9

MAPEH 9
Quarter 1 – Module 5:
Health – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 5: Music - The Musical Accompaniment of the Medieval,
Renaissance and Baroque Periods, Arts - The Characteristics of Arts in Different Art
Periods, PE Hand Signals (Basketball), Heath – Solution to Pollution

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Schools Division of Quezon City

Local Government of Quezon City

Development Team of the Module

Writer: Rivka Cher Zulaybar, Marilyn C. Binuya,
Penelope May D. Atip, Kathleen Mae B. Villanueva
Editors: Cleofe Culala, Perla Ragadio, Juanito D. Pucan, Johannsen C. Yap,
Leonardo P. Dagum Jr.
Reviewers: Wilhelmina L. Melegrito, Crispin D. Duka, Ma. Nimfa R. Gabertan
Illustrator: Mark Anthony D. Bungalso
Management Team: Jenilyn Rose B. Corpuz, CESO VI, SDS
Fredie V. Avendano, ASDS
Juan C. Obierna, Chief, CID
Heidee F. Ferrer, EPS – LRMS
Crispin D. Duka, EPS – MAPEH

Printed in the Philippines by the Schools Division Office, Quezon City

Department of Education – National Capital Region

Office Address: Nueva Ecija St., Bago Bantay, Quezon City

Telefax: 3456-0343

Telephone No. 8352-6806/6809

E-mail Address: sdoqcactioncenter@gmail.
 9

MAPEH 9
Quarter 1 – Module 5:
• The Musical Accompaniment of the
Medieval, Renaissance and Baroque Periods

• The Characteristics of Arts

in Different Art Periods

• Hand Signals (Basketball)

• Solution to Pollution
Introductory Message
For the facilitator:

Welcome to the MAPEH 9 Alternative Delivery Mode (ADM) Module on Music - The
Musical Accompaniment of the Medieval, Renaissance and Baroque Periods, Arts -
The Characteristics of Arts in Different Art Periods, PE Hand Signals (Basketball),
Heath – Solution to Pollution

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the MAPEH 9 Alternative Delivery Mode (ADM) Module on Music - The
Musical Accompaniment of the Medieval, Renaissance and Baroque Periods, Arts -
The Characteristics of Arts in Different Art Periods, PE Hand Signals (Basketball),
Heath – Solution to Pollution.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
i
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in the
What I Need to Know module.

This part includes an activity that aims to

check what you already know about the
What I Know lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

This is a brief drill or review to help you link

the current lesson with the previous one.
What’s In

In this portion, the new lesson will be

introduced to you in various ways such as a
What’s New story, a song, a poem, a problem opener, an
activity, or a situation.

This section provides a brief discussion of the

lesson. This aims to help you discover and
What is It understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank

sentences/paragraphs to be filled into
What I Have Learned process what you learned from the lesson.

This section provides an activity which will

help you transfer your new knowledge or skill
What I Can Do into real life situations or concerns.

This is a task which aims to evaluate your

level of mastery in achieving the learning
Assessment competency.

ii
 In this portion, another activity will be given
to you to enrich your knowledge or skill of the
Additional Activities lesson learned. This also tends to retention of
learned concepts.

This contains answers to all activities in the

module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module was designed and written with you in mind to help you master
the four components of MAPEH 9. It will help you recognize the concepts of Music -
The Musical Accompaniment of the Medieval, Renaissance and Baroque Periods, Arts
- The Characteristics of Arts in Different Art Periods, PE Hand Signals (Basketball),
Heath – Solution to Pollution

This module aims to be as inclusive as possible in the new normal setting. It

consists of discussions and activities that caters to a wide range of learners,
whether in an online set-up or offline, which can be accessed without the use of
technology.

The module is divided into four lessons, namely:

● Lesson 1 - The Musical Accompaniment of the Medieval, Renaissance and
Baroque Periods,
● Lesson 2 – The Characteristics of Arts in Different Art Periods
● Lesson 3 – Hand Signals (Basketball),
● Lesson 4 – Solution to Pollution

After going through this module, you are expected to:

Music

1. Improvise appropriate accompaniment to selected music from Medieval,

Renaissance and Baroque Periods.

