
this quarter of learning disease prevention and control, you need to continue applying
the many ways to prevent these diseases. This includes obeying the doctor’s advice if
you need to rest at home or be treated at a hospital. Stay smart by not giving the
disease-causing pathogens a chance to infect you or your loved ones. The chain of
infection needs to be broken and it starts with you.
If you see others suffering from any of these communicable diseases, never
tease or bully them. Instead, help them by telling a trusted adult or doctor after you
observe the symptoms. There are a lot of things that you can do to prevent common
communicable diseases. So stay clean and healthy.

Remember:
Communicable diseases are caused by bacteria, fungi, parasites, and virus.
Boil, sty, and tuberculosis are common communicable diseases caused by bacteria.
An-an, athlete’s foot and ringworm are common communicable diseases caused by
fungi.
Roundworm, tapeworm, hookworm are common communicable diseases caused by
parasites.
Mumps, chickenpox, and common cold are common communicable diseases
caused by virus.
Common communicable diseases can be prevented.
Each of these diseases has its own mode(s) of transmission, symptoms, and
prevention.

244
 TRY THIS

How are you doing? Check () the box of your answer. Yes No
1. I can classify common communicable diseases caused by each
pathogen.

2. I can describe common communicable diseases.

3. I can identify the symptoms and mode of transmission of the

common communicable diseases.

4. I can apply the different ways of preventing common communicable

diseases.

245
 POST TEST
I. Direction: Write the common communicable disease under the pathogen that
causes it.

Athlete’s foot Hookworm Mumps Sty

Boil Tuberculosis Ringworm An-an
Tapeworm Common Cold Chickenpox Roundworm

Bacteria Fungi Parasites Virus

II. Directions: Match the symptoms in column A with the disease in column B.
Write only the letter of your answer.

A B
______1. Swollen cheeks, swollen salivary gland, stiff a. athlete’s foot

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 neck, loss of appetite.
______2. Oval-shaped lesions that become dry and b. chicken pox
scaly, worsening and spreading redness,
fever.
______3. Runny nose, chills, headache, muscle ache c. common cold
______4. Itching, burning, redness and stinging on the d. mumps
soles and of the feet or between the toes
______5. Appearance of reddish skin lesions which e. ringworm
later become blisters on the third to fourth day
of fever, weakness, muscle and joint pains,
and sudden onset of fever.

PRETEST
I. Direction: Below are different circumstances related to medicine. Choose what
you will do. Encircle the letter of your answer.

1. You are sick of fever. Mother gave you an antibiotic right away without seeing a
licensed doctor. What will you do?
a. Just drink the medicine.
b. Explain nicely that it is wrong to take antibiotic/medicine without prescription.
c. Tell her that you don’t want to drink the medicine.

2. You see your friend gulping a vitamin C drink. What will you tell him/her?
a. To leave some for you.
b. Drink some more.
c. Drink the correct dosage/amount only.
3. Your father will bring your mother to a quack doctor because she is sick. What will
you tell him?
a. Father, I am afraid of a quack doctor.
b. Father, I think it is best to bring mother to the health center instead.
c. She’ll be alright tomorrow.

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 My Objectives:

 Describe the uses of medicine.

 Differentiate prescription medicine from nonprescription medicine.
 Give examples of prescription and nonprescription medicines.
 Identify forms of medicines.

MEDICINE AND ITS USES

When you are sick, you get better by getting enough rest and drinking fluids, but
sometimes your family gives you medicine. In some circumstances, a doctor also
prescribes medicine that will help cure your illness. There are different medicines for
different types of illnesses.
You know that drinking medicine will help ease your pain, but have you ever
wondered how different medicines really help you? Let us go and find out.

MEDICINES
Medicines are legal drugs used to cure illnesses, relieve pain, prevent the spread
of diseases, and prolong life. The most common forms of medicine are:

Tablets Capsule Liquids like solution,

suspension, or emulsion

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Drops Topical skin preparations like Suppositorie

creams, ointments, and s
 Inhalers Injection solutions
Medicines are offered in accurate dosages and in convenient ways so that it is easier
for customers to take them.

Uses of Medicine
1. Prevent sickness or disease
Children like you are given immunizations to protect you from catching serious
illnesses like measles and mumps. Flu immunizations are usually given as a shot, but
sometimes they are in liquid form to be taken orally.

2. Fight illnesses or diseases

There are many types of medicines used to fight illnesses, one of which is
antibiotics. Antibiotics can fight different kinds of bacteria. When you have sore throat,
the doctor prescribes you the right antibiotic to cure it.

3. Make us feel better

Medicines relieve the pain that we experience when we are sick.
It controls the symptoms and relaxes the body. Taking medicine such
as aspirin for headache or cough syrup for a cough helps us feel better.
Applying cream to bug bites helps you feel less itchy.

4. Help the body functions normally

Sometimes, a part of the body cannot produce sufficient
levels of certain chemical substances to function normally. People
with insulin-dependent diabetes, for instance, have pancreas that
cannot produce enough insulin- a hormone that regulates glucose
in the body. Some people also have a low production of thyroid
hormone which helps control how the body uses energy. The
doctors can prescribe medicines to help the body function normally.

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5. Boost the immune system
Some children your age may need vitamins and mineral
supplements to boost their immune system, support their normal
growth, and help their cells and organs do their jobs.

