8

MAPEH
QUARTER 3
MODULE 1-2

DO_Q3_MAPEH_GRADE 8_MODULE 1&2

i
MAPEH – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 1
First Edition, 2020

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Development Team of the Module

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ALFREDO A. GALICIA, EPS-MAPEH

ii
1. Listens perceptively to music of South Asia and the Middle East (MU8WS-
IIIa-h-2)
2. Analyzes musical elements of selected songs and instrumental pieces heard
and performed. (MU8WS-IIIc-h-4)
3. Explores way of producing sounds on a variety of sources that would
simulate instruments being studied. (MU8WS-IIIc-h-5)
4. Improvise simple accompaniment to selected South Asia and the Middle
East Music. (MU8WS-IIIb-h-6)
5. Performs music from South Asia and Middle East with own
accompaniment. (MU8WS-IIIb-h-7)
6. Evaluates music and music performances using guided rubrics applying
knowledge of musical elements and style. (MU8WS-IIIc-h-8)

Hello again Learners! How is it going? It’s been a while and now we’re
in our 3rd grading. Before we jump into the next lesson, can you write in a
form a story about what have you learned about the quarter 2 of MUSIC? I’m
sure it’ll be fun!

Fill those Instruments!

While we are entering the world of Music of South and East Asia, we
need to review first those instruments that we have discussed in our
previous grading. Here, you need to remember those instruments and fill
them in the blank that corresponds to their country. Let’s begin!

CHINA JAPAN KOREA

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

1 DO_Q3_MUSIC8_LESSON1
 Lesson Music of South Asia and the Middle
1 East

India’s classical music tradition includes Carnatic and Hidustanic music

which have developed over many centuries. Music of India also includes several types
of folk and popular music. One aspect of vocal music uses melismatic singing with
nasal vocal quality, when compared with the Philippine music which uses melismatic
singing is only used in chanting epics and the pasyon.

Pakistan on the other hand is known for its unique vocals. The distinctive
Pakistani sound was formed with multiple influences not only from the various parts
of South Asia but it also includes diverse elements from Central Asia, Turkey and
the Arab World.

To hear some examples of Indian and Pakistani singing, search:

• INDIAN SINGERS V/S PAKISTANI SINGERS (SING OFF BY AKSH BAGHLA) on
YouTube.
Israeli singers sing with guttural and throaty enunciation. Search:
• IM HASHEM LO YIVNEH BAYIS – SHIRA CHOIR on YouTube.

India is the largest country in South Asia and its music is as vast as its
geographic location. Pakistan on the other hand is known for its unique vocals.
Whereas Israel has two divisions of Jewish Music. Let us hear from their music so
we can appreciate those.

India, Pakistan and Israel have a vast amount of instruments. In India, they
have Ghan which is a non-membranous percussive instrument, Avanaddh as a
membranous percussive instrument that is typically percussive, Sushir instrument
that should be blown to produce sound, Tat can be compared to our modern day
guitar that are being plucked to produce one and Vitat that is like a Violin. Pakistan
instruments centered on Tabla, Dholak, Harmonium and Rubab. And for Israel,
they have significant instruments like Jewish Lyres, Shofar, Goblet, Oud and
Darbuk.

2 DO_Q3_MUSIC8_LESSON1
Here are the instruments of Indian, Pakistani and Israeli music:

1. Ghan – described as a non-membranous percussive instrument but with solid

resonators. It is one of the oldest classes of instrument in India. It may also
be a melodic instrument or instruments to keep tal.

Ghatam Khartal Manjira Nout

2. Avanaddh – described as a membranous percussive instrument. This class

of instruments typically comprise the drums.

Daf (Duf, Daphu) Dhol Tabla

3. Sushir – also known as “blown air”. It is characterized by the use of air to
excite the various resonators.

Shankh Bansuri Surpeti Shehna

4. Referred to as vina during the old civilization. Instruments in this class are
plucked (stringed instruments).

Sitar Gotuvadyam Ektar Gopichand Rabab

5. Vitat – described as bowed stringed instruments. This is one of the oldest

classifications of instruments and yet did not occupy a place in classical
Indian music until the last few centuries.

