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LEARNING MODULE
NOTRE DAME OF PIGCAWAYAN, INC.
SY 2020-2021

MAPEH
Grade 7
Quarter 2
Name:_________________________________________________________

Section:________________________________________________________

Subject Teacher:______ELMOR D. SANCHEZ JR.____________________

Class Adviser:___________________________________________________

FOR PRIVATE USE

In the Archdiocesan Notre Dame Schools of Cotabato
Strictly not for Public Circulation
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Lesson Calendar
Lesson Topic Time alloment Date Activities to be Done Module page
Nov. 5-6 1st Periodical Test
Nov. 9-13 Mental Break
Music
1 Music of Cordillera Mindoro, Palawan, and the Visayas 4 hours Nov. 16-20 Explore to Transfer 4-6
Arts
1 Folk arts and crafts of MIMAROPA and the Visayas 4 hours Nov. 23-27 Explore to Transfer 9-11
Physical Education
1 Individual Sports 4 hours Dec. 1-4 Explore to Transfer 13-15
Health
1 Nutrition 4 hours Dec. 14-18 Explore to Transfer 17-18
Jan. 4-8 Second Periodical
2021 Exam
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MUSIC
Overview
This module is an overview on the music of cordillera or the highlands of Luzon where several
ethno linguistic groups in the mountains of cordillera live. Through the lesson, one will discover how the
cordillera express their feelings towards each other and the environment, their history, and their
supernatural belief through the medium of voice and musical instruments. A group performance inspired
by the Mangyan musical example will culminate the educational experience.

REFERENCES
MAPEH FOR TODAYS LEARNER 7
AUTHORS; Quennie S. Miranda, Laura R. Jugueta, Guinevere E. Sacdalan, Maria Teresa R. Sah Jose
PHOENIX PUBLISHING HOUSE
https://www.youtube.com/watch?v=1pTe72rLcPM

DEFINITION OF TERMS
BALITAW-An old Visayan folk song
KALINGA-Any of several peoples inhabiting northern Luzon, Philippines.
PASTORES- A Christmas song performed in Samar language, and set of customs.

Module Learning Competencies (with Budget time per week)

Lesson Topic Objectives No. of Session
1 Music of 1. Describes the musical characteristics of representative 1 Week
Cordillera selections of Cordillera, Mindoro, Palawan and of the Visayas
Mindoro, after listening
Palawan, 2. Explains the distinguishing characteristics of representative
and the music from Cordillera, Mindoro, Palawan and of the Visayasin
Visayas relation to its culture and geography;
3. Identifies the musical instruments and other sound sources
from Cordillera, Mindoro, Palawan and of the Visayas;
4. discovers ways of producing sounds on a variety of sources
similar to instruments being studied; improvises simple
rhythmic/melodic accompaniments to selected music from the
Cordillera, Mindoro, Palawan and of the Visayas;
5. Performs music from Cordillera, Mindoro, Palawan and of
the Visayas, with accompaniment.
6. Evaluates music and music performances using rubrics on
musical elements and style.

Module Map

MUSIC Music of Mindoro Music of Palawan Music of Visayas Music of Cordillera

CONTENT STANDARD
Demonstrates understanding of the musical characteristics of representative music from the
highlands of Luzon, Mindoro, Palawan, and the Visayas.
PERFORMANCE STANDARD
Performs selected vocal instrumental music of Cordillera, Mindoro, Palawan, and the Visayas in
appropriate style.
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LESSON 1. Music of Cordillera Mindoro, Palawan, and the Visayas

TIME ALLOTMENT: 1 Week

INTRODUCTION
We always hear different sounds everywhere. They come from our surroundings. The collective
sounds produced by nature send different messages through the music they create. The music of the
Philippines was generally functional before the colonial era. Music was completely incorporated in the
everyday activities of the people expressed vocally and/or instrumentally with different purposes and
occasion. This lesson covers the music of the Cordillera, Mindanao, Palawan, and the Visayas. It also
tackles different uses and function, either for self-expression or the day-to-day experiences, and the way
using different musical instrument and/or their voices.