All these uses show medicine can help protect and prevent you from getting sick.
And if you get sick, it can also cure you. These medicines are available through the
prescription of a doctor or over-the-counter.
Over-the-Counter Medicines (OTC)
People like your parents can buy some medicines in a store without a doctor’s
prescription. These medicines are called nonprescription medicines.
You do not need a prescription from a doctor to buy these medicines, as they are
available for anyone. These medicines are usually taken by the consumers to relieve
minor symptoms like fever and the product is chosen based on self-care decision.
There are inserted labels which give instructions to consumers like the right amount to
be taken, when to use the medicine, and how the medicine should be taken.
Examples of these medicines are the ones you see on the shelves of drugstores.
Because people can take them off the shelf and pay for them at the check-out counter,
they are often called “over-the-counter” (OTC) medicines. OTC medicines can be used
by more than one person; however, because of the risk of contamination, some OTC
medicines are not recommended for sharing like eye drops and ointments. OTC
medicines can also be harmful if misused.
There are thousands of OTC medicines. These include aspirin and other analgesics,
cold remedies, antacids, and eye drops.

Prescription Medicines
A prescription is a written permission. There are medicines that can be taken
only upon a doctor’s written permission. It requires a medical diagnosis and decision by
a licensed healthcare professional as to which medicine should be used. These
medicines are prescribed or recommended for specific reasons for a particular person
or patient.

Physician’s name and address

250 Patient’s name and address

 This is the reason why you cannot use or share your medicines to anyone else.
These medicines can be dispensed only from a pharmacy by a licensed pharmacist.
These are usually more powerful than OTC medications. These can be used to treat
both minor ailments and more serious diseases and illness and can be harmful if
misused. Examples of medicines that need doctor’s prescription are pain relievers,
antibiotics, and anti-inflammatory.
Remember, whether a medicine or drug is prescribed or not, there are guidelines
of proper use for health reasons and safety purposes. It is important to always read the
instructions fully before taking any medicine. Children like you should not take any
medicine without the supervision of your parents or any trusted adult to avoid its
harmful effects. Make sure all medicines are stored safely and out of the reach of your
younger brothers or sisters.

How are you doing? Check () the box of your answer. YES NO

I can describe the uses of medicines.

I can differentiate over-the-counter medicines from prescribed

medicines.

I can identify medicines in its different forms.

I can practice safety on medicines by not playing with them and

by not taking any medicine without the supervision of my parent
or any trusted adults.

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Remember:
 Medicines are legal drugs used to cure illness, relieve pain, prevent the spread of
diseases, and prolong life.
 Medicines are offered in different forms; tablet, capsules, liquid, topical skin
preparations, injection solutions, suppositories, drops, and inhalers.
 Medicines are available through the prescription of a doctor or over-the-counter.
Prescription medicines can be taken only upon the physician’s written permission
called prescription. Nonprescription medicines are called over-the-counter
medicines or OTCs.
 Whether a medicine is prescribed or an OTC, both have guidelines on its proper use
for health reasons and safety purposes.

TRY THIS
I. Direction: Put a check on the line if the statement shows use of medicines and
 if it does not.

___________1. Immunizations prevent measles and other illnesses.

___________2. Medicines are always safe to take.

___________3. Sharing your medicine with a friend is safe.
___________4. Vitamins and mineral supplements boost the immune system and
help the cells and organs do their jobs.
___________5. Medicines relieve the pain that you experience when you are sick.

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 POST TEST
I. Directions: Write OTC on the line if it is an example of an over-the-counter
medicine. If it is a prescription medicine, write Rx.

______1. Medicated creams ______6. Antacids

______2. Vitamin C ______7. Pain relievers

______3. Eye drops ______8. Alaxan Forte

______4. Antibiotics ______9 Anti-inflammatory

______5. Antihistamines ______10. Lotions

II. Directions: Identify what is being described in each statement. Write your
answer on the line.

____________1. These are legal drugs used to cure illness relieve pain, prevent the
spread of diseases, and prolong life.
____________2. These are medicines that can be taken only upon a doctor’s written
permission.

____________3. You do not need a prescription from a doctor to buy these

medicines, as they are available for anyone.

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III. What will you do in this situation? (5pts.)
You are playing in the school playground when a classmate offers you to try the inhaler
she uses for asthma.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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LEAP 8
255
256
LEAP 8
HEALTH AND SAFETY

My Objectives:

 Describe ways on how medicines are misused and abused.

 Describe the potential dangers associated with medicine misuse and
abuse.
 Explain how children can prevent medicine misuse and abuse.

MEDICINE MISUSE, ABUSE, AND POTENTIAL DANGERS

Medicines are made to help
protect and prevent people from getting
sick. It also provides cure. Medicine are
really helpful. However, if you use it in
the wrong way, it can also be harmful.
Learning how medicines are
misused and abused are as important
as learning their uses. Understanding
these will lead you to realize its
potential dangers so you can protect yourself and your loved ones.

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Medicine Misuse and Abuse
Medicine misuse is the use of a legal drug in an improper way. Using
prescribed medicine in ways that are different from what the physician instructed, using
someone else’s prescribed medicine, and taking medicine that is not provided by a
health care professional are the many examples of medicine misuse. On the other
hand, medicine abuse is the deliberate use of a medicine beyond a doctor’s
prescription. For example, continuing to take the medicine even after it’s no longer
needed.
Both prescribed medicines and OTCs can be harmful if they are misused and
abused. Some of these risky practices and behaviors are:

1. Self-Medication
When a person chooses and uses medicines to treat himself or herself because
they feel symptoms of an illness, it is called self-medication. Customers have easy
access to medicines which gives them quick relief to minor pains or discomfort. While
this is good, self-medication can be unsafe. This happens when a person does it
incorrectly and in the long run, delays seeking medical advice from a health
professional. It is always best to consult a health professional before taking any
medicine.
2. Improper Use
Since there is no guidance from a doctor, nurse, or dentist, self-medication can
lead to over dosage or taking more than the normal recommended amount of the
medicine. Even the accidental excessive use of medicine can lead to harmful effects
like poisoning or death.
3. Dependence
Medicines provide relief or cure for pain and a licensed health care professional
knows the right amount or dosage and the number of days a person needs to take it.
Dependence occurs when the body develops tolerance to the medicine, therefore
higher doses are needed for the same effect. If this is not controlled, the dependence
can soon become an addiction.
4. Addiction
Addiction is medicine abuse because a person has no control over the drug that
he or she uses. The person has grown so used to the drug that he or she want to have
it. Signs of addiction include the feeling of needing the medicine in larger dosage to get
the same effects.