Arts

1. Classify the artworks according to their periods.

2. Improve self-confidence in doing the activities.
3. Make a table and compare the characteristics of arts in various periods.

PE
1. Officiate practice and competitive games.
2. Undertake physical activity and physical fitness assessments
3. Involve yourself in community service through sports by officiating physical
activity programs.
4. discuss safety awareness for self and the community.
5. Include the qualities, ethics, and moral values of sport officiating to yourself
to achieve personal growth and to encourage community development.

Health
1.Suggest ways to prevent and manage environmental health issues

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 What I Know

Multiple Choice: Read each numbered item and write the letter of the best answer
on the answer sheet.

Music
1. The orchestra started performing in this Period.
A. Medieval C. Baroque
B. Renaissance D. Classical
2. This musical instrument imitates the tune of the main melody during the Medieval
Period.
A. Harpsichord C. Recorder
B. Lute D. Cello
3. Like the violin, this musical instrument is played by bowing but in an upright
position.
A. Guitar C. Viol
B. Organ D. Oboe
4. This is the continuous sound produced by the wind and stringed instruments.
during the Medieval Period.
A. Drone C. Chord
B. Basso continuo D. Harmonization
5. The widely used musical instrument for accompaniment during the Renaissance
Period is the ______________.
A. Lute C. Harpsichord
B. Viol D. Pipe organ
Arts
6. In what era can an artist explore and copy the form as absolutely as
feasible?
A. Gothic B. Greek C. Medieval D. Roman
7. Which is not a characteristic of Egyptian sculpture?
A. It is symbolic
B. It is made of enormous terra-cotta.
C. The sculptures of the gods and the dead are larger than followers and
living creatures
D. Relief compositions are in horizontal lines, with rigid posture, showing
little emotion
8. This period reflects pragmatism in their arts.
A. Byzantine B. Egyptian C. Romanesque D. Roman
9. This period adapted or embraced the principles of Roman architecture and
art style.
A. Egyptian B. Greek C. Romanesque D. Roman
10. It is a period where paintings have been restricted in the illumination of
manuscript pages.
A. Byzantine B. Greek C. Gothic D. Romanesque

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HEALTH

11. Which of the following is a major threat to the atmosphere?

A. Smoking cigarettes
B. Using unleaded gasoline
C. Trekking and hiking
D. Walking and biking
12.All are activities that ensure the cleanliness of Land and Soil EXCEPT _________

A. cleaning the surroundings

B. segregating wastes
C. disposing toxic chemicals
D. planting trees and vegetables
13.These are the qualities of a clean and safe water:
A. Blue, Odorless, Tasteless, Clear
B. Clear, Sweet, Colorless, Odorless
C. Tasteless, Hazy, Colorless, Odorless
D. Clear, Odorless, Tasteless, Colorless
14.What is the critical sound level by which people may start to feel annoyed by the
noise?
A. 35 db C. 90db
B. 70 db D. 120db
15.What is the importance of addressing pollution in the community?
A. It ensures that the politicians are working
B. It provides jobs for the community members
C. It prevents acquiring old and new diseases
D. It maintains harmony in the community

Lesson The Musical Accompaniment

1 of the Medieval, Renaissance
and Baroque Periods
In the Medieval, Renaissance and the Baroque Periods, the musical accompaniment
completed and enhanced the sound and interpretation of various performances. In
this lesson, we will talk about how the musicians utilized the musical instruments
as accompaniment.

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 What’s In

Before we discuss the musical accompaniment of the Medieval, Renaissance and

Baroque Periods, let us first have a review of the previous lessons. In this activity,
you will give the terms that you can recall from the musical instruments. Write
your answers on your activity notebook.

Pipe Organ
Harpsichord
Lute
_______________
________________
_______________ _______________
________________
_______________ _______________
________________
_______________ _______________
________________
_______________ _______________
________________
_______________ _______________
________________
_______________ _______________
________________
_______________ _______________
What’s New
_______________
________

How many musical terms can you find?