Banam Esraj Chikara Sarangi

3 DO_Q3_MUSIC8_LESSON1
Significant Instruments of Pakistan

Tabla Dholak Harmonium Rubab

Significant Instruments of Israel

Jewish Lyre Shofar Psalterion

Other Significant Instruments:

Arab Countries Middle Eastern Instruments

Goblet Toft Oud Darbuk

Using the video clips that you searched last lesson, and those
instruments that has been presented to you also on our previous lessons,
choose a video clip either from India, Pakistan or Israel and then do some
accompaniment. You timing and instrument is your choice, I’m sure it will
be fun!

These will be your guide rubrics in creating your own accompaniment

for the music that is your choice.

Very visible Visible and Partly Some are Not

and Audible Audible Visible and not Visible
(5) (4) Audible visible and
(3) and Audible
Audible at All
(2) (1)
Main Chosen a Chosen a Chosen a Chosen a Not
Music music either music music that music chosen
from India, either from is neither that is neither
Pakistan or India, India, neither India,
Pakistan or Pakistan or India, Pakistan

4 DO_Q3_MUSIC8_LESSON1
 Israel that is Israel that Israel but a Pakistan or Israel
Traditional is modern. traditional or Israel music at
one and a all.
modern
one
Musical Used a Used a Used a Used an Doesn’t
Accompa homemade homemade homemade instrumen use
niment musical musical musical t that is neither
(Instrum instrument Instrument instrument not homemad
ent) that is made that is that is made considere e or
by the made by by the other da purchase
student the student person homemad d one.
himself and with e one.
the help of
the other
person
Musical Used Used either Used neither Used Doesn’t
Accompa melismatic melismatic, melismatic, normal use any
niment and guttural guttural or guttural or vocals but vocals as
(Vocals) or throaty throaty throaty short one accompan
vocals as vocals as vocals but a only as iment at
accompanim accompani normal accompan all.
ent ment vocals as iment.
accompanim
ent
Instrume Used the Used the Used the Used the Did not
nt Usage musical musical musical musical use the
instrument instrument instrument instrumen musical
all the time. most of the frequently. t partly. instrumen
time. t.
Length Music length Music Music length Music Music
is from 4-5 length is is from 2-3 length is length is
mins. from 3-4 mins. from 1-2 from 0-1
Maximum. mins. Maximum. mins. mins.
Maximum. Maximum Maximum
. .

5 DO_Q3_MUSIC8_LESSON1
 Most Essential Competencies:

1. Analyzes elements and principles of art in the production of arts and crafts
inspired by the cultures of South Asia, West Asia, and Central Asia A8EL-
IIIb-1.
2. Identifies characteristics of arts and crafts in specific countries in South,
West, and Central Asia: India (rangoli, katak, mendhi, diwali); Saudi Arabia
(carpet design); Pakistan (truck art); and Tibet (mandala), etc. A8EL-IIIa-2.
3. Reflects on and derive the mood, idea or message from selected artifacts
and art objects. A8PL-IIIh-1

This activity is designed to test how well you know the different countries in South,
Central and West Asia.
Activity 1
Directions: Identify the sub-region of the following countries in Asia. Write South,
Central or West on the blank.
___________1. India ___________3. Pakistan _________5. Lebanon

___________2. Kazakhstan ___________4. Kyrgyzstan

6 DO_Q3_ARTS8_LESSON1
 Lesson South, Central, and West Asian Arts
1

Activity 2: Find the Object

Directions: Identify and encircle the five arts and crafts of South, Central and West
Asia in the picture.

Let us now proceed with our first lesson on Indian Art. India is a part of
South Asia. In this lesson, you will learn how the visual arts were produced and
how it can be classified into specific periods, each reflecting particular religious,
political, and cultural developments.

Ancient period
The Ajanta Caves of Maharashtra, India are 30 rock-cut cave monuments that
date back from the 2nd century BCE to the 600 CE, including paintings and
sculptures considered to be masterpieces of Buddhist religious art, as well as frescos
that are reminiscent of the Sigiriya paintings in Sri Lanka.