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How are medicines misused and abused?
Self-medication, improper use, dependence, and addiction can be harmful and
life-threatening. Taking medicines other than the way it was intended can lead to
dangerous effects-physical, psychological, or both.
Medicine misuse and abuse is done by a variety of young and old people. There
are some who think it is safe to use the medicine of their family member since it is
prescribed by a doctor or taking more medicine will heal their body faster. Whether they
do it accidentally or intentionally, these misconceptions and other false beliefs about
medicines harms them and their loved ones.

Potential Dangers Associated with Medicine Misuse and Abuse

Using medicine for the wrong reasons can have serious effects. The potential
dangers can be physical, psychological, or both.
Physical harm includes headache, bone pain, dizziness, vomiting, itching,
shaking, sweating, and having a hard time breathing. A person may also experience
constipation, uncontrolled leg movement, slurred speech, lose or gain weight, have
seizures, increase in body temperature, abnormal heartbeat, and deafness. These
uncomfortable situations may seriously damage your body’s senses as well as the
organs like the heart, liver, lungs, and kidneys.
Psychological harm can also turn from bad to worse. It can make a person
easily irritable, easily confused, have mood swings, decreases the ability to think or
focus, and lose interest in activities that used to be important. It can also make a
person too paranoid or feel very depressed.
Once a medicine is taken, a person cannot control its effects on his or her body.
Aside from making them sick and weak, it changes the way they think and feel, which
unfortunately sometimes lead to accidents or violence. It hurts their relationship with
their family and friends.
Remember, medicines are used to cure and not for experiment or pleasure. If
medicines are used properly, it can save lives. If it is used improperly, medicines can
hurt and even kill.

Guidelines on the Proper Use of Medicine

We can avoid medicine misuse and abuse by following the guidelines on the proper
use of medicine.

 Use drugs or medicine under adult supervision.

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Children and adolescents should ask the approval or permission of their parents or
guardians before taking any medication.

 Consult a physician.
Doctors know best when it comes to illness and medications. You
should ask them about the use of any drug.

If you happen to observe people around you who misuse and abuse medicine, help
them by telling a trusted adult or a health care professional immediately.

How are you doing? Check () the box of your answer. Yes No
1. I can describe how medicines are misused.
2. I can describe how medicines are abused.
3. I can identify potential dangers of medicine misuse and abuse.
4. I can avoid medicine misuse and abuse.

Remember:
 If medicines are used properly, it can save lives. If it is used improperly, medicines
can hurt and even kill.
 Both prescribed medicines and OTCs can be harmful if they are misused and
abused.

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 Self-medication, improper use, dependence, and addiction are examples of
medicine misuse and abuse.
 Medicine misuse and abuse creates potential dangers which affect the person
physically, psychologically, or both.
 Physical harm includes vomiting, itching, shaking, sweating, constipation, and
slurred speech.
 Depression and mood swings are examples of psychological harm.

TRY THIS

I. Directions: Classify the given effects of medicine misuse and abuse as

PHYSICAL or PSYCHOLOGICAL. Write your answer on the line.

______________1. Depressed ______________5. Mood swings

______________2. Deafness ______________6. Abnormal heartbeat
______________3. Seizures ______________7. Headache
______________4. Confused ______________8. Sweating

II. Direction: Put an (×) on the line if the situation describes medicine misuse and
abuse.

______1. You followed the doctor’s instructions on how much medicine to take for
your cough.
______2. You tried the medicine of your younger sister because she said it tastes
like orange.
______3. You borrowed the medicine of your classmate because you forgot yours at
home.
______4. You missed drinking your medicine at the right time so you double the
dosage.
______5. You kept drinking your medicine even if it is no longer needed.

GOING FURTHER

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I. Direction: Read the situation of different people who misused and abused their
medicine. Describe if the potential danger is PHYSICAL or PSYCHOLOGICAL.
Write your answer on the line.

_______1 Rina felt dizzy. After a few minutes, she started vomiting.
.
_______2 Jill was happy in the morning but suddenly got angry.
.
_______3 Karen feels depressed.
.
_______4 Fred hears a strange buzzing sound.
.
_______5 Sammy is shaking and sweating.
.

II. Directions: Read each statement carefully. Choose your answer from the box
and write it on the line.

Psychological harm Medicines Medicine abuse

Physical harm Self Medication Medicine misuse

_____________1. These are made to help protect and prevent people from
getting sick.

_____________2. It is the deliberate use of a medicine beyond a doctor’s

prescription.
_____________3. It is the use of a legal drug in an improper way.
_____________4. These includes headache, bone pain, dizziness, vomiting,
itching, shaking, sweating, and having a hard time breathing.

_____________5. It can make a person easily irritable, easily confused, have

mood swings, decreases the ability to think or focus, and lose
interest in activities that used to be important.
_____________6. It is when a person chooses and uses medicines to treat
himself or herself because they feel symptoms of an illness.

