HEALTH 7 2ND QUARTER

Food Selection Based on Adolescents’ Nutritional Needs

Good nutrition is very important in enhancing your quality of life and in preventing diseases. It
provides you with the needed calories and nutrients for your maximum energy and wellness. Calories or
kilocalories are units of heat that measure the energy used by the body and the energy that foods supply to
the body. You need energy to fuel everything you do-- from playing, making assignments, talking to your
friends, watching television, sleeping, and all your activities. Nutrients, on the other hand, are substances
in food that your body needs to grow, repair itself, and to supply you with energy. If you choose the right
foods to eat, these will provide your body with the nutrients it needs to help you look and perform at your
best.Nutritional needs vary for each stage of life, so it is important to eat a healthy diet through all life
stages. Adolescence is one of the fastest growth periods in a person’s life. The physical changes during
this stage affect the body’s nutritional needs. Changes in your lifestyle as an adolescent may also affect
your food choices and eating habits. With your active social life and busy schedules, you might often skip
meals and just take snacks throughout the day. You might also often skip breakfast, not knowing that this
important meal will give you the energy to make it through the day and to perform well in school. When
you skip meals, you might resort to eating snacks in fast foods or “carinderias,” or not eating at all. When
you eat outside, your choice of foods are often high in fats and sugar that provide less nutritional value.
These practices are unhealthful and are major risk factors in developing chronic diseases, such as heart
diseases, diabetes and even some types of cancer.

To achieve your full growth potential, proper food selection and eating are very essential. You
must know your physical need for food and follow the dietary guidelines appropriate for your age. You
sometimes won’t eat a dish --- even if you know it is healthful because you don’t like its taste. Most often
the desire for food or is stronger than the need to eat. Always remember that you need to eat foods that
your body needs to support your growing body and to prevent future health problems. Following certain
guidelines will help you choose a balanced and healthful diet. Eat a variety of foods every day. Choosing
and eating a variety of foods each day is important in building a healthy body.

Consume fish, lean meat, poultry or dried beans. Eating these will give you protein, vitamin B, iron and
zinc. These foods may contain high levels of fats but choosing lean meat and poultry without skin and
limiting the egg yolks, nuts, and seeds can help limit fat intake.

Eat more vegetables, fruits, and root crops. Vegetables and fruits are rich in vitamins and minerals and
some are high in fiber. Eating a variety of food from this group will help you prevent chronic diseases
and will keep you healthy.

Eat foods cooked in edible/cooking oil in your daily meals. Eating foods cooked in edible/cooking oil
daily prevents chronic energy deficiency. Fats and oils are also essential for absorption and utilization of
fat-soluble vitamins, such as vitamin A. Olive oil is the best and healthiest oil and it's good for your
health.

Consume milk, milk products and other calcium-rich foods, such as small fish and dark leafy vegetables.
These are good sources of protein and calcium. Use iodized salt, but avoid excessive intake of salty foods.
Consuming less salt can reduce your chance of developing high blood pressure or can decrease your risk
of cardiovascular disease. Eat clean and safe food. It is important to handle and prepare food safely by
observing cleanliness. Wash hands and use clean utensils in preparing and cooking food.

For a healthy lifestyle and good nutrition, exercise regularly, do not smoke, and avoid drinking alcoholic
beverages.

Since you are already responsible and can make decisions for your own food choices, make the best
choice and decision for your health. There is a variety of food available. Select those that will provide the
best nutrients you need for proper growth, development and health. This is important for your lifelong
wellness.
Poor meals due to poor selection of food, eating foods high in fats at fast food centers, eating processed
foods, and eating hurried meals at home and school may lead to some health problems, if not corrected.
Studies show also that most of an adolescent’s diet needs attention due to the following findings:
Protein consumption is higher than needed. Carbohydrates, fruits, and vegetables intake is too high.
Fat intake is much too high. Calcium intake is below what is recommended daily.

You should follow the nutritional guidelines for a healthful diet. You should know how many servings
from each food group daily are recommended. The Food Guide Pyramid will help you. The number of
servings recommended for an individual depends on her/his age, size, sex, and the activity she/he engages
in. For good health, all age groups must eat at least the lowest number of servings from each of the food
groups every day. This is in order to meet the daily requirements of vitamins, minerals, protein, fibers,
and carbohydrates.

Activity 1: Check Your Nutrition Life Skills

Directions: Write YES if you practice the life skill and NO, if you do not practice it. Be honest with your
responses. Write your answer on the space before each life skill.

1. I follow a balanced diet.

2. I maintain a healthful weight.
3. I eat a healthful diet.
4. I eat the correct servings for the food groups in the Food Guide Pyramid.
5. I follow nutritional guidelines to keep me healthy.

How many did you check? If you have five checks, it means you are really following good nutrition
habits. If you did not check some of the items, you need to review your habits and practices related to
nutrition. Your health may suffer later if you continue to have poor food choices and poor eating habits.

Nutritional Needs of Adolescents

The growth spurt during adolescence creates increased demand for energy and nutrients. As an
adolescent, your total nutrient needs are higher at this stage than at any other stage in your lifecycle. It
only shows that nutrition and physical growth are essentially related; optimal nutrition is a requisite for
achieving your full growth potential.

Due to your rapid growth and development at his stage, you have a greater need for certain nutrients, such
as calcium, iron, protein, and energy foods. For bone development, you need extra calcium. It is likewise
needed for the regulation of vital body functions, such as blood clotting, heart muscle contraction and
relaxation, transmission of nerve impulse, and activation of some enzymes. Eating a balanced diet helps
in building bone mass that will lessen your chance of developing osteoporosis in later life. Remember,
more than 90 percent of bone density develops by the time you reach 18 years old. Adolescents, ages 10-
18 have calcium requirements of 1000 milligrams per day. You can get calcium from dairy products,
leafy vegetables, canned fish with soft edible bones, and tofu. It is important to include any of these foods
in your daily diet.

Teenage boys and girls have high demands of iron due to growth spurt. The onset of menstruation
among girls also increases the need for iron. Boys 13–15 years of age need 20 milligrams while girls need
21 milligrams daily. Do you know that iron from meat is better absorbed by the body than iron from
plants sources? You can improve the absorption of iron from plants by eating fruits or drinking fruit
juices that contain vitamin C. Iron is important for proper functioning of cells and for resistance to
infection. Due to your accelerated growth and development, you need body- building food. Boys, ages
13-15, need 71 grams of protein daily while girls need 63 grams daily. Body-building food is protein-rich
necessary for the growth and development of your body, specially your bones and muscles. Throughout
your life your body replaces damaged or worn-out cells by making new ones. Protein- rich food helps the
body repair itself. Protein also helps the body make enzymes, antibodies and hormones. Protein also
supplies the body with energy even if it is not your body’s main energy source. Protein provides four
calories per gram and excess protein in the body is converted to body fat. Animal products, such as meat,
fish, poultry, eggs, milk, cheese, soybeans are good sources of complete protein. Remember, consume
only the required amount of protein your body needs daily.