7 DO_Q3_ARTS8_LESSON1
Classical Period
The Image of Shiva, the destroyer, develops into Shiva the Cosmic-dancer
represented by a four- armed figure. In this figure, one hand holds the fire with which
he destroys, another holds a drum, which is the first sound heard in the world
during creation, then the third arm points up in a reassuring gesture, and a fourth
arm points down to the dwarf in which dances too.
Islamic Ascendancy or Transitional period
This was the period of evolution from Vedism to Hinduism or Brahmanism.
The two great Indian epics: the Mahabharata and the Ramayana, emerged in this
period.
Mogul Period
Moguls contributed to the enrichment of Indian culture in painting and in
architecture. The most splendid example is the Taj Mahal built in 1632 by Shah
Jahan in memory of his wife.
Art plays a significant role in the daily life and activities of the people of
South, Central Asia and West Asia. Unique lines, forms, shapes, colors, motifs, and
designs are manifested in the art of India, Central Asia and West Asia.
INDIAN ART
It is very exciting and colorful holiday, where homes are cleaned to welcome
the New Year and the Windows are opened so that the Hindu goddess of wealth,
Lakshmi, can enter. Hindus believe that she cannot enter a house which is not lit
up, so every household burns special Diwali clay lamps (diyas) to light the way for
the Goddess. This is why the holiday is also known as “Festival of Lights.”
Diwali – It is a festival celebrated by Hindus in India and all around the world in
October or November. It is the Hindu New Year and is either a 3-day or 5-day
holiday depending on where you come from.
Diyas – Special Diwali clay lamps
Lakshimi – The Hindu goddess of wealth
Activity 3: Making Diwali Mobile
Materials: yellow textured paper or pages of magazines, textured paper in a bright
color, gold cord, gold glitter glue, string, scissors and puncher.
Procedures:
1. Cut out a flame shape from yellow paper and a diya shape from the other
paper.
2. Make a hole at the bottom of the flame and another in the middle of the
diya.
3. Tie them together with the gold cord.
4. Make a hole at the top of the flame and tie some gold cord for hanging.
5. With glitter glue or gold pen, write ‘Happy” on the flame and ‘Diwali” on the
diya.

8 DO_Q3_ARTS8_LESSON1
 Pakistani is a part also of South Asia. Its architecture is divided into four
recognized periods: Pre- Islamic, Islamic, Colonial and Post-Colonial. Around the
middle of the 3rd millennium BCE, an advanced urban culture developed for the
first time in the region. Large buildings were built and some of which still survive to
this day like Mohenjo Daro, Harappa, and Kot Diji which are among the pre-Islamic
settlements that are now tourist attractions.
Across Pakistan, brightly colored trucks are painted with images of idealized
landscapes of famous personalities; flowers and trees turned village lanes, city
streets, and long – distance highways into a gallery without walls; a free form,
kaleidoscopic exhibition in motion.

Activity 7: Video Presentation – Truck Art

Watch a video presentation on Truck Art uploaded by journeyman pictures.

Answer the questions that follow after viewing.
http://www.youtube.com/watch?v=4EhNAib0b6Q

GUIDE QUESTIONS
1. Describe the unique lines, color, forms, and shapes found in Pakistan’s
truck Art
________________________________________________________________________
2. Give your impressions on how Pakistanis use the elements of arts in their
artwork.
__________________________________________________________________________
3. Compare our Pinoy Jeep with their truck art in terms of the color, design,
forms and shapes.
_________________________________________________________________________

In this lesson, you will further understand how lines, colors, shapes,
balance, and repetition can give more meaning and significance to the art of South,
Central and West Asia.
Activity 5 Making Rangoli Art
Materials: Glue, Plain paper plate, pencil, colored sand (different colors)
Procedures:
1. Sketch your design lightly in pencil or chalk in ¼ illustration board.
2. When you are happy with your design, finalize the outline with heavier lines.
3. Use glue to outline your design.
4. Roll the paper plate into a cone and snip a small hole in the narrow end.
5. Fill the larger opening with colored sand. Use your finger as a topper on the
small hole you made. This is how you will control the flow of the sand.

9 DO_Q3_ARTS8_LESSON1
 6. Fill in your design with san according to your choice and color combination.
This is the most interesting step, and usually the most fun. Apply the
different design patterns: repeated, alternating, radial pattern and border
pattern.
Self-Reflection
This activity will test how well versed you are about the arts of India.
1. What Philippine designs look similar with the designs of India?
_____________________________________________________________________
2. Was I able to employ different arts elements and principles in making this
project?
_____________________________________________________________________
3. What part of the project did I enjoy doing the most design?
___________________________________________________________________________

Your artwork will be evaluated using these criteria:

Rubric
Category Excellent Good Fair Poor Score
(5 pts.) (4 pts.) (3 pts.) (2 pts.)
Following the Followed the Followed of Followed Did not
directions directions the most some of the follow the
correctly directions directions directions
Creativity Student’s Student’s Student’s Student’s
and output is output is output is output is
workmanship very creative good and fair and has dull with
and tidy tidy. few errors lots of
errors
Pattern Pattern of Pattern of Pattern of There is no
South South South visible
Central, Asia Central, Asia Central, pattern of
and West and West Asia and South,
Asian culture Asian culture West Asian central and
is well- is visible but culture is West Asian
defined and not clearly somewhat culture
used from defined. visible but
beginning to not
end. continuous

Total Points Descriptive Grade Equivalent

11 – 15 Excellent 95%
8 – 10 Good 85%
6 Needs Improvement 75%

10 DO_Q3_ARTS8_LESSON1
 Most Essential Competencies:

1. Appreciates the artifacts and art objects in terms of their utilization and their
distinct use of art elements and principles A8PL-IIIh-2.
2. Incorporates the design, form, and spirit of South, West, and Central Asian
creates arts and crafts that can be locally. A8PR-IIIf-3.
3. assembled with local materials, guided by local artifacts and objects to one’s
creation A8PL-IIIh-3.
4. traces the external (foreign) and internal (indigenous) influences that are
reflected in the design of an artwork and in the making of a craft A8PL-IIIh-
4Creates arts and crafts that can be locally assembled with local materials,
guided by local traditional techniques (e.g., Ghonghdis, Marbling Technique,
etc.) A8PR-IIIc-e-1.
5. shows the relationship of the development of crafts in specific countries in
South Asia, West Asia, and Central Asia, according to functionality, traditional
specialized expertise, and availability of resources A8PR-IIIf-3.
6. shows the commonalities and differences of the cultures of the South Asian,
West Asian, and Central Asian countries in relation to Philippine culture A8PR-
IIIh-4

This activity is designed to test your knowledge in Art of Central and West Asia.
Activity 1: HOOK-A-WORD
Directions: Find and encircle the following five (5) words related to art of Central
Asia.

T S Q U L P V K Y I F O C K K
O K B G F C A R V I N G W E T
C A R P E T W E A V I N G T P
U D F B N I Y I N D S Y B E E
U R I C S E J C R T X U Y N H
J I U T U S H K Y I Z W L E Q
Z H O Y X R Q U O H E D B C H
I S L S P Z J I A H F M I T G
Y Z A E F H B V R N S X O N Z

11 DO_Q3_ARTS8_LESSON2
 Lesson South, Central, and West Asian Arts
2

Activity 3: GUESS MY COUNTRY

Directions: Draw a line to connect the people to the country where they belong.

Do they have commonalities and differences? Explain your answer.

_______________________________________________________________________________
_______________________________________________________________________________
Things to Ponder
Did you know that?
✓ The suffix “stan” means land of”.
✓ The countries in Central Asia have the same flora (plants) and fauna
(animals).
✓ They have the same religion, beliefs, and customs.

12 DO_Q3_ARTS8_LESSON2
The Central Asia comprises of five Independent Republics
Uzbekistan Art
Printed tablecloths, curtains, bedspreads, shawls, and various coverlets were
utilitarian and served as a daily-round ornament as well. Clothing, utility tools,
yurts, and horses, saddles were always decorated using nomadic patterns and
design.
Kazakhstan Art
Kazakhstan’s visual arts are relatively young. In ancient times, nomads used
to draw on rocks. Today, these petroglyphs can be found throughout Kazakhstan.
Fine Art in Kazakhstan varies in style, direction, and genre. The most captivating
work by Kazakhstan artist in different periods can be seen in museums across the
country.
*Petroglyphs – These are pictogram and logogram images created by
removing part of a rock surface by incising, picking, carving, and abrading.
*Nomads – a group of people that moves from one place to another.
Tajikistan Art
Tajiks have been making fabrics, utensils, musical instruments, carpets,
furniture, jewelries, and may other things for many centuries. The art of decorative
carving is very important for local residents. Carving is mostly present in
architectural monuments, household structures and objects, musical instruments,
and souvenirs.
When Islam came, Tajik’s carving gradually changed to Arabian inscriptions using
images of people and animals while some carvers prefer “vegetative”, geometrical
patterns. In architecture, ornaments in the form of lotus, tulips, and other flowers
are more common.
Turkmenistan Art
The most unique and beautiful carpets in the world are produced by
Turkmenistan. These vary in shape and purpose. Carpet weaving is an ancient art,
and each tribe developed its own distinctive pattern.
Turkmenistan is also the source of ketene, a homespun silk that is used for
the beautiful dresses worn by Turkmen women on special occasions. The
embroidery uses different patterns that are as unique as a family seal.
Kyrgyzstan Art
Kyrgyz women produce a wide range of textiles, mostly from the felt of their
sheep. Nowadays, ancient patterns are adapted to the tourist and export market,
but it is still a living tradition and that all yurts and most houses contain hand-
made carpets or rugs called shirdaks.