V G R E C O R D E R X C F

I I H T Q D M B G T W E L

O X O R C H E S T R A L U

L G R L S K A T Y Y H L T

Z Z W X I Y M R J I I 0 E

K O R G A N F Y P H P Y W

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 What is It

The Musical Accompaniment of the Medieval, Renaissance and Baroque

Periods

The instrumental accompaniment is the supporting music played by one or

more musical instruments. It provides the main melody or theme with the rhythmic
and harmonic back-up needed to produce a more complete sound.

In the Medieval Period, the instruments provided an accompaniment by imitating

the tune of the main melody or by providing a continuous sound or drone that was
usually played by the recorder, flute, harp or other wind and stringed instruments
that were available at that time.

Dordrecht recorder - the oldest

Medieval recorder that was found in
Holland. It dates back from 1335–
1418.

Source: https://www.recorderhomepage.net/history/the-medieval-period/

When the Renaissance Period came, the lute became the popular accompanying
instrument most especially for solo songs. It provided not only melodic but also
harmonic accompaniment. During this time, instrumental music also started to
prosper. Another instrument that was visible in instrumental repertoires was the
viol or viola da gamba. This instrument has six strings and has frets. It was played
by bowing in an upright position.

The Viol Family

Source: https://caslabs.case.edu/medren/renaissance-instruments/viol-renaissance/

In the Baroque Period, the harpsichord and the organ were used as basso
continuo/ thorough bass/figured bass. The basso continuo/thorough bass/figured
bass was the improvised accompaniment played by a keyboard instrument along
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the bass line. Later on, the viol, cello, bassoon and other low-pitched instruments
were added to strengthen the function of the keyboard instrument. The Baroque
orchestra can also be observed in many compositions by this time. It was
comprised of the following instruments:

Strings Woodwind Brass Percussion Continuo

Violins Recorders Trumpets Timpani Harpsichord/
Violas Oboes Horns Organ
Cellos Bassoon
Double
basses

Source: https://www.bbc.co.uk/bitesize/guides/z2mv34j/revision/2

What’s More

Activity 1.1 Understanding the Musical Accompaniment of

the Medieval, Renaissance and Baroque Periods
To know how the musical accompaniments were done during Medieval,
Renaissance and Baroque Periods, follow the YouTube links below. Watch the
videos and write your observations in your activity notebook afterwards.

1. Medieval and Renaissance Periods

LESCUREL // "The Love Songs of Jehan de Lescurel" by Ensemble Céladon
& Paulin Bündgen
- https://youtu.be/9Yc-nrw5VUE
Observations:
___________________________________________________________________________

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 2. Baroque Period
Handel: Da tempeste (Julia Lezhneva, Helsinki Baroque Orchestra)
- https://youtu.be/c4DpYgG3FyM
Observations:
___________________________________________________________________________

What I Have Learned

Fill in the missing terms in the sentences. Write your answers in your activity
notebook.

1. In the Renaissance Period, the ________________ was used to accompany most

of the songs.
2. The harpsichord and the ______________ were used as basso continuo/
thorough bass/figured bass during the Baroque period.
3. The recorder, flute, harp or other wind and stringed instruments were used
as _____________ during the Medieval Period.
4. The orchestra can be observed in the ______________ period.
5. The viol or ______________, is a six-stringed instrument played by bowing in
an upright position.

What I Can Do
Listen to different Medieval, Renaissance and Baroque music. Choose a music from
the periods mentioned and create an improvised accompaniment using the
available materials in your area. You can copy the sound of the accompaniment or
you can create your own musical accompaniment. Record it using your cellphone
or any gadget available and submit it to your teacher.

Criteria 5 -Superior 4 - Excellent 3 - Average 2 - Fair 1 - Poor

Creativity

Resourcefulness

Interpretation

Over-all impact

Total:

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 Assessment

Read the statements carefully. Choose the letter of the correct answers and write
them on your activity notebook.
1. This musical instrument was used to accompany many Renaissance songs.
a. Lute c. Clavichord
b. Harpsichord d. Pipe Organ
2. It played the basso continuo in many Baroque music.
a. Harpsichord c. Recorder
b. Lute d. Trumpet
3. During this time, most of musical accompaniments were done by imitating the
main melody or creating drones.
a. Medieval c. Baroque
b. Renaissance d. Classical
4. It is the number of strings of a viol or viola da gamba.
a. 3 c. 5
b. 4 d. 6
5. It is the improvised accompaniment played by a keyboard instrument along the
bass line.
a. Drone c. Chords
b. Basso continuo d. Harmony

Additional Activities

On a short bond paper, write a reaction paper about the musical accompaniment
of the Medieval, Renaissance and Baroque periods and submit it to your teacher,
attach it in your activity notebook.