An increase in the physical activities of adolescents requires more energy food. Energy-giving food
or carbohydrates are the starches and sugars found primarily in bread, cereals, and in fruits and
vegetables. In general, boys need more energy than girls due to the physical activities most of them
engage in. Boys at the age of 13-14 need 2800 kilocalories for boys weighing 50 kilos while 2250
kilocalories are needed for girls weighing 49 kilos. .

Your body uses energy from carbohydrates to perform every task you do. All carbohydrates are converted
by your body to glucose, a simple sugar that is your body’s main source of energy. If your body does not
consume glucose right away, it is stored in the liver and muscles as glycogen. When you need more
energy, the glycogen is converted back to glucose. In cases when you take more carbohydrates than your
body can consume, it is stored as body fats. Stored fats in the body may result to being overweight or
being obese. Obesity must be avoided because this is a major risk factor to several chronic diseases, such
as heart disease, diabetes, and some types of cancer.

You need fiber or roughage, indigestible complex carbohydrates found in the tough parts of vegetables,
fruits and whole grains. Fiber helps move waste through the digestive system. It prevents constipation and
other intestinal problems, and reduces your risk of heart diseases. Some types of fiber help control
diabetes by reducing blood glucose levels. To stay healthy, you have to eat 20-35 grams of fibers daily.

Remember that there is a strong relationship between what you eat and your health, not only today but
in the future as well. Proper nutrition also helps prevent diet-related chronic diseases in the future, such as
cardiovascular disease, cancer, and osteoporosis. It is important for you to select a well- balanced diet
always.

Teenagers involved in active sports

As active adolescents you need more energy food. A person doing high level activities requires more
energy. If you are very active, you need to eat a variety of food. Eat only in amounts that your body needs
or that matches your growth and activity level. You usually engage in physical activities like sports.
During these activities wherein you perspire a lot, you lose some sodium. Usually the salt in your diet
replaces the salt lost. Excessive perspiration during strenuous physical activities removes the potassium,
sodium, and calcium from your body. You can replace these by eating foods, such as vegetables, cereals,
meat, dried fruits, and milk.

Exercise can also increase your body’s need for thiamine, riboflavin, and niacin. You need these
vitamins for the release and use of energy when you are exercising or doing activities. You can get these
from foods, such as meat, fish, beans, milk, cheese, poultry and eggs.

Teenagers or athletes who engage in vigorous physical activities should take into consideration certain
dietary precautions to ensure good health. Drink enough water. Drink an extra 568 ml of water 2 hours
before the activity and 85.2 - 170.4 ml every 10-20 minutes during the actual vigorous activity. Avoid
drinks with high sugar content to avoid delay in stomach emptying.

Eat foods rich in iron. Athletes should also eat citrus fruits. Citrus fruits help facilitate body’s absorption
of the iron in cereals, vegetables, and other non- meat sources. These foods help prevent potential iron-
deficiency anemia.

Eat foods rich in calcium. Female athletes, for example, can be prone to osteoporosis (weakening of the
bones as a result of loss of calcium). They must be particularly careful to eat foods rich in calcium to get
the recommended dietary allowance of calcium.

Your daily diet should be selected carefully. The nutritional guidelines for adolescents will make it easy
for you to choose a balanced diet. You need different nutrients to be sure that your body functions
properly. You also need body-building foods due to your accelerated growth and development. Your
active life also requires more energy foods.
Activity 2

Complete the following unfinished statements:

1. I discovered that my eating habit is ___________________________.

2. I am aware that ___________________________________________.

3. As an adolescent, I need to eat _______________________________.

4. I will encourage my family and friends to eat___________________.

5. From now on I will ________________________________________.

Enrichment Activity

LESSON 2: THE FOOD GUIDE PYRAMID FOR A HEALTHY LIFE

For you to grow and develop to the fullest and to improve your nutritional status, it is important to follow
healthy eating guidelines such as:

1. Eat a variety of foods daily.

2. Maintain a healthy weight.
3. Eat foods that are low in fat, saturated fat, and cholesterol. To lower the risk of heart diseases,
avoid too much cholesterol in your diet.
4. Consume milk, milk products and other calcium-rich foods, such as small fish & dark green leafy
vegetables daily.
5. Eat plenty of vegetables, fruits, root crops, and grain products.
6. Use sugar in moderation. o Eating too much sweet foods contributes to tooth decay.
7. Eat clean and safe food, cook food in edible/cooking oil.
8. Use iodized salt but avoid excessive intake of salty foods. Too much salt in the diet may increase
the risk of having high blood pressure.

Remember, healthy eating will reduce your risk of suffering from fatal diseases, such as cancer,
heart disease, stroke, and diabetes. Healthy eating is important for proper growth and development. It can
also prevent health problems, such as obesity, dental caries, iron deficiency, and osteoporosis. Women are
prone to osteoporosis, so teenage girls should eat enough foods rich in calcium. This will help build
strong bones to protect them from osteoporosis later in life.

Eating a wide variety of foods in moderation daily is a good practice. Following the Food Guide
Pyramid and the Nutritional guidelines for Filipinos will make it easier for anyone to have a balanced,
healthful diet daily.

In the school, are you aware of a feeding program? This is undertaken by the Home Economics
Department to feed students identified to be undernourished. Nutrition concepts are taught in Technology
and Livelihood Education. Some agencies and non-government organizations (NGO) also help in
addressing the malnutrition problem in the country:

The Department of Social Welfare and Development (DSWD) in coordination with the Department of
Education is also conducting feeding programs for public schools in the country.

The Department of Science and Technology (DOST) also helps in government campaignS by
disseminating nutrition information and technology to the public. The Food and Nutrition Research
Institute (FNRI) is also doing its share by featuring healthy and nutritious recipes for Filipino families to
enjoy. These recipes advocate Filipinos to live a healthy lifestyle. Malnutrition should be attended to
immediately. Do you know that if this will not be checked early among adolescents, it will lead to serious
problems? Some of these problems are:
 Slow growth and development Poor school performance Sluggishness and fatigue Poor
nutrition in adulthood Delay in the onset of secondary sex characteristics

The Case of Micronutrient Deficiencies

Micronutrient deficiencies are diseases caused by deficiency of vitamins or minerals in the diet. The most
common micronutrient deficiencies not only in our country but also in the whole world are Vitamin A
deficiency, iron deficiency anaemia and iodine deficiency disorders.