262
III. Directions: Choose what will you do in the situation. Encircle the letter of your
answer, then explain it.
You have been having a headache since you woke up. Your parents are still at the
market, but you felt like you really need to take your medicine as soon as possible. In
your grandmother’s room, you saw the medicine she takes when she also has a
headache. What will you do?

a. Drink your grandmother’s medicine because you have the same

ailment.

b. Wait for your parents and tell them about your headache.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

PRETEST
I. Directions: Tell whether you agree or disagree with each statement. Encircle
your answer.

1 Self-medication can be a medicine misuse. AGREE DISGREE

.
2 Prescription medicines are only safe for those who AGREE DISGREE
. have prescriptions with them.

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3 Only adults misuse and abuse medicines. AGREE DISGREE
.
4 It is safe for children to mix medicines, especially AGREE DISGREE
. those that look and taste like candies and
chocolates.

My Objectives:

 Describe the proper use of medicines.

 Identify family rules on medicine.
 Explain the importance of reading drug information and labels, and other ways to
ensure proper use of medicines.
 Demonstrate ability to read and follow labels of common household medicine.

PROPER USE OF MEDICINE

Medicine is very useful, but you should not depend on it too

much, if you have questions about your medicine or the ones
that your loved ones take, feel free to ask your family doctor,
dentist, and other health care professionals.
Now that you know the uses of medicine as well as its misuse
and abuse, here are some tips on how to use it properly.

Proper Use of Medicine

1. Use under adult supervision. Since you are still a minor, you need
to take your medicine only when there is an adult beside you.

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 That way, they can check if you are taking the right medicine at the right time and at
the right dosage. Even if you already know it by heart, you still need the guidance of
your trusted adults.

2. Read and check the label.

Turn your medicine bottle or look for the
piece of paper inside the box. If food containers
have a nutrition guide, medicines have drug
facts. It is helpful especially when buying OTCs.
Drug labels help customers in making an
informed decision. They can use it to compare
medicines. The label contains important
information such as:

Active ingredients are the therapeutic

substances that make the medicine work. It
shows the main ingredients that have a direction
in the prevention, treatment, or cure of the
disease. The inactive ingredients, on the other hand, show the items used to
improve the flavor, color, and other nontherapeutic uses of the medicine. If there are
items about the drug facts that you do not understand, ask the pharmacist or the
physician. Some consumers even call the pharmaceutical company when they have
questions or comments.

3. Consult with a physician.

Physicians studied different illnesses and the different
ways it can be cured, which include medicines. You can
trust them to advise you on which medicines to take that
will help cure your disease.
Do not be shy to ask if you are wondering why it is the
medicine they prescribed and the benefits or side effects
of taking it. Tell them also which OTCs or prescription
medicines you are currently taking so that they can decide
which ones you should take best. Do not leave the
Physician’s clinic unless you understand these plus how
and when to take the medicine. Everything the physician explained should be clear
with you and your parents or trusted adults. Doing so will make sure that you and

265
 your parents or trusted adults. Doing so will make sure that you will take your
medicine in the right way. Also, you need to finish taking the medicine that the
doctor prescribed.

4. Follow instructions and medical prescription.

Medicines have been tested by pharmaceutical companies and the Food and
Drug Administration (FDA) to make sure it is safe to use. For OTCs, read the
directions. For prescribed medicines, read the prescription. Make sure you
understand and follow it with the help of your parents and other trusted adults.

5. Check the expiration date.

Medicine also have an expiration date, just life food. It is
important to check the expiration date before buying the
medicine. If you see that the medicines of your family member is
near or past its expiration date, tell them immediately.
When the date is reached, the label shows instructions on
how to safely dispose, so that it will not harm other people or the
environment.

6. Observe proper storage

Since you were young, you have learned that medicines
should be locked and kept out of children’s reach. That is a safety
measure so that you will not accidentally misuse medicines.
Other ways to observe proper storage are making sure it is
stored away from direct heat or light, not putting it near the
kitchen, bathroom, or other damp areas of the house where there is extreme
temperature or high moisture. These can change the medicine’s color or taste, and
make it useless and dangerous to take. Medicines should be stored at a cool and dry
place. Keep the medicine inside the refrigerator only when the label says so.
Medicines should be kept in its original container, tightly sealed, and in a clean
place. Aside from the first aid kit, only medicines that the family needs should be kept in
the medicine box.

7. Buy from a reliable source.

There are lots of medicines available. Wise consumers
only buy from a reliable source. They do not buy medicine at

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a store just because it is near them. Instead of thinking of convenience, they think of
safety.
Reliable sources are licensed by the government to sell medicines. They have an
in-depth knowledge on the medicines they are offering that is why they can answer
your questions.
The proper use of medicines should be applied by all people and at all times.
While you are young, you need to practice these so that you will be able to grow up not
missing or abusing medicines. Since you are a responsible member at home, in school,
and in your community, you can do something to promote its proper use.

How are you doing? Check () the box of your answer. Yes No

1. I can describe the proper use of medicines.

2. I can explain the importance of reading drug information and
labels, and other ways to ensure proper use of medicines.
3. I can advocate the proper use of medicines.

Remember:
 Proper use of medicines should be applied by all people and at all times.
 Use medicine under adult supervision.
 Read and check the medicine label.
 Consult with a physician for questions on medicine.
 Follow instructions and medical prescription.
 Check the medicine’s expiration date.
 Observe proper medicine storage.
 Buy medicine from a trusted drugstore.

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 TRY THIS
I. Directions: Put a check mark () on the helpful column if the medicine is used
in a proper way. Put a check mark () on the harmful column if the medicine is
used in an improper way.