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 Lesson Compare the Characteristics
2 of Art in Different Periods
This part is sub- divided into various art movements covering the characteristics of arts in
the different periods.

What’s In

Period/ Era Characteristics of Characteristics of Characteristics of

Painting Sculpture Architecture
Pre-historic Correct in proportion, Result of natural Stones and rocks were
Religious or erosion and not human linked with divinity,
ceremonial and used artistry. developed architecture
as a way to was based on
communicate. megaliths

Highly stylized, Symbolic, figures of Temples served as

Egyptian symbolic, and gods and the dead were places of residence for
displays profile views larger than followers the gods.
of animals or people, and the living, Relief
Emphasized life after compositions are in
death horizontal lines, rigid
posture, showing little
emotion
Greek Showed a clench of Tense and stiff, hidden Originally engineered
linear perspective and with enfolding robes at to correct an optical
naturalist first, evolved and illusion, an impression
representation. revealed all the human of dullness and top
points and anatomy, heaviness
manifested movement
for dramatic effect.

Innovated landscape, Made of enormous Used sturdy stone

Roman copied Hellenic terra-cotta structures, gigantic
painting, had a wide arches of stone and
variety of subjects. barrel vaults both to
perpetuate their glory
Byzantine Showed a lively style Used religious, Used clear story
for Christian subjects everyday scene motifs window to bring in
from nature that carry light. Created a dome
a great theological that brought
significance. advancement to the

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 global architectural
Romanesque style
Largely mosaic and Lightweight devotional Displayed solid
followed strict frontal images, reliquaries, stonework walls and
pose. crucifixes, and vaults, and rounded
materials were arches
expensive

Gothic Cosmopolitan style, Greater freedom of Designs were with

elegant, mannered, style, projected pointed arches and
and sophisticated. outward, livelier, and stone vaulting support,
Restricted in the realistic figures a rib vault supported
illumination of by piers and clustered
manuscript. pillars

From the selected artwork of the various periods, write a brief description stating the
influences and the message reflected in the following pictures.

Title of the artwork

Analysis of the artwork

Title of the artwork

Analysis of the artwork

Title of the artwork

Analysis of the artwork

What’s New

Arrange the group of jumbled letters in the box to form the word that best describes
the following statement.
It is the feature or quality that identify the era.
T T C C H E A A R E R I I S
All Egyptian arts possess this regularity in its structure and forms.
E R G C I O T M E
An era that shifted to a more realistic and individual quality of sculpture as the
forms were more human and simpler.
O T G C I H

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Based on the letters you just arranged, what do you think is the topic for today?

What is It

A combination of freedom and

passion permitted the Greeks to
observe and copy nature and
human form as absolutely as
feasible. Human figures were given
emphasis. In art, images of man
were depicted more pragmatically
than that of the ideal images
constructed during the Classical
The Book of the Dead guided the dead in the life after death
period.

This is in contrast to Hellenic control with their non-expressive

and impersonal appearance on their statue of gods. Hellenistic
works run beyond the highly balanced: showing naturalistic,
active, tense, emotional, and dynamic details. Romans shone in
architecture and engineering; their greatest contribution was
the arch. The Romans were pragmatists: they have good
politicians and military strategists unlike the Greeks who were
idealists. They possess spiritual and philosophical insights.
Like that of the Macedons, the Romans had great respect for
Greek civilization, thus much of the Greek culture was reshaped
by the conquerors. The Romans’ strength was in their building
expertise. The post and lintel structure of the Greeks was not
enough to make tremendous buildings. The arch was effective The Greek god Hermes,
in supporting massive structures in large spaces. While the possibly by Lysippos, at
the national
Roman builders adapted the Greek columns, they added two Archeological Museum,
more orders. The Tuscan, similar to the Doric with its plain Athens, Greece
abacus capital, had a composite order that had a bell-shaped capital with two rows of
acanthus leaves bordering shallow concentric scrolls. These columns were extravagant, and
ornaments built to decorate rather than support the structures unlike that of Greek
columns were organic to the foundation of the building. Romanesque art and architecture
adapted the style or embraced the
principles of Roman architecture by
pointing to its principal source. It fuses
Byzantine and eastern architectural
components and incorporates Carolingian,
Ottonian (first Holy Roman Empire 10thc.),
and local Germanic tradition.