Vitamin A deficiency (VAD) primarily affects children but the effects last a lifetime. It causes night
blindness and, and later on, permanent blindness (xerophthalmia). The child suffering from VAD does not
reach optimum physical growth and is prone to infections, that contributes to the high rates of sickness
and death among young children. VAD can be prevented by regular consumption of vitamin A-rich foods,
such as animal products, and orange and yellow fruits and vegetables, dark green leafy vegetables, and
palm oil.

Anaemia and iron deficiency Anemia is a condition in which the red blood cell count or hemoglobin is
less than normal. It affects mostly adolescent girls women of child-bearing age and pre-school children.
Anemia results in retarded physical growth, low resistance to infections and slow development of learning
abilities. In adults it causes fatigue and reduced work capacity and may cause reproductive impairment.
Foods such as dark green leafy vegetables, legumes and red meat are rich in iron, as are iron-fortified
food products.

Iodine deficiency disorder (IDD) results from lack of iodine in the diet. Iodine is needed for the
production of thyroid hormone. The body does not make iodine, so you should get iodine in your diet.
Iodine rich foods are— Breads Iodized table salt Cheese Saltwater fish Cow’s
milk Seaweed Eggs Shellfish Frozen yogurt Soy milk Ice cream Soy sauce

Iodine deficiency can lead to enlargement of the thyroid or goiter, hypothyroidism and to mental
retardation in infants and children whose mothers lacked iodine when they were pregnant.

IDD is the most common cause of preventable mental retardation. In severe cases it can lead to
deaf-mutism, cretinism and other serious disorders, as well as reproductive impairment, which results in
miscarriage, stillbirth and birth defects.

Activity 3: Reflect and Change!

Directions: Listed below are nutritional habits. Reflect on your nutritional habits and check the
appropriate column where you think your daily habits fall. Be honest in answering this activity.

A- Always S- Sometimes N- never

1. Nutritional Habits A S N I eat a variety of foods every day.

2. I buy only nutritious snack food items.
3. I always try to make time for a good meal.
4. I eat together with my family during meals.
5. I pack breakfast to be eaten when I reach school.
6. I bring packed nutritious and safe foods when eating out.
7. I eat nutritious foods at home and even outside our home.
8. I know the negative consequences of fad diets to my health.
9. I sleep early so that I will wake up early and have enough time to prepare for school and eat
breakfast.
10. I choose foods wisely, making good use of salads, fruits and vegetables and whole grains when
eating out.

A. Directions: Write the letter of the correct answer.

1. How can you eat a variety of foods?

A. Eat at a fast food restaurant every day. B. Eat food from some of the food groups.

C. Eat a variety of foods from each food group every day. D. Eat only one type of food from each
food group every day.

2. Which dietary guideline will you use in choosing healthful snacks?

A. Eat salty snacks. B. Eat sweet snacks. C. Eat your favorite snacks. D. Eat grains and fruits for
snacks 3. Which snack is NOT healthful?

A. Milk B. Fruit juice C. Soft drinks D. Fresh fruits

4. Which is a healthful snack?

A. Potato chips and soft drinks B. Halo-halo with Ice cream and biscuit

C. Hot dog sandwich and bottled fruit juice D. Chicken sandwich with lettuce and fruit juice

5. Which of the following has the highest fat content?

A. Baked potato B. Hamburger and fries C. Plain vegetable salad D. Fruits and vegetables

6. What is NOT a food group in the Food Guide Pyramid?

A Milk and milk products B. Coffee, tea and cola drinks

C. Meat, poultry, dried beans, eggs, and nuts D. Bread, cereal, rice, root crops and noodles

7. What is one serving of foods from the meat, poultry, dry beans, eggs, and nuts group?

A. 1 Slice of bread B. 1 cup raw, leafy vegetables C. 2 tablespoons peanut butter

D. 2 ounces of processed cheese

8. Which is NOT a nutrient? A. Bread B. Mineral C. Protein D. Vitamins

9. Which is an energy food? A. Guava B. Milk C. Rice D. Spinach

10. Which food is from the top part of the Food Group Pyramid?

A. Banana B. Cassava C. Eggs D. Margarine

II. Directions: Answer YES or NO to describe your eating habit.

1. I prefer to eat alone. ____ 2. I monitor my weight every day. ____ 3. I like eating while doing
something. ____ 4. I go on a crash diet to control my weight. ____ 5. I take laxatives to help
control my weight. ____ 6. I am afraid of gaining weight or becoming fat. ____ 7. I exercise for
long periods of time to lose weight. ____ 8. I induce vomiting after eating a large amount of food.
____ 9. I like to know the amount of calories or grams of fat in the food I eat. ____
10. I eat large amounts of food alone and avoid eating meals with my family. ____

Directions: Categorize the different food products according to the Food Guide Pyramid.

1 . rice 2 . eggs 3. cakes 4. spaghetti 5. margarine 6. glass of milk 7. peanuts, meat 8. gabi, kamote, ubi
9. banana, guava, atis 10. petchay, squash, kamote tops

FINAL CHECK-UP
A. Directions: Choose the dimension of health which each activity develops most. Write the letter of
your answer.

A. Physical B. Mental C. Emotional D. Social E. Moral-spiritual

1. Jogging around the park

2. Eating a balanced diet regularly

3. Going out with family and friends

4. Valuing truth and respect for others

5. Reading books and doing puzzle games

B. Directions: Write the letter of the correct answer.

1. If you want to develop your social health, you can ____

A. read books B. play computer games C. surf the internet D. join school clubs/organizations

2. To help enhance your emotional health, express your emotions___

A. openly B. positively C. in whatever way D. to a chosen person

3. One way to improve your mental health is through___

A. sports B. volunteer work C. reading books D. religious activities

4. To be physically healthy, __

A. attend parties B. go out with friends C. eat a balanced diet D. play computer games

5. How can you demonstrate moral-spiritual health?

A. Tell the truth. B. Observe good grooming C. Assert your right D. Open your line of communication

C. Directions: Identify the different changes during adolescence by writing P for physical, M for mental,
S for social, E for emotional, and MS for moral-spiritual.