PRE ASSESSMENT
Read each item carefully. Write the letter of your choice in your activity/assessment notebook.
1. It is a flat gong without boss and consider as the most treasured instrument playing.
a. Gangsa b.Bunkaka c. Patangguk d. Tongatong
2. It is a bamboo tube with an opening or split at one end against the palm of the hand to produce a
buzzing sound.
a. Gangsa b.Bunkaka c. Patangguk d. Tongatong
3. The instrument is made from one internode of a long slender variety of bamboo
a. Gangsa b.Bunkaka c. Patangguk d. Tongatong
4. These are stamping tubes consisting of six bamboo tubes of different lengths with a node base but open
at the upper ends.
a. Gangsa b.Bunkaka c. Patangguk d. Tongatong
5. It is the bamboo instrument made of thin, narrow strips of bamboo or brass.
a. Gangsa b. Ulibaw c. Patangguk d. Tongatong

EXPLORE

Open your book on pages 37- 72, read and understand the lesson. After doing so, answer the table
below. Write your answer in your activity/assessment notebook.

Activity 1. Identify me
Copy the table below in your activity/assessment notebook. Fill the table with the
necessary information.

Instruments Description Origin

(Cordillera, Mindoro,
Palawan,Visayas)
1.Kolitong
2. Batiwtiw
3. Kudlung
4. Pagang
5.Diwdiw-as
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FIRM UP

Activity 2. Compare and Contrast

Using the venn diagram, differentiate Pastores from Balitaw. Write your answers in your
activity/ assessment notebook using the venn diagram.

PASTORES BALITAW

DEEPEN

Activity 3. Song Analysis

Listen to the balitaw songs, Sa Kabukiran sung by Sylvia la Torre. Click the link below
or read and internalize the lyrics below. After doing so, prepare to reflect and share your
observations about the vocal and message of the Balitaw song, Sa Kabukiran. Write it in your
activity/assessment notebook.
(heres the link: https://www.youtube.com/watch?v=1pTe72rLcPM)

Sa Kabukiran
Sa kabukiran walang kalungkutan
Lahat ng araw ay kaligayahan
Ang halaman kung aking masdan
Masiglang lahat ang kanilang kulay

Ang mga ibon nag-aawitan

Kawili-wili silang pakinggan
Kawili-wili silang pakinggan
O aking buhay na maligaya
Busog ang puso at maginhawa

VALUES INTEGRATION

Activity 4. Be reflective
In your activity/assessment notebook answer the question.
What Balitaw song do you really enjoy? What value is practiced when you listen to our very own
OPM?
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TRANSFER

Activity 5. Song Composition

Write a short composition of a balitaw song. Process questions were given
as a guide in composing. Write your answer in your activity/assessment notebook.

Process Question:
1. What is the message of your short composition of a balitaw song?
2. How will you promote or develop your short composition of a balitaw song?

RUBICS
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ARTS
Overview
In this module, you will learn how areas of the MIMAROPA and the Visayas correlate to the
development of specific crafts according to their functionality, traditional specialized expertise, and
availability of resources like architecture, weaving, pottery, sculpture, accessories, mask making,
everyday objects and even the culinary arts. Creativity is one of the best ways in achieving highly critical
thinking skills.

REFERENCES
MAPEH FOR TODAYS LEARNER 7,
AUTHORS; Quennie S. Miranda, Laura R. Jugueta, Guinevere E. Sacdalan, Maria Teresa R. Jose
PHOENIX PUBLISHING HOUSE

DEFINITION OF TERMS
WEFT- threads that go up and down in vertical orientation in weaving.
PATADYONG- a tradiutional Filipino cloth worn byt women and wrapped around;like a skirt
MIMAROPA- the provinces of Marinduque, Occidental Mindoro, Oriental Mindoro, Palawan,
and Romblon, 

Module Learning Competencies (with Budget time per week)

Lesso Topic Objectives No. of session
n
1 Folk arts and 1. analyzes the elements and principles of art in the 1 Week
crafts of production one’s arts and crafts inspired by the arts of
MIMAROPA MIMAROPA and the Visayas
and the 2. Identifies the characteristics of arts and crafts in specific
Visayas areas in MIMAROPA and the Visayas, Marinduque
3. Reflects on and derive the mood, idea or message
emanating from selected artifacts and art objects
4. Appreciates the artifacts and art objects in terms of its
utilization and its distinct use of art elements and principles
5. Appreciates the artifacts and art objects in terms of its
utilization and its distinct use of art elements and principles
6. . Explains the external (foreign) and internal (indigenous)
influences that are reflected in the design of an artwork or in
the making of a craft or artifact
7. Creates crafts that can be locally assembled with local
materials, guided by local traditional techniques
8. Discusses elements from traditions/history of a community
for one’s artwork.
9. Explains the correlation of the development of crafts in
specific areas of the country, according to functionality,
traditional specialized expertise, and availability of resources
pottery, accessories, masks,
10. shows the relationship of MIMAROPA and Visayas arts
and crafts to Philippine culture, traditions, and history.
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MODULE MAP

ARTS AND CRAFTS

ARTS AND CRAFTS OF MIMAROPA ARTS AND CRAFTS OF VISAYAS

CONTENT STANDARD
The learner synthesize and apply prior knowledge and skills of salient features of the art of
MIMAROPA and the Visayan Island by showing the relationship of the elements of art and processes
among culturally diverse communities in the country.