Gothic sculpture evolved from the early

stiff and elongated style of the
Hagia Sophia in Istanbul Romanesque and shifted to more realistic

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 and individual quality as the form became
more human and simpler.

What’s More

Activity 5.1 Compare and Contrast

Choose 1 artwork from among the various periods discussed in the past lesson and give its
characteristics.

Indicators:

1. Name of Artwork
2. Period when it was
produced
3. Use of Elements
4. Distinct Characteristic

What I Have Learned

Sentence Completion: Complete the sentence/s by writing what you have learned
from the readings.
I have learned that __________________________________________

I have realized that _____________________________________________

I am so delighted to know that _______________________________

I clearly understood that _____________________________________

I am thankful that ___________________________________________

What I Can Do

Activity 5.2 My Favorite

Create an artwork (painting, sculpture, or architecture) possessing the
characteristics of the chosen periods
Materials: Any available and local material that you can use in making your favorite
artwork.
Make sure that the characteristics of art is shown in detail.
Rubrics
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 Category 10-8 7-5 4-3 2-1

Theme The theme shows The theme shows The theme shows The theme did not
characteristics of some of the only little of the show any of the
the period being characteristics of characteristics of characteristics of the
copied. the period being the period being period being copied,
copied copied

Relevance The artwork is The artwork is The artwork is The artwork has no
easily understood somewhat somewhat relevance to the
and has understood and is understood and theme and is not
relevance to the slightly relevant to slightly relevant to aligned to the lesson
theme and is the theme and a bit the theme but not discussed
aligned to the aligned to the aligned to the
lesson discussed lesson discussed lesson discussed

Materials The learner used The learner used The learner used a The learner use new
Used local and recycled some local and few local and materials which are
materials. The recycled materials recycled materials purchased in stores.
output shows the and the output and the output The output is not
learner’s shows the learner’s does not show original nor creative
originality and creativity. creativity.
creativity

Assessment

Analogy: Fill in the blanks, read and write the best answer.
1. Greek: freedom and passion - _________: life after death
2. Romans: pragmatist- Greek: __________
3. Ionic column: Greek – Tuscan Column: ________
4. Gothic: stiff and elongated style - _________: more human and simpler.
5. Greek: Post and lintel – Roman ________

Additional Activities

Activity 5.3 Research Time

Make a research on other classifications of arts and compare the characteristics of
artworks produced in the different art periods. Following the instructions and
indicators on activity 5.1.

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 Lesson

3
HAND SIGNALS (BASKETBALL)

Basketball is game played generally indoors by two opposing teams of five players
each. Basketball was conceived in 1891 by Dr. James Naismith, a physical education
instructor at the YMCA College in Springfield, Massachusetts, as a way to condition
outdoor athletes during the winter months. Today basketball is one of the most
popular sports and one the rest of the world has adopted.
Non-verbal communication is important in daily life. Body language tells what isn’t
said and helps to emphasize the words. It’s like reading between the lines and
uncovering what remains unsaid. Gestures make it easier to remember and
understand certain things. It's no wonder that they're also important in sports. The
hand signals help the players to better understand how to proceed in the game.

What’s In

Answer the following question in your MAPEH notebook

1. Describe Basketball
2. Name three Basketball teams in the PBA, UAAP or NCAA
3. Name five basketball players from any basketball league: PBA, UAAP or
NCAA.