1. Voice of boys becomes deeper.

2. Adolescent boys become more aggressive.

3. Adolescents are more sensitive at this stage.

4. There is rapid increase in height during puberty

5. Adolescents are already capable of thinking deeply.

6. Adolescents can focus on multi-tasks at the same time.

7. Adolescents can identify negotiable and non-negotiable rules.

8. Adolescents consider approval of friends more than their parents.

9. Adolescents enjoy being with friends, so they stay longer with them.

10. Adolescents are now trying to find out what to believe in and what to doubt.
 ARTS 7 2ND QUARTER

Arts and Crafts of MIMAROPA (Mindoro, Marinduque, Romblon and Palawan) and the Visayas
area

MI – Mindoro
MA – Marinduque
RO – Romblon
PA – Palawan

Mindoro – the 7th largest island of the Philippines.

Mangyans – are the indigenous people of Mindoro.
Malasimbo Festival – sustain eco-cultural development and the preservation of the indigenous culture
and heritage of the Mangyans.

Some of the Mangyan Crafts

1. Mangyan Bracelet

2. Mangyans Basket

Two Kinds of Mangyallcoin purses Baskets

1. Iarayas Basket – it is hexagonal household basket made in small sizes, from 18 – 20 cm in

diameter.Materials: Buri palm leaf and Nito strips

- Some of the Irayas basket isopen grain basket made from bamboo strips, which are first blackened and
dried.

2. Hanunoo Baskets – are small, fine and leather like in texture with padukus design or cross pattern and
the base of the basket is square but the mouth is round.

Mangyan Men – forge and repair blades for knives, axes, bolo or long knife, spears and other bladed
instruments.

Mangyan Women – engage in weaving

MARINDUQUE

Moriones Festival – a festival held on Holy Week on the island of Marinduque, Philippines.
- Men and women wearing costumes and mask replicating the garb of biblical Roman soldiers.
- also plays a prominent role in Marinduque’s Culture.

Arts and Crafts in Marinduque

1. Ceramics
2. Pottery
ROMBLON

-it is known as the Marble Country of the Philippines

Rombloanon – comes from the Visayas “Domblon” or “Lamyon”which means “sitting”

- it refers to the people and language of Romblon, an island group of the mainland of southern Luzon.
Romlon Basket – are the source of aesthetic pride and it is the major industry in Romblon.
Roping – the weaving technique of Romblon

Materials for making Romblon Basket

1. Kokolongkoy vine – a plant that has very stems and that’s grow along the ground or up
2. Nito Vine – used for durable covered market baskets and bowls of various sizes.
3. Buri strips

Export Basket Material used

1. Malipali Vine
2. Ungali Vine
3. Sangagap Vine

Other Popular products of Rombloanons

1. Coiled basket
2. Covered jars
3. Open bowls
4. Small coin purses
5. Covered trays
6. men’s hotand salakot

P AL A W A N

- known for its largest marine habitat

- rich in cultural and natural diversity.

Puerto Princesa Underground River

- The longest underground river in the world and an important site ecological conversation and
awareness.

January 28, 2012 – officially confirmed that PPUR recognized as the Seven Wonders of Nature.

Manungul Jar – is considered as one of the precious artifact in Philippines.

- it serves as container for secondary burial of the deceased love ones.

Arts and Craft of Palawan

1. Salugin – the traditional Tagbanua attire made f rom pounded bark of tress.
2. Ambalad – a piece of loin cloth and a rattan waist band.
3. Woven Baskets
Materials: Rattan, Bamboo and Palm leaves of Buri or Pandan

Ukir – is the popular geometric motif/design with color green and yellow.

4. Carve wooden pestleor Lalo

5. Mortar or Lasung
6. Bracelet or Luyang
7. Sapukan – the blowgun out of bamboo tree poles
 VISAYAS

Panay Island – one of the largest island of the archipelago lying south of Romblon.

Miguel Lopez de Legazpi – gave the name Panay

which means “there is food” in Spanish.

Ati – the first people in Panay island.

Marikubo – the chief of the Ati.

Aninipay – the ancient name of Panay island.

Provinces in Panay Island

1. Iloilo
2. Antique
3. Kalibo, Aklan
4. Capiz
5. Guimaras

Different Festivals in Visayas

1. Dinagyang in Iloilo
2. Binirayan in Antique
3. Ati-atihan in Kalibo, Aklan
4. Maggahan in Guimara
5. Aswang in Capiz

Arts and Crafts

Weaving is an act of putting together strips or strands of materials such as:
Buri/Buli/Romblon/Pandan/Bamboo
To make mats, baskets and other household wares.

A primary form of arts and crafts in Panay Island

Paghahabol – the other name of weaving in Badiangan.

Hablon refers to the hand woven textile, made of jusi (banana fiber), piña (pineapple fiber), locally grown silk
threads, cotton, rayon and other indigenous materials that creates an attractive textile of emerald, lavender, pink,
tangerine, and crimson colors.
Pagrarara it banig or mat weaving is often a form of social interaction.
Salakot – a traditional wide-brimmed hat found in the Philippines.
- it is usually made of either rattan or reeds, and one of the traditional hats warn by Filipinos.
Sangget a cutting instrument similar to kawit or harabas in Southern Luzon and it is used to gather leaves.
Bukog a simple stripping machine made from bamboo and it is used to remove the thorny sides of the leaves.
Bastos is the first set of pinya fiber.
Linawan is the finer fiber of pinya after bastos.
Palpag is the process until such time the leaves become soft after the leaves are deeply brown.
Kulhadan a simple machine with blades used to stripped the leaves after palpag.
Kiyapis are the four strips of bariw leaves.
Taytay is the framework for making a mat.
Kapis is an ideal material for lamps, decors, trays and souvenir items.
Negros Island
Buglas the other name of Negros in the pre-Hispanic time after the type of grass similar to sugarcane grows
abundantly in the island.
Maskara Festival in Bacolod – the most spectacular display of colors and beauty of the Negrenses.
Sinamay is made from abaca (Musa textile) twine and
indigenous plant similar to banana.

Cebu is the oldest settlement established by the Spaniards and second most important metropolitan
center of the Philippines.

Other nicknames of Cebu

1. Queen City of the South
2. City of Fashion and Design
3. ASEAN City of Culture

Guitar are popular product of Cebu.

ACTIVITY:

 Draw the Manungul Jar

Creating Maskara

Steps:

1. Choose your material. Cardstock is going to be the best material to use for your paper
mask, but you can also use heavy cardboard or even a sturdy paper plate.[1]Choose any
color you’d like and decide what shape you want.