Helpful Harmful
Buying medicines from a reliable drug-store/
1.
pharmacy
2. Medicine overdose
3. Reading medicine label
4. Medicine dependence
5. Checking the medicine’s expiration date

GOING FURTHER

I. Directions: Read each statement. Analyze if it states the proper use of

medicine. Put a check () if it does, and  if it does not.

__________1. “My mother makes sure she does not misplace the prescription so
that she can buy the right medicine.”
__________2. “I took the medicine before reading the drug label.”
__________3. “My family makes it a point to buy medicine that has a readable
expiration date.”

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__________4. “I put the medicine on top of the stove.”
__________5. “It’s the only medicine available, but it’s expired. Drink it anyway.
I’m sure it still works.”
__________6. “Grandmother cannot visit the doctor so she calls her instead to ask
questions about her medicine.”
__________7. “My aunt made a list of the names and expiration dates of the
medicines in the cabinet. She said it will help keep track of what we
have and when we need to dispose them.”
__________8. “My sister said this medicine will help her lose weight. Her best
friend suggested it.”
__________9. “My father makes sure I drink the right dosage of my vitamins, as
prescribed by the doctor.”
_________10. “I read the medicine label. It contains important information.”

II. Essay. (5pts)

Mia was running late for school. She was in a hurry to take her vitamins. She realized
afterward that she drank her sister’s medicine which contains an ingredient she is
allergic to. What should she have done instead to prevent the incident? Why?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

POST TEST

269
 PRETEST
I. Direction: Check () the material that should be included in your disaster
survival kit.

My Objectives:

 Recognize disasters or emergency situations.

 Identify correct responses in cases of disasters
 Demonstrate proper response before, during, and after a disaster.

SAFETY GUIDELINES DURING

NATURAL WATER DISASTER

270
 Have you experienced an emergency situation or a natural disaster like typhoon,
storm surge, flood, landslide, volcanic eruption, earthquake, and tsunami? Where you
prepared for the situation? Have you seen on TV or heard news about these situations?
What happens when these occur? Is it important to be ready? Why?
Natural disasters and emergencies can happen anytime and affect anyone. You
have seen, read, or heard in the news how one unfortunate event changed the lives of
our fellow Filipinos. Properties are damaged, but it is not as devastating as losing a
loved one.
There are also stories of people who were able to survive it because they
evacuated ahead of time or moved to a safer place. Some were also able to save the
life of their family member or even help strangers because they knew exactly what to
do. If you want to be like these people who have the presence of mind, let us go and
learn the safety guidelines during disasters and other emergency situations.

What is an emergency?
An emergency is an event that needs prompt response and action. Prompt
response in an emergency situation helps save lives and properties.
What is a disaster?
Disaster is a sudden event that causes widespread losses and damages.
Losses and damages may be to life and property. A disaster often has a very bad,
widespread effect or result.
Disasters can happen anytime so you need to prepare yourself by knowing what
to do before, during, and after it. Knowing what to do will help you to stay focused
instead of panicking.

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Natural Water Disasters and Emergency Situations
Typhoons are a combination of strong winds
with heavy rainfall. We experience an average of 20
typhoons every year because our country is near the
Pacific Ocean.
Parts of the deep and warm ocean develop into
a storm and passes through our islands. Advisories
from the Philippine Atmospheric Geophysical and
Astronomical Services Administration (PAGASA) will give you an advice if the typhoon
is at signal number 1, 2, 3, or 4. As the typhoon signal becomes higher, the stronger
are its accompanying wind and rain.

Before the typhoon:

Keep on watching the news so that you
know the latest updates since the path and
strength of the typhoon may constantly
change.
Make sure you have an emergency bag
which contains food and materials that you
and your family will need for three days.
Check what needs to be repaired around the house so that it will be strong enough
against strong rains and heavy rainfall. If you see cracks or holes, tell your parents
immediately.
Compile a list of emergency numbers so you know who to call for concerns on
medical needs, electricity, fire, and other needs.
Listen to emergency experts and take down notes. Have this notebook on hand so
that you can jot down new details. Review it when you have time and discuss it with
your family.
Cooperate with the typhoon plans set by your community such as having sirens as
warnings.

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During the typhoon:
Stay at home and keep on watching the news.
Keep an eye on candles and lamps to make sure it will not be a cause of fire.
If your community leaders advise your family to leave and head to the nearest
evacuation center, follow them. Your trusted adults should lock everything and turn
off the gas and main power line of your house. Stay close to your family members.
If you need to drink and your water supply has run out, boil the water first with the
help of your trusted adults. You can double check with your neighbors and
community officials if your water supply is not contaminated.

After the typhoon:

Report damages to authorities like broken electrical posts and fallen trees.
Return to your house only when your community leaders say it is safe.
Help your family in cleaning and tell your parents if you see damages.

Floods happen because of many reasons like

heavy rains, spilling of dams, storm surges, and tsunamis.
Storm surges are caused by the sudden rise of sea water
above the normal sea level. The big waves can sweep a
coastline and extend several kilometers inland.

Before the flood on storm surge:

Do the same procedures in preparing for a typhoon.
Be aware of the bodies of water near your house.
Store important items on high shelves so that water will not reach it.
If you live in a flood-prone area, your family should have sandbags, ladders, boat,
and floating devices. These will help you move to higher ground or float when the
waters begin to rise.
Plan with your family and your community on what to do and where to go in case it
happens.
Once you receive the warning, evacuate with your family to move to higher ground.
Remind your trusted adults about your pets or farm animals and to secure your
house. They will turn off the gas and the main electricity.