13 DO_Q3_ARTS8_LESSON2
 *Yurt – a portable, bent, wood-framed dwelling structure traditionally used
by nomads in the steppes of Central Asia
Large – elaborately embroidered wall hangings called tush kyiz are
traditionally made in Kyrgyzstan and Kazakhstan, by elder women to commemorate
the marriage of a son or daughter.

Arts and Crafts of West Asia

West Asia is rich in cultural heritage. This is clearly evident in the variety and
quality of regional arts and crafts. Although these are some of the most acclaimed
art forms contributed by West Asia, their aesthetics can be seen in almost any
product from the region even including such things as handmade soap from Syria
or Lebanon.
Activity 4 Directions: Put a check (√) on the line which shows typical artistic
forms from the region of West Asia. Do it on a separate sheet of paper.
_____1. embroidery _____6. inlaid wood designs _____5. ceramics
_____2.wood carving _____7. origami
The strong sense of design can be observed in their modern as well as in their
traditional forms.

This activity will help you to bring out the creativity in you.

Activity 6: Making Candle Sculpture

Materials: old newspaper, candle – 2” in diameter, sketch of your chosen design,
black permanent maker, pencil, nail pusher.

Procedure:
1. Spread out the old newspaper to protect your work area.
2. Sketch your chosen design on the candle using a pencil. Use geometric shapes
and patterns like scrollwork and curved lines.
3. With the nail pusher, carve the design on the candle. Use the subtractive
technique to cut the unwanted part.
4. Highlight the design with the use of a black permanent marker.

14 DO_Q3_ARTS8_LESSON2
Your artwork will be evaluated using these criteria:
Rubric
Category Excellent Good Fair Poor Score
(5 pts.) (4 pts.) (3 pts.) (2 pts.)

Following the Followed the Followed of Followed Did not

directions directions the most some of the follow the
correctly directions directions directions

Creativity Student’s Student’s Student’s Student’s

and output is output is output is output is
workmanship very creative good and fair and has dull with
and tidy tidy. few errors lots of
errors

Pattern Pattern of Pattern of Pattern of There is no

South South South visible
Central, Asia Central, Asia Central, pattern of
and West and West Asia and South,
Asian culture Asian culture West Asian central and
is well- is visible but culture is West Asian
defined and not clearly somewhat culture
used from defined. visible but
beginning to not
end. continuous

Total Points Descriptive Grade Equivalent

11 – 15 Excellent 95%
8 – 10 Good 85%
6 Needs Improvement 75%

Activity 5: South, Central and West Asia

Directions: Choose the best answer. Write the letters only. Do this in your
notebook.
________1. The county known for making printed tablecloths, curtains, bedspreads
and shawls.
a. Kazakhstan b. Pakistan c. Tajikistan d. Uzbekistan
________2. A homespun silk used for beautiful dresses worn buy Turkmen women.
a. Diyas b. Ketene c. Shirdaks d. Tush kyiz
________3. It is a large elaborately embroidered wall hanging made in Kyrgyzstan
and Kazakhstan.
a. Frescoes b.Ketene c. Shirdaks d. Tush kyiz
________4. Images created by removing some part of the rock surface by incising,
picking, and carving.
a. calligraphy b. Hieroglyphs c. Ochre d. Petroglyphs
________5. The country in Central Asia known for utensil making, musical
instruments, furniture, and jewelries.
a. Kazakhstan b. Pakistan c. Tajikistan d. Uzbekistan

15 DO_Q3_ARTS8_LESSON2
Most Essential Competencies:

1. Undertakes physical activity and physical fitness assessment. PE8PF-IIIa-h-

23
2. Review goals based on assessment results. PE8PF-IIIa-34
3. Executes the skills involved in the sports. PE8GS-IIId-h-4
4. Displays tolerance and acceptance of individuals with varying skills and
abilities.
PE8PF-IIId-h-37

Lesson 1: Indoor Recreational Activities

Indoor recreational activities are voluntarily undertaken for pleasure,
exercise, relaxation, and leisure. It is one way of rejuvenating the mind and the
body.