2. Draw the shape.[2] You can make a mask to cover your eyes, half your face or the entire
thing. Decide what shape best fits the occasion and draw it on the cardstock.[3To make
your mask symmetrical, fold your paper in half and draw half of the mask. Place it up to
the window and trace the shape on the other half of your paper. You can also cut out the
half-shape while your mask is still folded, just be sure that the center is along the fold or
you'll end up with two separate halves.

3. Draw eye holes and, if necessary, a mouth hole. To make sure the eye holes are
in the right place, first hold the mask in front of your face, then use a pencil to
make a small mark on the area in front of your eyes. You can then draw the eyes
around the mark. Do the same for the mouth if making a full-face mask.
4. Cut out the eyes. Use an X-Acto knife or a razor blade to cut out two holes for the eyes.
If you’ve decided to make a full-face mask, cut out the mouth hole as well.[4]If you don't
have an X-Acto knife or a razor blade - or if there isn't an adult present - you can cut
them out with scissors. Just fold the mask across where you want to cut the eye and cut
a small hole. You can then insert your scissors through the hole to cut out the remaining
shape of the eye.Don’t cut out your full mask yet. Leave the extra paper around the
shape in case you find that you want a larger one while you’re decorating.

5. Color your mask with markers, crayons and paint. Now that you have the shape of
your mask, design its base color. You can use any medium that you wish to make your
design, but paint, markers and crayons work best. You can make it a solid color or add
designs such as stripes, stars, polka dots or even scars.[5]Chalk and pastels can rub off
and get into your eyes, while markers with heavy scents or fumes can irritate your eyes
and nose.

6. Add glitter, jewels, feathers or any other decoration you have available. Once
you’ve finished your base layer of color, put your additions onto your paper mask. Use
white craft glue to attach them to your mask because it is water based and less likely to
aggravate your skin or eyes. Craft glue is also flexible when dry, so your mask will still
be able to form around your face.[6]Be careful that your chosen decorations are not too
heavy or too numerous. Too many additions will weigh down the paper and make it
difficult for the mask to maintain its form. Too much added weight will also make it
difficult for the mask to stay in place over your face.

7. Set your mask aside so it can dry completely. Before doing anything else with your
mask, let it dry completely. If possible, leave it overnight. If you continue before letting
the glue or paint dry, you will likely ruin your mask before you ever get to wear it
 8. Cut out your mask. Now that you’ve decorated your mask, use scissors, an X-Acto
knife or a razor blade to cut out the shape. Be careful not to cut off any of the feathers or
additions that you’ve attached. Bend the paper if you need to make it easier for cutting
with scissors.

9. Attach some ribbon. Get two pieces of ribbon, each about a foot long. If you don’t like ribbon,
use some heavy-duty string to create the tie for to wear your mask. Glue the ends of your
ribbon to the inside of your mask. Start the ribbon just outside the eyes and glue it from here to
the edge of your mask. If you have a hole punch, you can also punch holes in the area between
the eyes and the edge of your mask. Then slip the ribbon through the hole and tie it in snug
loop.Stapling your ribbon is not a safe choice. It could come loose and scratch your eye. Once
you've attached the ribbon or string, pull it around your head and tie it in the back to wear your
mask.

10. Attach a stick, alternatively. If you wish to hold your mask to your face rather than
tying it around your head, you can use a chopstick or a dowel to make a handle. Glue
the handle onto the back of the mask. White glue will hold well, as long as it is applied
generously.[8]You can keep your handle plain or you can decorate it with paint or
markers before you attach it to your mask.

Keep it dry. If you want your mask to last through many wears, it is very important that
you keep it dry. Because it is made of paper, if you get it wet, it will easily tear.
 If you’re going to be wearing your mask in a very hot and humid environment, and
you’re afraid you might sweat on your mask, glue plastic wrap or line the inside of your
mask with scotch tape to prevent the sweat from being soaked up by your mask.

Store it flat. When you take your mask off, try not to put it somewhere that will make it easy for
it to be squished. Place it on a shelf rather than in a drawer.

Cover your mask to protect it from dust. Dust can easily ruin your mask, especially if you
have glitter or feathers glued onto it. If you plan to keep your mask around for an extended
amount of time, make sure it is covered. If you want to use it as a decoration, a shadow box
frame is a great way to keep it clean while on display.[9]

Preserve the colors. To prevent your design

 MUSIC 7 2ND QUARTER

Music of Mindoro

A Southeast Asian Musical Tradition is practiced by those who resisted Spanish—and later
American—Colonial Rule, comprising roughly 10% of the Philippine population. These musical
traditions relate to the social, political and economic life of the people, and are connected to their
spiritual beliefs and their relationship to the natural environment.

Generally, two "types" of Southeast Asian music could be found in the archipelago. A
"northern tradition" found in the Cordillera Mountains in northern Luzon and a "southern
tradition" found in the islands of Mindoro, Palawan, and in Mindanao and the Sulu group of
islands in the extreme south. Northern traditions relate to various music cultures in continental
Southeast Asia while southern traditions relate to the immediate islands in insular Southeast
Asia.

Some of the language groups in the north are the Kalinga, Bontok, Kankana-ey, Ifugao,
Isneg, Ibaloi, Ilonggot, Karao, Isneg and the Tingguian. In Mindanao in the south, Islamic
groups consist of the Maguindanao, Maranao, Yakan, Sangil, Tausug, Sama, Badjao, and
the Jama Mapun. Non-Moslem groups, sometimes referred to collectively by outsiders
as Lumads, consist of the Manobo, Bagobo, Subanun, Tiruray, Tagabili, Mandaya, Mansaka,
the T’boli and the B’laan. The Pala-wan, Tagbanwa and Cuyunin are located in the island of
Palawan, while various groups like the Hanunoo-Mangyan, the Alangan and the Iraya are
collectively called the Mangyanand are located in the island of Mindoro, south of Luzon.

Gong types clearly distinguish between northern and southern traditions. Peoples of the
Cordillera highlands utilize graduated flat gongs (gangsa) that are played in ensembles of six to
eight—or in other cases with other musical instruments like the drum or a pair of iron bars—
utilizing a particular musical structure of interlocking patterns. In the island of Mindanao,
however, bossed gongs of various profiles are played in ensembles, usually led by a row of
gongs (kulintang) and supported or accompanied by other gongs such as, among the
Maguindanao, and the Maranao, the agung, the gandingan and the babandil and a drum,
the dabakan. Among the Tiruray, the agung ensemble is made up of five individual gongs, each
played by one person. Among theBagobo, these gongs of the agung type called tagunggo are
suspended with ropes and played by two, three or more persons. Smaller suspended gongs, on
the other hand, are sometimes called kulintang. Bossed gongs are also found in Palawan and in
Mindoro.