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During the flood or storm surge:
Never go swimming or leave without your parent’s permission. The waters are
dangerous and dirty.
Do not go near fallen electric posts.
Do not touch electrical outlets, especially if you are wet or standing on water.
Watch out for contaminated food or water. Wash your hands with soap and water
and remain safe, clean, and dry.

After the flood or storm surge:

Stay away from flood water. Your family need to pass by areas that are considered
safe by the government and community officials.
Return to your house only when your community leaders say it is safe. Wait for the
adults to use their flashlights to check if the house is safe from snakes and
dangerous animals.
Do not use electrical equipment until an electrician tells your family to do so.
Do not loiter. Instead, help your family with cleaning and tell your parents if you see
damages in the house like broken electric wires. You can help sort items that need
to be thrown out from the ones that you can still keep.

A tsunami is a series of small to giant waves caused

by earthquakes under the sea. They are not tidal waves or
storm surges. Its height can reach up to 5 meters or more.
Like typhoons, floods, and storm surges, tsunamis can
damage properties and take precious lives. Do you
remember the tsunami that happened in Japan in 2011?
Though a tsunami does not happen in our country as often as typhoons, floods,
and storm surges, the Philippines is still at risk because of our country’s coastal areas.
Watch out for natural signs like earthquakes, unusual sea level changes like its sudden
rise or fall, and the sound of approaching waves.

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Before the tsunami:
Do not stay in low coastal area and do not wait for tsunami warnings.

During the tsunami:

Observe high places where you can go to. Choose the fastest and easiest way for
you to move as high as you can. Do not stand to observe or wait for the waves to
come. It moves faster than a runner or a speeding car.
Do not collect fishes, shells, or other sea creatures on the shoreline. Never let
yourself be distracted.

After the tsunami:

Stay on high ground until your family and community receives an “all clear”
announcement.

Water has a lot of uses, but it can also be a source of calamities. Each year, our
country experiences these natural water disasters. This is why it is important to learn
and keep on reminding yourself what to do before it happens, when it happens, and
what to do afterward. Reading a manual, crying, or panicking does not help when
disaster strikes. It only adds stress and confusion.
Even though these are scary situations, you need to develop foresight and
presence of mind. Those who are prepared have a better chance of surviving and
helping others. Stay focused and keep on reviewing and applying these.

How are you doing? Check () the box of your answer. Yes No
1 I can recognize disasters and emergency situations.
.
2 I can help plan and assemble the items needed for an
. emergency bag.
3 I can demonstrate proper response before natural water
. disasters and emergencies.
4 I can demonstrate proper response during natural water
. disasters and emergencies.
5 I can demonstrate proper response after natural water disasters
. and emergencies.

275
Remember:
 Natural disasters and emergencies can happen anytime and can affect anyone. It is
best to be ready.
 Typhoon, flood, storm surge, and tsunami are examples of natural water disasters.
 It is important to be prepared by learning and applying the safety guidelines before,
during, and after disasters and other emergency situations.
 Those who are prepared have better chance of surviving and helping others.

TRY THIS

I. Directions: Identify what is being referred in each of the following statements.

Choose your answer from the box and write the letter of the correct answer on
the blank before the number.

Disaster Flood Typhoon Flood Emergency

_______________1 It is a natural disaster that often brings strong winds and

. heavy rains.

_______________2 It is a series of small to giant waves caused by earthquakes

. under the sea.
_______________3 It is an event that needs prompt response and action.
.
_______________4 It happen because of many reasons like heavy rains, spilling
. of dams, storm surges, and tsunamis.

_______________5 It is a sudden event that causes widespread losses and

. damages

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 GOING FURTHER
I. Directions: Read the situation and identify if it is applied BEFORE, DURING, or
AFTER a natural water disaster or emergency situation.

___________1. Help in cleaning debris.

___________2. Grab your emergency bag.
___________3. Listen to the news about the coming typhoon.
___________4. Compile a list of emergency numbers.
___________5. Read manuals on emergency disasters.
___________6. Help in sorting items that can be used from those that should be
thrown.
___________7. Stay close to your family members or schoolmates and
immediately go up to high places.
___________8. Take note of the bodies of water near your home.
___________9. Go back to the house when you hear the announcement of the
authorities.
___________10 Stay clean, safe, and dry.
.

277
 POST TEST
I. Directions: Tell whether you agree or disagree with each statement. Encircle
your answer.

1. It is safe to swim in floodwaters. AGREE DISGREE

2. It is important to shut off all electrical sources during AGREE DISGREE

a water disaster.

3. It is safe to drink water from the natural sources AGREE DISGREE

during water disaster.
4. It is important to stay away from downed power AGREE DISGREE
lines during water disaster.

5. It is safe to use candles for lighting during a water AGREE DISGREE

disaster.

II. Explain briefly and substantially. Minimum of 3 sentences.

 How do human activities, such as deforestation and industrial pollution,

contribute to water disasters?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

278
 PRETEST
I. Directions: Choose the right thing to do in each situation. Encircle the letter of
your answer.

1. You were in school and you heard rumbling sounds and felt the shaking of the
ground. You will…
a. run to the nearest exit.
b. duck, cover, and hold.

2. There is a public advisory of a possible earthquake. Your family is getting ready.

You will…
a. help your father in handing out the material needed in securing the items.
b. Ignore the warning and play instead.

My Objectives:

 Recognize disasters or emergency situations.

 Relate disaster preparedness and proper response during
emergency situations in preserving lives.

SAFETY GUIDELINES DURING NATURAL

LAND DISASTER

279
 People cannot control natural disasters, but they can prevent losing lives and
properties through preparedness and proper response. Remember that it is not enough
that you know what to do. You also need to practice what you learned, that is why it is
important to listen and follow directions when your school has emergency drills.
Let us go and continue understanding safety guidelines by learning what to do
before, during, and after natural disasters and emergency situations on land.