PERFORMANCE STANDARD
The learner creates artwork showing the characteristic elements of the arts of MIMAROPA and
the Visayas.
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LESSON 1.Folk arts and crafts of MIMAROPA and the Visayas

TIME ALLOTMENT: 1 Week

INTRODUCTION
Different towns all over Western Visayas displayed their cultural heritages through indigenous
crafts, native recipes, and others, such as: the hablon and patadyong of Miag-ao, fishing gears and traps,
and butong-butong of Guimbal, bamboo crafts of Maasin, basket, bag and mat of Patnongon, Antique,
nito and coconut shellcraft of Jordan and Nueva Valencia, Guimaras, linupak of Alimodian, bingka and
barquillos of Molo, bolo and traditional metal art of Badiangan, miniature boat of Buenavista, Guimaras,
and pottery and traditional clay art.

PRE-ASSESSMENT
Read each item carefully. Write the letter of your choice on the activity/assessment notebook
1. A traditional Filipino cloth worn by women and wrapped around like a skirt.
a. Patandyong b. Bariw c. Banig d. Hablon
2. Pandan leaves being used in mat making.
a. Patandyong b. Bariw c. Banig d. Hablon
3. The primary art and one of the best sources of livelihood in Panay Island.
a. hand weaving b. farming c. fishing d. networking
4. Thread that go up and down in vertical orientation.
a. weft b. warp c. embroidery d. weave
5. A colorful festive celebration in Bacolod.
a. Dinagyang b. Sinulog c. Maskara d. Kalibungan

EXPLORE

Activity 1. Know me well

What do you know about the art of the people from MIMAROPA and western Visayas?
On your book pages 113-128, read and understand. Kindly copy and answer the table below In
your activity/assessment notebook. Put check (/) under the column that represents your answer.

Knowledge Rating Scale

Name of Crafts Know it Well Have seen or Heard Have no Clue

about it
Yoda Chair
Banigrara
Banig
Bukag
Patadyong
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FIRM UP

Activity 1. Fill me
On your book, read and understand the lesson on pages 39-64.
Fill in the chart with the necessary information. Make a chart in your activity/ assessment
notebook and write your answers in the chart you have made.

FOLK ARTS AND DESCRIPTION INDIGENOUS

CRAFTS PROVINCE MATERIAL

1.

2.

3.

4.
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DEPEEN

Activity 3. Reflect and think critically

Answer the following questions. Write your answer on your activity/assessment notebook.
1. What defines the arts of MIMAROPA and Western Visayas?
2. What makes a good folk art?
3. What makes Filipino art and culture?

VALUES INTEGRATION

Activity 4. Appreciation Of One’s Culture

As a student, we know that the folk arts and crafts of MIMAROPA and western Visayas are
still being use and preserve in our generation. As a young Filipino how will you encourage your
fellowmen to use and preserve it? Write your answer in your activity/assessment notebook.

TRANSFER

Activity 5. Art Workshop

Draw and color your own version or style of Manunggul jar. Works will be rated by the
given criteria. Draw it on a short bond paper.

RUBRICS:
Criteria : Points Score
Design 20%
Creativity 30%
Craftsmanship 30%
Theme – Related concept 20%
Total: 100%
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PHYSICAL EDUCATION
Overview
This module will introduce you to individual sports like athletics, swimming, and sportive
rhythmic gymnastic. This is your moment to showcase your abilities, hard work and perseverance. which
will condition your body mentally and physically and will keep your body active and in shape. Individual
sports will teach you to motivate yourself, it will allow you to practice on your own pace or to complete
as an individual. This is the way towards learning the value of self-reliance.