The flat gong traditions in the north relate to similar traditions found among, for instance,
the Mnong Gar of North Vietnam while just the same, similar traditions of bossed gong
ensembles in Mindanao are found in the islands of Kalimantan, Sulawesi, Sumatra, and
elsewhere in the southern archipelago. In both the northern and southern traditions, however,
gongs are associated with important community celebrations such as harvests and rituals.

Aside from gongs, other musical instruments in the north such as nose flutes, bamboo
buzzers, clappers, quill-shaped percussion tubes and brass jew’s harps relate to continental
Southeast Asia, while ring flutes log drums, xylophones, suspended beams, two-stringed boat
lutes and bamboo jew’s harps relate to insular Southeast Asia.

Another feature that delineates between musical traditions is the rhythmic, speech-like
enunciation that characterizes the singing style of the north, as contrasted by a more melismatic,
long-phrased style in the south. Vocal genres in the north include epics such as
the ullalim among the Kalinga and other songs for various occasions and celebrations as
the ading and the oggayam. The alisiq is sung for curing the sick while the ibillaments the death
of a person. Leader-chorus singing among councils of elders relates to the leadership structure of
northern communities. The ayyeng among the Bontok and the Liwliwa among the Kankana-ey
exemplify leader-chorus type of singing.

In the south, the use of a tense, high-pitched style with complex melismas characterizes solo
singing among the Moslem groups. This style is used in the singing of epics such as the Radya
Indara Patra and theDiwata Kasalipan among the Maguindanao, the bayok a love song among
the Maguindanao and the Maranao, and the Tausug lugu, a solo song sung in Arabic, mostly by
women, for important Islamic ceremonies. A more "relaxed" style in the natural speaking range
with less melisma is used by non-Moslem groups. Among the Manobo, for instance, singing is
accompanied by a two-stringed boat lute and/or a bamboo polychordal zither.

Aside from the northern and southern linguistic groups, the Ayta is found in many parts in
the entire archipelago. Having been traditionally mobile, these groups of Filipino appear to have
syncretized their culture with proximal cultures. For instance, Ayta groups in northern Luzon
utilize a flat gong they refer to as gangha.

While the music of these peoples relate very much to their social and natural environment,
their continuous absorption into the mainstream Philippine culture seems to pose a threat to their
survival and the cultivation of their culure.

Music of Palawan

The history of Philippine Music prior to 1898 encompasses two main streams of music: the
indigenous and the Spanish influenced music.

Indigenous Music

Indigenous music is that practiced by the ethnic groups found mostly in the highlands of
Luzon and Mindanao as well as in scattered areas in Mindoro, Palawan, Sulu, and the Visayan
islands. These include various vocal and instrumental genres. No written documents about this
prior to 1521 are available. However, some mention of music was included in subsequent reports
found in church and government archives. These sporadic descriptions tally with those made in
succeeding travelogues and anthropological studies which appeared in the 18th and
19th centuries. Much of this music is still practiced today among indigenous groups of people.

Instruments include those made of bamboo/wood and metal (iron,bronze). The former
antedates the gongs. They consist of bamboo flutes, zithers, clappers, buzzers, stamping tubes,
xylophones and stopped pipes; lutes, drums, and jew's harps.

End blown bamboo flutes are widespread throughout the Philippines. Most numerous are the
lip valley notch flutes so called because of the mouthpiece which is obliquely cut and curved at a
slant to follow the contour of the player's lips. The nose flute is found mostly among the
Cordillera highlanders. It is found sporadically in some areas in the south among the Hanunuo,
Batak, and Bukidnon. The Cuyunin of Palawan have large nose flutes with tubes much bigger in
diameter than those found in Luzon. Less common flutes are the ring type and the reed type
found in the southern Philippines.

Polychordal bamboo tube zithers are found in the Cordilleras, in Mindanao, and Palawan.
The strings, etched out of the bamboo body run around the entire tube and number anywhere
from 5 to 11. Another type of tube zither found in northern Luzon, Mindoro, Mindanao, and
Palawan has two strings etched from the tube and set about 5 cm. apart.

The Ifugao hangar is a bamboo clapper used in ritual ceremonies. Buzzers are found among
the Kalinga, Ifugao, Ibaloi, and Tingguian. The stamping tube consisting of a bamboo tube
closed on one end with a node, is found only in northern Philippines.
 Bamboo xylophones with blades ranging in number from 3 to 22 are found among the
Yakan, Sama, Tausug, and Palawan. Single xylophone blades called patatag are found among the
Kalinga. Stopped pipes consisting bamboo pipes closed on one end with a node with the open
end held against the lower lip are played by the Kalinga and Bontok either singly or in sets of
graduated pipes numbering from 3 to 6 or 7.

Fretted lutes of the long neck variety with two strings, one acting as the drone and the other
as the melody, are found only in the south- in Mindanao and Palawan.

Single and double headed drums are found throughout the archipelago. They are usually
combined with other instruments to form different types ensembles. Indigenous vocal genres
include epic singing; songs connected with life cycle events- birth, lullabies, courtship, marriage,
and death; occupational songs; and ritual songs. Writing in 1604, Chirino described songs
handed down through generations and sung from memory while sailing or tilling the fields, while
rejoicing and feasting, and for mourning the dead. They also sung their fabulous genealogies and
recounted the deeds of their gods. Subsequent documents and studies mention lullabies with
specific names such as the Leann pandayroy, the Bilaan yadadang, the Bukidnon paglibay sa
bata, the Dumagat bendolin, the Ibaloi tami, the Ilonggot emaga, the Kalinga owiwi, the
Maguindanao sangel, the Manobo panlibay, and the Maranao bomboman. Most numerous are
various life cycle songs related to courtship, marriage, and death. Occupational songs sung in
connection with farming, fishing, or doing simple chores include harvest songs, planting songs,
thanksgiving songs, hunting songs, and fishing songs. There are no generic terms for these songs
which are given specific names by the different tribes.

Spanish Influenced Music

The Spaniards came in 1521 and for the next three centuries infused a new musical thinking
which was reflected in the para-liturgical and secular genres of music which developed.