Natural Land Disaster and Emergency Situations

An earthquake can be a slight shaking or a violent
trembling of the ground. It is caused by the sudden
displacement of rocks or its materials below the earth’s
surface. Our country lies on the Philippine Sea Plate and the
Eurasian Plate, which are two major tectonic plates.
According to the Philippines Institute of Volcanology
and Seismology (PHIVOLCS), earthquakes are measured
from intensity I until intensity X. Like typhoons, the higher the intensity, the more
devastation it causes.

Before the earthquake, you need to:

Check if your house, school, or community is along an active fault.
Plan with your family, school, and community on what you will do in case there is an
earthquake. Practice the safety guidelines that you agreed on like the safest areas
to hide and where to meet after the shaking has stopped.
Know where the emergency exits are. It is too late to study or read the signs when
there is an earthquake. You should know how to go to these even if it is dark.
Participate in earthquake drills.
Listen to the public advisories of the National Disaster and Risk Reduction
Management Council (NDRRMC).
Make sure you have these items at all times: whistle, small LED button flashlight,
and first aid items like adhesive strips and plaster strips for minor wounds.

280
 Observe and identify which items can easily break or fall. Studies show that these
hurt or kill people more than the collapse of their home or building they are in.
Learn how adults ensure that your house, school, and other buildings are strong
enough to withstand earthquakes.

During the earthquake:

Stay calm. Remember that you have
two options. If you are near a sturdy
object like a table, cabinet, or wall,
apply the duck, cover, and hold.
The shaking will make you unstable
so it is best to drop yourself on the
ground and crawl to the nearest stable object. Hold on to until the shaking stops.
If you happen to be in a structurally-weak place, apply the triangle of life. Look for
the nearest stable object, use your hands and arms to cover your head and neck in
fetal position, and stay there until the shaking stops. This can be a sturdy wall, a big
strong car, a sofa, or a steel desk. This way, even if objects fall, there is enough
space for you.
If you are near the exit doors, go out immediately and make sure you are far from
buildings and other tall structures where glass and other debris will surely break and
fall.
If you are inside an automobile, open the door once the driver puts it to a stop.
Leave it and follow the adults to a place that is not near buildings or tall structures.
Do not stand in a doorway.

After the earthquake:

Check yourself for injuries. If you are injured, ask for help.
There might be aftershocks so wait a few more moments until it is safe and you can
see or feel other people moving. If it does, apply duck, cover, and hold or the
triangle of life.
Evacuate if you smell gas.
Do not rush to the exit. Get out calmly and bring your emergency bag.
Do not use the elevator. Use the stairs instead or the safest exit. Go to the
evacuation area or open area.
Do not cross a damaged road, bridge, or go inside damaged buildings.
Obey public safety precautions.

281
Landslide
A landslide is the downward or upward and
outward movement of slope materials like rocks and
soil. It can happen after a heavy rainfall or earthquake.
It can also happen when people cut too much trees in
mountains, making the soil weak.

Before a landslide:
The Mines and Geosciences Bureau (MGB) can help your community in determining
which areas might have a landslide in the future. After listing the structures that
need to be reinforced, your community needs to help each other to make sure it is
done right away.
If you observe areas near your home or community where trees tilt or the soil and
rocks are eroding, tell your trusted adults immediately.
Like other disasters, create a plan then finalize and practice it so that everyone is
informed.
If there is a warning of a possible landslide, evacuate as soon as possible. A
rumbling sound is heard when a landslide continues to fall.

During a landslide:
Stay away from the path of the landslide.
Run across a slope instead of running downward.

After a landslide:
Check yourself for injuries and stay away from the landslide area. There also might
be aftershocks.
Stay close to your family and wait for announcement from authorities if it is safe to
go back to your house.
If you see people who need help, report these to your trusted adults or to your local
officials.

282
Volcanic Eruptions
Our country has many beautiful volcanoes but when it
erupts, its lava and ash fall can be damaging. Those who live
near a volcano should not live near the permanent danger
zone. Even if you do not live near a volcano, you need to
know what to do before, during, and after a volcanic eruption.

Before the volcanic eruption:

PHIVOLCS gives advisories on volcanic activities and possible eruptions. They
monitor steams, rumblings, and increased temperature which affects plants and
animals near it. If you live near the volcano, there should be enough masks for
everyone in the family. If you do not have these in your emergency bag, learn how
to create a ninja mask using your shirt.
Add goggles in your emergency bag to protect your eyes from irritation.
Once the government advises everyone in your area to evacuate, follow them.
Adults in your family will rescue your house and turn off the gas and main electricity.
Remind them to move your pets and farm animals to a safer place.

During the volcanic eruption:

Make sure you are in a safe area where you and your family are safe
from lava and ash fall.
Do not loiter or go to low-lying places. Stay inside your safe area.
Use your mask, googles, and ninja mask so that you can see clearly
and avoid inhaling ash fall.

After the volcanic eruption:

Do not use water unless local officials in your area announce that it is safe for
drinking or cleaning.
Wait for the government’s announcement to make sure it is safe for your family to go
back to your house.

283
Volcanic ash is powder-sized to sand-sized particles that have been blown into the air
by an erupting volcano.
Adults in your family will wear masks and proper clothing as they clean the house.
Too much of ash fall can be heavy enough to damage a house so they need to
dampen the surroundings as they clean it. Ash fall is not healthy because it can
cause health diseases that affect the nose, throat, eye, or skin. It is dangerous
especially to people who are already suffering from asthma, bronchitis, or
emphysema. Discomfort in breathing can lead to a bronchitis-like illness. Ash fall
can also be dangerous because it can create zero visibility and block the motor of
cars.
Keep listening to government announcements.