REFERENCE
MAPEH FOR TODAYS LEARNERS 7
AUTHORS; Quennie S. Miranda, Laura R. Jugueta, Guinevere E. Sacdalan, Maria Teresa R. Sah Jose
PHOENIX PUBLISHING HOUSE

DEFINITION OF TERMS
ATHLETICS- a term encompassing the human competitive sports and games requiring physical
skill, and the system requiring physical skill, and the systems of training that prepare athletes for
competition performance.
HURDLING- a foot race over obstacles.
JAVELIN THROW- A sport of throwing a spear for distance.

Module Learning Competencies (with Budget time per week)

Lesson Topic Objectives No. of Session
1 Individual 1. Undertakes physical activity and physical fitness 1 week
Sport assessments Reviews goals based on assessment results
2. Describes the nature and background of the sport
3. Executes the skills involved in the sport

MODULE MAP

PHYSICAL EDUCATION

TRACK AND FIELD SWIMMING

FITT GUIDELINES AND TRAINING

PRINCIPLES

CONTENT STANDARD
The learner demonstrates understanding of guidelines and principles in exercise program design
to achieve personal fitness.

PERFORMANCE STANDARD
The learner designs an individualized exercise program to achieve personal fitness.
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LESSON 1. Individual Sport

TIME ALLOTMENT: 1 Week

INTRODUCTION
You can be the best person in the field of athletic. You can develop most of your hour in
deliberate practice in an activity that is meant to improve your performance. This unit will give you a
beginner’s guide on track and field. Running, jumping, and throwing are usually referred to as your
natural human locomotion and are used as essential techniques for all sports. Learning on how to run,
jump, and throw will create a solid foundation for the rest of your athletic activities and develop your
potentials and physical images.

PRE ASSESSMENT
Read each item carefully. Write the letter of your choice in your activity/assessment notebook
1. It is the first classification in the track and field events and is usually done in an oval track.
a. Running b. Hurdling c. Jumping d. Throwing
2. It is the second classification in the track and field events.
a. Running b. Hurdling c. Jumping d. Throwing
3. It is the final classification in the track in the field events
a. Running b. Hurdling c. Jumping d. Throwing
4. It is the basic survival skill and useful method to stay on float.
a. Sculling b. Strokes c. Treading d. Bubbling
5. This is the transition between your run and your jump with the moving of your body into the air.
a. Take off b. Flight c. Landing d. Starting run

EXPLORE
Open your book on page 261-274. Read and understand the lesson. After doing so, answer the
activity below.

Activity 1. Assess Yourself

In each box write your learning in each of the skills.

RUNNING JUMPING THROWING

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FIRM UP
Open your book on page 279-287. Read and understand the lesson. After doing so, answer the
activity below.

Activity 2. Knowledge check

Write T if the statement is true, or otherwise write F. Write your answer on your
activity/assessment notebook.
1. Signage in swimming pools is important to remind swimmers on pool rules, health, warning
and first aid.
2. The surroundings of the swimming pool should be clean to prevent contamination of the
water within the pool.
3. To tread on water skills, one must master jump-in and glide.
4. Buoys are used to protect the eyes from chlorine.
5. Very strong chlorine in swimming pool is good.

DEEPEN

Activity 4. Lets explain

Answer following questions.
1. Do you think swimming is an important skill? Why?
2. Have you ever had an unpleasant experience when swimming? What happened?
3. How does swimming benefit your personal health?
4. Why is it important for you to learn how to swim?

VALUES INTEGRATION

Activity 5. Develop Perseverance

Give your reaction or idea regarding to this quote “Every champion was once a contender
who refused to give up” Write your answer in your activity/assessment notebook

TRANSFER

Activity 6. Perform me
Demonstrate the strands of Athletics. Ask someone who can assist you in properly
executing the strands of athletics. Then, copy the assessment tool table as shown, and perform the
given instruction. Write your answer in your activity/ assessment notebook.
Just put a checkmark (/) in the column corresponding to your response to the item
indicated in the following table based on how well you did in executing the strands of athletic.
The criteria is given in rating yourself.
STRANDS OF ADVANCED COMPETENT ADVANCE BEGINNING
ATHLETIC BEGINNER
1.TRACK EVENTS
2.TRIPLE JUMP
3.JAVELIN THROW
4.LONG JUMP
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5. HURDLING

Competency and Proficiency

Proficient The student has the advance knowledge and skill about the given sport.
Competent The student has the knowledge and skill and comfortable with the given
sport.
Advance beginner The student needs more practice to develop the skill and knowledge about
the given sport.
Beginner The student is just beginning to acquire the necessary knowledge to the
given sport.
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HEALTH
Overview
Nutrition is a science that focuses on food its nutrients and chemical substances that affect body
growth processes, and health. Getting the proper amount of the essential nutrients your body needs in
your daily diet is crucial to your health. Your body requires the needed nutrients not only to give you
energy, but also to maintain healthy tissues and organs. People eat food for many different reasons, one of
the most important reasons is to provide the body with the needed calories, nutrients, and other substances
supplied by the food for growth and optimal health.