The arrival of the different religious orders dispersed throughout the islands resulted in the
establishment of schools in convents and churches where young boys were taught the liturgy and
its accompanying music- canto Ilano (Gregorian Chant) and canto d'organo (polyphony). One
such school was that under Fray Juan de Santa Maria in Lumbang, Laguna established in 1606
where 400 young boys from adjoining towns were taught solfege, Gregorian chant ,and
polyphony. After their training, they returned to their respective towns and taught others what
they had learned. It is not surprising therefore that documents written barely 50 years later speak
of the abundance of skillful singers in towns comparable to choirs in Spain. Writing in 1676,
Fray Sta. Ines commented: "Already all Dane, play instruments and sing in our manner, and use
all the instruments of the Spaniards, and they sing in a way that we do not have any advantage
over them.....musical compositions here can compete with that in some of the cathedrals in
Spain."

Before long, native rituals showed a syncretization of indigenous and Christian practices.
Old mystical rites seeking favors, asking for cures, or expressing thanksgiving for good fortune
invoke God, Mary, the saints, as well as pagan gods, the good and evil spirits. In Cavite such a
ritual is the sanghiyang, while in Bataan a similar ritual is the kagong.

The welding of folk traditions and practices into Catholic rituals and celebrations continued.
This gave rise to many extra-liturgical music genres, many of which were connected to the
church calendar year. Some of these include the Christmas carols and the more elaborate
outdoor-re-enactment of the Holy Couple's search for lodging called the pananawagan,
panunuluyan, or kagharong.

In Lent, the custom of chanting the passion of Jesus is widespread among the lowland
Christians. The narrative on the life and sufferings of Jesus Christ, called the pasyon, appears in
almost all major Philippine languages. It is sung in homes, village, chapels, or even in outdoor
makeshift sheds erected for the purpose. A more extensive and complicated rendition of the life
and passion of Christ takes place outdoors. The passion plays are called senaculo. Versions of
this passion play exist in all major Philippine languages. A special Holy Week outdoor
spectacle takes place in Marinduque called the moriones, the street drama portrays Roman
centurions centered around the legendary one-eyed Longinus whose eyesight was restored at the
crucifixion when a drop of Jesus blood fell on his eye. At Easter, the salubong takes place in the
church plazas re-enacting the Virgin Mary's meeting with her newly risen Son at which all
church bells ring, announcing the end of the Lenten season.

The months of April and May feature celebrations to honor Mary and also to honor various
patron saints of villages and towns. Processions of saints are accompanied by the town bands.
Devotion to Mary include the outdoor santacruzan and the flores de mayo. Other similar type of
celebrations are the pamukaw and theaurora.

A European type of secular music became more pronounced by the 1800's among the
ilustrados or urban elite class who became admirers of European music performed by Filipinos
and visiting artists, organized art societies, patronized operas, or played host to private evening
get-together where poetry and music were rendered.

Aside from the numerous bands that performed at the Luneta, the Plaza Mayor, and the
Calzada, there arose other instrumental ensembles. The rondalla, a plucked string band, was
patterned after the Spanish and Mexican estudiantinas and murzas. They were used to
accompany dances adapted from western forms
calledpandanggo, jota, habanera, danza, polka, mazurka, valse, and rigodon.

Music of Visayas

Westernized folk traditions in the Philippines root from the Spanish Colonial Period of roughly
three hundred years from 1521 to 1898. The creation of a colonial state and economic system as
well as the influence of Roman Catholicism shaped what was to be the mainstream, "lowland-
Christian" Filipino society.

A major part of the cultural experience of the people centered on religious or Christian
subjects. At the beginning, Western music was introduced by way of the Spanish friars who
taught Gregorian Chant for masses and other Christian services. In Lumbang, Laguna, for
instance, Fray Juan de Santa Marta in 1606 gathered about four hundred boys from various
places and trained them in singing and instrumental playing. Moreover, in 1742, a singing school
was established at the Manila Cathedral. At about this period, baroque pipe organs were
constructed of which the one at the San Agustin Church (restored in 1998) in Manila and the
famous Bamboo Organ of Las Piñas survive today.

Para-liturgical rituals and folk rites developed as indigenous traditions were transformed to
utilize Christian symbols. Music in these rites progressed to dialectically combine Westernized
forms with native/indigenous style. The sanghiyang of Cavite, the subli of Batangas and
the turumba of Laguna exemplify the syncretism of folk religion and Catholicism. Probably the
most widespread among these is the Pasyon, a chanted epic-like singing of the life of Christ
performed during the Lenten season.

Secular entertainment and theatrical forms would also have Christian elements. These
include the moro-moro which depicts the Muslim-Christian wars, the cenaculo, a play on the
passion of Christ, the duplo, a literary musical form associated with a nine-day series of prayers
and the carillo, a shadow play. The Catholic Church has incorporated some of these para-
liturgical rites into the regular liturgy in forms of feasts, devotions to the Virgin Mary (like
the Flores de Mayo) as well as to other saints.

Other genres which may have developed from older native forms include the dalit, a long
prayer or litany to the Virgin Mary, the tagulaylay, a recitative lament also used in the context of
the pasyon, the awit, a chanted story. The word awit in today’s Filipino language stands for the
word ‘song’. The kumintang is a war song while the kundiman is a love song. The latter
developed into a counterpart of the German ‘lied’ at the latter part of the 19th and into the
20th Century.

Filipino dance music was patterned after Spanish and European dance forms. These include
the carinosa,the balitao, the pandanggo, polka, dansa and the rigodon. Perhaps connected to
these is the development of the rondalla, an ensemble of plucked string instruments that include
the banduria, the laud, the octavina, the gitara, and the bajo. These instruments are adaptations
of European instruments.

The latter part of the 19th Century saw the creation of a native intelligentsia or
the illustrados. This new privileged and educated class cultivated a Euro-Hispanic culture of
aristocracy and carried with them the ideals of cosmopolitanism. From this social class would
emerge concert artists, pianists, vocalists, violinists as well as composers.

Famous artists include the pianists Antonio Garcia (1865-1919), Hipolito Rivera (1866-
1900), and Ramon Valdez (d. 1902); violinists Andres Dancel (1870-1898) and Cayetano Jacobe
(fl.1893). The Composers include Jose Canseco Jr. (1843-1912), Simplicio Solis (1864-1903),
Fulgencio Tolentino (fl. 1887) and Bonifacio Abdon (1876-1944).

During the American Invasion and Pacification at turn of the twentieth century, Hispanized
Filipino music symbolized the nationalist sentiment that was suppressed by the new colonial
regime. The zarzuela, another theatrical form adapted from Spain became an important genre
that transmitted these nationalist sentiments, so powerful that the Americans considered these
musical plays seditious.