What’s New

Instruction: Execute at least five hand signals you observe in a basketball game
and try to draw them in your MAPEH notebook.
(An adult from the house can guide and supervise the learner in doing the activity)
Rubrics

Score Hand Signals Interpretation

5 5 Excellent
4 4 Very Good
3 3 Good
2 2 Fair
1 1 Needs Improvement
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 What is It

Basketball Hand Signals

https://www.fiba.basketball/documents/official-basketball-rules.pdf

15
16
 What’s More

Practice and execute all the hand signals in Basketball from the International
Basketball Federation (FIBA Fédération International de Basketball)
(An adult from the house can guide the learner in practicing the hand signals)

What I Have Learned

Perform as many hand signals as you can appropriate for the call (An adult from
the house can guide and supervise the learner in doing the activity)

17
Rubrics

Score Hand Signals Interpretation

5 45 and above Excellent
4 31 - 40 Very Good
3 21 - 30 Good
2 11 -20 Fair
1 1 – 10 Needs Improvement

What I Can Do

Write as many hand signal names and violations as you can remember in
Basketball in your MAPEH notebook

Assessment

.
Directions: True or False: Write the word TRUE if the violation and calls are for
Basketball and FALSE if it’s not. Write your answers in your MAPEH Notebook. (10
points)
___________1. Technical Foul

___________2. Authorization to Serve

___________3. Judgment Impossible

___________4. Hit to the Head

___________5. 3 Free Throws

___________6. First Down

___________7. Illegal Use of Hands

___________8. Uncatchable Pass

___________9. Excessive Swinging of Elbow

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___________10. Ball not tossed

___________11. Hit to the Head

___________12. Fake a Foul

___________13.IRS Review

___________14. Pushing

___________15. End of Set/Match

Additional Activities

Using the knowledge and experience gained from the lesson, perform the
following tasks as generalization in your MAPEH notebook:
Mind Map Activity:
1. Review all the readings you had in the previous lessons and summarize it.
2. Make a Mind Map for each lesson.
Example:

Question and Answer Activity:

1. How will you promote Basketball in your community?
2. Give three characteristics of a basketball official and explain how it
they are related to your relationship with other people

19
 Lesson

4 Solutions to Pollution

What’s In

Pollution Diagram. Give at least 2 examples for each type of pollution that
we learned in the previous lesson.
Pollution
Air Land Water Noise
1. 1. 1. 1.

2. 2. 2. 2.

What’s New

20
Questions:
1. What problems do you see in the picture?
2. If this is your community, what will you do to address these problems?

What is It

Pollution and different types of it were introduced in the last lesson. As a review, we
have four types of pollution: air pollution, land pollution, water pollution, and noise
pollution. We were also able to examine the different health effects of each type of
pollution.

Now, let us learn about ways to address different types of pollution in our
community.

Solution Since most of us are exposed to polluted

air daily, we are susceptible to several air
irritants and respiratory diseases. To reduce
air pollutants, there are a lot of efforts to

not achieve and maintain healthy air for the

community which include prohibiting smoking
in public places, disallowing the use of leaded
gasolines, improvement of pedestrian and bike

Pollution! lanes to encourage biking and walking, and

forbidding the burning of wastes.
Land pollution on the other hand is
mainly caused by human wastes and other
refuse materials. Waste refers to things that
cannot be recycled like kitchen waste, human
and animal excreta, and sewage (wastewater).
Refuse on the other hand includes all
disposable materials, both recyclable and non-
recyclable and includes scrap metals, woods
used in construction, and other items
considered as trash. Effective ways to address
pollution problems is through proper waste
disposal, zero waste management which
includes composting and recycling, and
climate change adaptation projects and
activities.

21
Another environmental health issue is proper water management. Water is essential
to daily living. Clean and safe water should always be clear, odorless, tasteless, and
colorless. There are ways to ensure the safety of the water we are drinking such as
buying distilled water used at home to ensure healthy bodies, boiling water to destroy
pathogens, and proper and correct water storage. Other environmental health issues
also include the purchase of environmental and climate-safe products, planting of
trees and vegetables, proper waste disposal, recycling, and composting.
Some other topics related to environmental health is noise pollution brought about
by urbanization and industrialization. Too much noise affects us physically,
mentally, and emotionally. Different noises have different levels, and each has a
critical health effect. Normal breathing is 10 decibels (db). School and classroom
noise are about 35 db while traffic noise is 70 db. Noise beyond 70 db may annoy
people and for prolonged periods may cause permanent damage to the ears. Listening
to music through earphones at the maximum volume is around 105 db and may
cause hearing impairment. It is therefore important to always maintain a healthy
daily dose of noise and sound to promote better care for our ears and prevent
temporary and even permanent hearing loss.