These natural land disasters can be as damaging as natural water disaster. The
force of nature also reminds people that they should be steward of nature. Instead of
cutting trees, they should plant these. It is also a reminder of the proper way of building
and creating a systematic plan way before natural disaster strike.
When you hear about news that these happened to
other parts of the country or to another part of the world,
what do you usually do? Instead of just feeling sorry for
them, find out what you can do if you were in their
situation. Listen and write the tips from experts and
practice these. Participate in the emergency preparedness
drill conducted in your school or in your community. Being
prepared and knowing what to do during an emergency
saves lives. Your life is precious so you need to be prepared, just like your family and
your community.

Remember:
 People cannot control nature’s disasters, but they can prevent losing lives and
properties through preparedness and proper response.
 It is not enough to understand safety guidelines. You also need to practice them with
your family, school, and community.
 Earthquake, landslides, and volcanic eruptions are natural land disasters.

284
 Aside from learning how to stay safe, natural disaster also teach people to be
responsible, alert, and organized.

TRY THIS
I. Directions: What should you do in each situation? Choose and encircle the
letter of the correct answer.
1. You were in school when you heard a rumbling sound and felt the shaking of the
ground. You will…
a. run to the nearest exit.
b. duck, cover, and hold.
2. There is a public advisory of a possible earthquake. Your family is getting ready.
You will…
a. help your father in handing out the material needed in securing the items.
b. Ignore the warning and play instead.
3. You live near an active volcano. It is erupting and the authorities advised you to
leave the place.
a. I’ll leave the place and go to a safer place.
b. I’ll just stay indoors.

4. You felt that the earth is shaking. You are on the second floor.
a. I’ll find a sturdy table and stay underneath until the shaking stops.
b. I’ll run as fast as I can and get out of the building.

5. You live near a shore. The earthquake is weak in your place but there is a tsunami
warning.
a. I’ll stay home. The earthquake is weak anyway.
b. I’ll go to a high place and stay there until it is safe to go back.

285
 POST TEST

I. Directions: Classify the things that you should and should not do when there is
an earthquake. Encircle your answer.

Do Don’t 1. Decide on a place to meet.

Do Don’t 2. Keep calling your family and friends.
Do Don’t 3. Go inside a partially damaged building.
Do Don’t 4. Observe the things in your home or school that may fall or break.
Do Don’t 5. Drop, cover, and hold.
Do Don’t 6. Use the stairs instead of elevator.
Do Don’t 7. Run immediately outside once you feel the tremors or shaking.
Do Don’t 8. Try crossing damaged roads or bridges.
Do Don’t 9. Observe sturdy areas of your home and school.
Do Don’t 10 Check yourself for injuries.
.

II. Directions: Answer briefly. Utilize the space provided. (5pts)

Why do Filipinos need to be strong or resilient and prepared in times of disasters and
other emergency situations?
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

286
References
(n.d.). In I. F. Marissa C. Pascual, ENJOYING LIFE THROUGH MUSIC. Quezon City : The
Phoenix Publishing House Inc. .
[Link]
q=SAFETY+GUIDELINES+DURING+NATURAL+LAND+DISASTER&source=lmns&hl=en&sa
=X&ved=2ahUKEwih0p7egdrwAhUNbJQKHVvCBhIQ_AUoAHoECAEQAA. (n.d.).

(n.d.). In I. F. Marissa C. Pascual, ENJOYING LIFE THROUGH MUSIC. Quezon City : The
Phoenix Publishing House Inc. .
Angelina Alehaga, E. B. (2014). WOW MAPEH. In WORK IT ALL OUT WITH MAPEH. North
Fairview, Quezon City, Philippines: Neo Asia Publishing Incorporated.
Lappay, R. V. (2016). In The 21st Century MAPEH in ACTION. Manila, Philippines: Rex
Publishing.
Mayo Foundation for Medical Education and Reasearch. (1998-2021).

287
References
Lodovina Marcelo, V. A. (2014). Wow MAPEH. In Work It All Out With MAPEH. North Fairview,
Quezon City: Neo Asia Publishing Incorporated.
n.d.). In I. F. Marissa C. Pascual, ENJOYING LIFE THROUGH MUSIC. Quezon City :
The Phoenix Publishing House Inc. .
Angelina Alehaga, E. B. (2014). WOW MAPEH. In WORK IT ALL OUT WITH MAPEH.
North Fairview, Quezon City, Philippines: Neo Asia Publishing Incorporated.
Lappay, R. V. (2016). In The 21st Century MAPEH in ACTION. Manila, Philippines: Rex
Publishing.
(n.d.). In I. F. Marissa C. Pascual, ENJOYING LIFE THROUGH MUSIC. Quezon City : The
Phoenix Publishing House Inc. .
[Link]
q=SAFETY+GUIDELINES+DURING+NATURAL+LAND+DISASTER&source=lmns&hl=
en&sa=X&ved=2ahUKEwih0p7egdrwAhUNbJQKHVvCBhIQ_AUoAHoECAEQAA.
(n.d.).
Lodovina Marcelo, V. A. (2014). Wow MAPEH. In Work It All Out With MAPEH. North Fairview,
Quezon City: Neo Asia Publishing Incorporated.
Alejaga, A. A. (2014). Wow MAPEH. In Work It All With MAPEH. Quezon ity: Neo Asia
Publishing Incorporated.
[Link] /.[Link]-to-play-this-national-childrens-month.
[Link]

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