After the "pacification" of the Philippines by America—as various social and economic
institutions were established—training in the European musical tradition could be acquired
mainly through the educational system. Conservatories did not only provide musical training, but
served as buffers so that Filipinos could acquire further musical studies in Europe and America.
A tradition of utilizing folk, Hispanized musical elements and styles emerged from composers
who have acquired formal musical training like Nicanor Abelardo (1893-1934) and Francisco
Santiago (1889-1947).

Perform the song of Visayas the SI PELIMON .

Rubric:

Creativity 30
Showmanship 10
Quality of Voice 20
Props and instruments 20
Teamwork 20
Total 100
 PHYSICAL EDUCATION 7 2ND QUARTER

There are five key components of physical fitness. These components measure your body’s ability to use
oxygen as fuel, the strength and endurance of your muscles, the flexibility of your joints and muscles, and
your total fat. Once you have been tested in all five components a regimen can be created to fit your
specific needs.

What Are the Main Components of Physical Fitness?

The five key components of fitness are cardiovascular endurance, muscle strength, muscle endurance,
flexibility, and body composition.

1) Cardiovascular endurance refers to your body’s ability to use your heart and lungs together to fuel your
body with oxygen. Aerobic conditioning, such as jogging, swimming, and cycling, can help improve your
cardiovascular endurance.
2) Muscle strength refers to the amount of force a muscle can exert in a single effort. Exercises like bench
presses, leg presses, bicep curls, and pull-ups could be used to measure your muscle strength.
3) Muscle endurance refers to the muscles ability to continuously perform without experiencing fatigue.
Cycling, step machines, and high rep exercises can be used to measure muscle endurance.
4) Flexibility refers to a joints ability to reach its full range of motion. Stretching your muscles can help
with flexibility. Performing exercises like a lunge or a squat to stand could also help flexibility.
5) Body composition refers to the amount of fat versus the amount of lean muscle mass, bones and
organs. There are several different ways to measure a person’s body fat percentage.

While testing in all five areas allows you to create a regimen to help improve your weaker areas, a healthy
workout regimen includes all 5 Components of Physical Fitness. Creating personalized programs for
clients is one of Studio Fitness’ main focuses. Our personal trainers are more than happy to help you,
whether you are a committed member or not, complete a Functional Movement screening and go through
a health history assessment to build a training regimen that will help improve and strengthen your body’s
abilities. Visit Studio Fitness today to complete a screening and physical fitness test and receive a
workout schedule specific to your body’s needs.

Encircle the correct answer.

1. Which of the following is one of the 5 components of Physical Fitness?
a. Flexibility b. Weight c. Throwing a ball d. Running a mile
2. The ratio of body fat to lean body tissue,including muscle, bone, water and connective tissues
such as ligaments cartilage and tendons is which component of fitness?
a. Health b. Muscular Strength c. Body Composition d. Endurance
3. The sit and reach is an example of what component of fitness?
a. Endurance b.Flexibility c.Strength d.Body Composition
4. Sit ups are an example of what component of fitness?
a. Flexbility b.Health c.Muscular Endurance d.Muscular Strength
5. The amount of of force and muscle an exert is called ________.
a. Muscular Strength b.Muscular Endurance c. Flexbility d. Cardio-respiratory Endurance
 6. Which of the following is the BEST type of exercise to improve cardiorespiratory endurance?
a. Lifting weights b. Anaerobic exercise c. Aerobic exercise d. Stretching
7. How hard you work out isn’t important
a.True b. False c. None d. Both

Examples of Station Activities:

• push-ups (upper body muscular strength)
• bench step-ups (cardiovascular endurance)
• leg-stretching exercises (flexibility)
• continuous rope jumping/skipping (cardiovascular endurance)
• carrying books—shuttle activity (upper body muscular strength)
• shoulder/arm-stretching exercises (flexibility)
• biceps curls with surgical tubing (upper body muscular strength)

Activity Sheet

Leisure Log
Name_______ Class__________
Date____________
Date Activity Duration FIT or SIT Daily Total

Perceived Exertion Using Heart – Rate Monitors

Name : ______________________ Date:
___________________

1. For each activity listed in the chart below, predict whether you will be IN ( check) or OUT (X) of
your target heart-rate zone. Record your predictions in the second column of the chart by putting
the applicable symbol (or
)
beside each activity.
2. Perform each activity and record your actual heart rate in the third column. 3. After you have
performed each activity, complete the fourth column of the chart by recording whether you were
IN ( check) or OUT (X) of your target heart-rate zone for each activity.

Activity Prediction Actual Heart Rate Perceived Exertion IN (

IN ( check) or OUT (X) check) or OUT (X) of
of Heart-Rate Zone Heart-Rate Zone
Resting
Curl- ups
Jogging
Biceps Curls
Walking
Push- ups
Stretching

Term 1
1. In which activity do you reach your maximum heart rate?
2. Were you able to maintain your heart rate in your target zone? Yes No
Why or why not?__________________________________________________
________________________________________________________________

Term 2
1. In which activity do you reach your maximum heart rate?
2. Was this the same activity as last term? Yes No
Explain. _________________________________________________________
________________________________________________________________
Term 3
1. In which activity do you reach your maximum heart rate?
2. Was this the same activity as last term? Yes No
Explain. _________________________________________________________
________________________________________________________________
3. Did you see any improvement throughout the year? Yes No
Explain. _________________________________________________________
_______________________________________________________________

Muscles
Action

 Biceps Bend
the elbow.
 Triceps
Straighten the elbow.
 Pectorals Push
and hug.
 Abdominals Bend
at the waist.
 Quadriceps
Straighten the knee.
 Hamstrings Bend
the knee.

Divide students into groups of three, with each group standing on or forming a large circle.
Ask each group the following questions related to the names and locations of muscles:

• Which muscle causes the elbow to bend?

• Which muscle causes the elbow to straighten?

• Which muscle allows us to push or hug?

• Which muscle allows us to bend at the waist?

• Which muscle allows us to straighten the knee?

• Which muscle allows us to bend the knee?

Ask students to answer questions such as the following: YES or NO

1. Did you participate in physical activity on a regular basis? ____

2. Did you perform exercises safely and correctly? _____

3. Did you do activities of different intensity levels? ____

 4. Were you able to monitor and record participation on your own? ____

5. Were you self-motivated and disciplined to follow your schedule or plan?____

Prepared by : Boyet S. Fernandez

Mapeh-Teacher
Checked and Noted by: Albert G. Villanueva
Secondary School Head