What’s More

Below is a sample of a typical community. Draw your community as you

perceive it. Include in your drawing the types of pollution present in your
community and the efforts of the community in addressing these. Color the
pollution using gray and the other elements using other colors. For easier
interpretation, use a legend to identify what each color represents.

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 What I Have Learned

Complete the sentences.

1. Noise pollution can cause deafness. We must reduce exposure to
noise, so
_______________________________________________________________.
2. Factories release fumes. The air gets polluted, therefore
__________________
_______________________________________________________________.
3. Many people get sick due to contaminated water, that is why we
____________
_______________________________________________________________.
4. It is important to practice proper waste disposal because
__________________
_______________________________________________________________.

What I Can Do

Your barangay is asking help from the youth to educate the community
members about the ways to address pollution. And because of the new normal
setting, close distance and face-to-face interactions are not possible. You and
your friends plan on making an infographic instead. Do a sample of your
poster on a sheet of long bond paper and post it in your social media account.

Assessment

Match the activities to the corresponding type of pollution they address.

Write the letter of your answer on a separate sheet of paper.

1. Keeping the volume of your

gadgets low

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2. Planting more trees and
vegetables
A. Air Pollution

3. Choosing paper over plastic

4. Using eco-friendly cleaning

B. Land Pollution
materials

5. Not buying products in aerosol

spray cans
C. Water Pollution
6. Avoiding burning trash

7. Refrain from listening to

extremely loud music D. Noise Pollution

8. Reusing eco-bags and containers

9. Improving bike lanes

10. Prohibiting smoking in public

places

Additional Activities

Be an environmental influencer

You are an environment advocate and a

vlogger at the same time. You want your next
vlog to be about pollution and ways to prevent
it. Your target audience are teenagers like you.
Make a video of not more than five minutes but
not less than two minutes. Make it highly
informative and visually appealing.

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 Answer Key

Assessment What I KnoW

(Music)
(MAPEH)
1.A
2. A 1. C
3. A 2. C
4. D 3. C
5. B 4. A
5. A
(ART)
What’s New 6. C
1. Egypt 7. B
2. Idealist
8. D
3. Romans
4. Romanesque ART 9. C
5. Arch 10. C
(PE) 11. A.
1. TRUE Characteristics 12. C
2. FALSE
13. D
3. FALSE Geometric 14. B
4. TRUE
5. TRUE Gothic 15. C
6. FALSE
7. TRUE
8. FALSE
9. TRUE
10. FALSE
11. TRUE
What’s More
HEALTH
12. TRUE
1.Chemical
13. TRUE 2.Physical
14. TRUE 3.Psychosocial
FALSE 4.Biological
HEALTH 5.Social
D. 6.Chemical
A/B/C 7.Psychosocial
8.Physical
B/C 9.Physical
C. 10.Biological
A.
A.
D.
B/C
A.
A.

25
References
MUSIC
Badiola, Mary Grace J., Mary Ann C. Vecino, Danilo S. Duyan, Althea Mae B.
Bongcawil, Jenny C. Mendoza, Gail Josephine P. Bustrillo, Ace Sauden B.
Pambuan and Lourdes R. Siobal. A Journey Through Western Music and Arts.
Philippines: Vibal Group, Inc., 2014.
Berkley, Rebecca, Andrew Cleaton, Alan Charlton, Andrew Cronshaw, Robin
Newton
and Jeremy Siepmann. Complete Musical Instruments Handbook. London:
Flame Tree Publishing, 2006.
Defensor, Marshall D., Salve A. Favila, Glinore B. Santiago, Aquilino
Eduardo P. Santos and Lordinio A. Vergara. “MAPEH: Music, Arts, Physical
Education and Health”. Philippines: St. Augustine Publications, Inc., 2007.
Encyclopedia Britannica. Accompaniment.
https://www.britannica.com/art/accompaniment-music. (accessed on
August
12, 2020)
Winold, Allen. Elements of Musical Understanding. Englewood Cliffs, N.J.
Prentice-Hall, Inc., 1966.