REFERENCES
MAPEH FOR TODAYS LEARNER 7, AUTHORS; Quennie S. Miranda, Laura R. Jugueta, Guinevere E.
Sacdalan, Maria Teresa R. Sah Jose, PHOENIX PUBLISHING HOUSE

DEFINITION OF TERMS
ANOREXIA- it is an eating disorder characterized by abnormally low body weight, an intense
fear of going weight and a distorted perception of weight.
BALANCE DIET- diet that contains different kinds of foods in certain quantities and proportions
so that the requirements for calories, proteins, minerals, vitamins.
MALNUTRITION- Is a condition that results from eating a diet which does not supply a healthy
amount or more nutrients.
NUTRITION-the process of providing or obtaining the food necessary for health and growth.
Module Learning Competencies (with Budget time per week)
LESSON TOPIC OBJECTIVES NO. OF
SESSION
1 NUTRITION 1. Follows the appropriate nutritional guidelines for 1 WEEK
adolescents for healthful eating.
2. Describes the characteristics, signs and symptoms of
malnutrition and micronutrient deficiencies
3. Discusses ways of preventing and controlling
malnutrition and micronutrient deficiencies
4. Explains the characteristics, signs and symptoms of
eating disorders
5. Discusses ways of preventing and controlling eating
disorders
6. Applies decision-making and critical thinking skills to
prevent nutritional problems of adolescents
MODULE MAP
NUTRITION

Nutritional Guidelines Nutritional Guidelines For Filipino Nutritional Problems Of

Appropriate During Puberty Adolescents

CONTENT STANDARD
The learner demonstrates understanding of nutrition for a healthy life during adolescence.

PERFORMANCE STANDARD
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The learners make informed decisions in the choice of food to eat during adolescent
LESSON 1. Nutrition

TIME ALLOTMENT: 1 Week

INTRODUCTION
Food is a human necessity. It contains nutrients and substances required for body growth and
optimal health. Many teenagers think that it is right to eat what everybody else eats, especially those
endorsed by their popular idols. Even if they know that if they do, they will end up with diseases that
many are getting now. The physical appearance of a person is a reflection of his or her state of health.

PRE ASSESMENT
Answer the following question. Write it in your activity/assessment notebook.
1. What is nutrition?
2. Is having a healthy diet a healthy living? Why?
3. What makes a healthy person?

EXPLORE

Activity 1. Lets recall and explain

Draw everything you have eaten or drunk yesterday. In a plate/pie diagram, present what
you have eaten and drunk. Write this activity in your activity/assessment notebook.
Process Questions
1. Are you happy with what you have eaten? Why?
2. Can you say that your diet is healthy? What makes you say so?

FIRM UP

Activity 2. Analyze and think critically

Open your book on page 397-422 and understand and analyze the lesson. After doing so,
answer the following questions in your activity/assessment notebook.
1. Why is nutrition especially important in puberty?
2. How do you know that one’s diet is balanced and healthy?
3. Why do you we need to adopt a healthy lifestyle?

DEEPEN

Activity 3. Reflect me
After learning about nutrition, this time you have to make your reflection pyramid about
nutrition. Copy and answer it in your activity/assessment notebook.

MY NUTRITION GOAL IS

I WILL PRACTICE
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VALUES INTEGRATION
I PROMISE TO I WILL PROMOTE
Activity 4. Valuing Health
Answer the question and write your answer in the activity/assessment notebook.
As a student, how can you promote a healthy lifestyle in this generation where unhealthy foods
are dominant?

TRANSFER

Activity 5. Do it yourself
When we eat healthy foods we grow stronger and smarter. At this time, you will make
your own nutritional place mat. Draw it on ¼ illustration board.

Procedure:
1. Think of your favorite healthy foods.
2. Select food that will fit into the food guide.
3. Draw and color of your favorite healthy foods
4. Write your name at the top of your work.

NUTRITIONAL PLACE MAT

Dairy

Fruits Grain
Vegetables Protein
s s