ARTS
Fernandez, Steven P.C. The Human Image in the Arts, iPAG: Artists Resource
Management (ARM) Publishing INC, 2011
Freeman, Gary. “The Art of the Ancients.” Last modified Oct 28, 2011.
https://www.slideshare.net/gwfreeman/ancient-art-9930537
Freeman, Gary. “The Classical Arts.” Last modified Oct 28, 2011.
https://www.slideshare.net/gwfreeman/ancient-art-9930537
https://www.youtube.com/watch?v=Gjcj2PZ9OWM
Royalty-Free photo, Giza, Pyramid
https://www.pickpik.com/giza-pyramid-pyramids-of-giza-egypt-monuments-
egyptian-pyramids-9277
Wikimedia Commons, Lysippos edited April15,2020
https://en.wikipedia.org/wiki/Lysippos
Dall'Orto, Giovanni, The Greek God Hermes edited November 10, 2009.
https://commons.wikimedia.org/wiki/Hermes
Comertel, Haluk, Hagia Sophia Taken October 7, 2008
https://commons.wikimedia.org/wiki/File:Hagia_Sophia_museum-
%C4%B0stanbul_-_panoramio.jpg

PHYSICAL EDUCATION
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 268-272

26
Galvez Tan, Jaime Z.,et al ,(2009),The Health Curriculum in Philippine Basic
Education, Vol. 2, KenzarGraphics,Quezon City.
Mc Tighe, Jay, Wiggins, Grant (2004), Understanding by Design (Professional
Development Workbook), ASCD, Alexandria,Virginia. USA
Department of Education K-12 Teacher Module and Learners Module
https://www.bcathletics.org/documents/ethics.pdf
https://prezi.com/h9by6ujwjhjr/ethics-of-officiating/
https://www.nfhs.org/nfhs-for-you/officials/officials-code-of-ethics/
https://www.shsaa.ca/page/show/1037614-code-of-ethics-for-officials
Image sources
Mindmap

https://www.google.com/search?q=mindmap+example&rlz=1C1CHBD_enPH896PH896&sxsrf=ALeKk
015ZeuPlW8iHT9Ny8s5gM3Atfv9iA:1592966628005&tbm=isch&source=iu&ictx=1&fir=uGZmPjYnCy
XiWM%252CECHIVQt8AULTSM%252C_&vet=1&usg=AI4_-
kRAh_e2OUt3yZt_2LRO9Q0A15y2Ng&sa=X&ved=2ahUKEwiL_4CQt5nqAhUNfXAKHTU8CAwQ9QEwB
3oECAoQKg&biw=1366&bih=657#imgrc=uGZmPjYnCyXiWM

HEALTH
Z., Galvez Tan Jaime, Carmelea Ang. See, Grace Reyes_Sumayo, Amado R.
Parawan, Allan M. Dionisio, Raymundo S. Baquiran, Evelina M. Vicencio, and
Jaime Z. Galvez. 2009. The Health Curriculum in Philippine Basic Education: a
Resource Book on Health for Teachers. Vol. 2. Pasay City: UNACOM, Social and
Human Sciences Committee.
“What Noises Cause Hearing Loss?” Centers for Disease Control and Prevention.
Centers for Disease Control and Prevention, October 7, 2019.
https://www.cdc.gov/nceh/hearing_loss/what_noises_cause_hearing_loss.html.
Images:
“Pollution Sketch.” Pollution Sketch at PaintingValley.com | Explore collection of
Pollution Sketch. Accessed August 4, 2020. https://paintingvalley.com/pollution-
sketch.
“Neighborhood Clip Art - Free Transparent PNG Download - PNGkey.” PNGkey.com.
Accessed August 4, 2020.
https://www.pngkey.com/detail/u2w7t4t4a9w7a9q8_neighborhood-clip-art/.

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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