Activity 1: Paper Juggling

This activity will test your ability to use your hands and eyes together to perform
task requiring you to synchronize vision, touch, movement, and cognition.
Paper juggling is a fun way to help you develop and maintain your eye-hand
coordination that is essential in playing chess.
1. Make your own paper juggling ball by crumpling two sheets of paper.
2. Start activity by juggling the paper ball alternately with right and left hand.
3. Count how many times you hit the paper ball.
4. If you fail to hit the paper ball, stop counting.
5. Do it three times. The highest score in three trials will be your final score.

16 DO_Q3_PE8_LESSON1
 Lesson Indoor Recreational Activities
1

Activity 2: Who Am I?
Look at the drawing of chess pieces and identify and write the term used to
each piece on the space provided.

1. 2. 3. 4. 5.

Do you know where chess originated? Chess is a game that has been played
for centuries and was thought to have originated in India in the 15th century. Long,
it was considered a game reserved only for kings and members of the upper classes.
Nowadays, chess is played by common people even in all tournaments worldwide.
The modern design of chess pieces bears the name Staunton, who was an
English master in the mid-1800’s. These are the type of pieces that are now used in
all tournaments worldwide.
The first international chess tournament was the London Tourney played in
1851. A German named Adolf Anderseen won the game. He became the unofficial
best chess player of the world because he did not receive any award or title.

Benefits of Playing Chess

Chess in an indoor recreational activity which is now being introduced as a
major part of secondary level curriculum because of the benefits it gives to the
students. Here are some of these benefits:
1. Chess increases the mathematical and scientific skills of the students. It also
enhances the problem-solving skills, concentration ability, and as logical
thinking ability of the students.
2. It develops sense of confidence and self-worth of a student.
3. It also improves communication skills.
4. It gives a lesson on hard work and commitment.
5. Chess provides entertainment and relaxation. This game is free and can
provide entertainment even for the observers.
6. Chess also has health benefits. It is considered as a form of recreational
therapy. It keeps the mind healthy.
7. Chess as a form of indoor recreational activity can strengthen family
relationship. Members of the family can play with each other while at home.
In a way, the chess pieces represent the family members. Each member of the
family has a role to play just like in chess where each piece has specific
functions to perform to win the game.

17 DO_Q3_PE8_LESSON1
Activity 3: Who Am I?
In this activity, we will test your mastery about the objectives of the topic.
Chess Pieces Function of the Function of the Family Members
Chess Pieces Family Members
1.
Father
2.
Mother
3.
Brother
4.
Sister
5.
Youngest

People who take part in park activities such as walking, hiking, or skiing,
schedule fewer office visits, maintain lower body fat percentages, and have lower
blood pressure and cholesterol levels. Mental wellness is critical to overall physical
health. Participating in recreational activities helps manage stress.

Activity 4: Chess Piece Movement

In this activity, Identify the move of each illustrated chess piece. Use a
straight line to connect column A to column B. (2pts. Each)

Column A Column B
1.
a. The most powerful piece
2. b. Moves one or two square at a time and can be promoted to any
piece
3.
c. Moves and capture along diagonals
4.
d. Piece that can move over the other piece
5.
e. The most important piece, but it is one of the weakest.

18 DO_Q3_PE8_LESSON1
Most Essential Competencies:
5. Undertakes physical activity and physical fitness assessment. PE8PF-IIIa-h-
23
6. Review goals based on assessment results. PE8PF-IIIa-34
7. Executes the skills involved in the sports. PE8GS-IIId-h-4
8. Displays tolerance and acceptance of individuals with varying skills and
abilities. PE8PF-IIId-h-37

Lesson 2: Scrabble
Indoor recreational activities are voluntarily undertaken for pleasure,
exercise, relaxation and leisure. It is one way of rejuvenating the mind and the
body.
Indulging yourself in recreational activities like scrabble, chess and domino.
Participating in these leisure’s and recreational activities can foster a range of
positive benefits for health, wellbeing, and quality lifestyle.

Activity 1: Agree or Disagree?

Put a positive sign (+) if you agree with the statement and a negative sign (-)
if you disagree.
1. Playing scrabble will enhance your vocabulary.
2. Scrabble is played with exactly 100 tiles.
3. The objective of the scrabble is to score more points than one’s
opponent
4. Reading books will improve your vocabulary.
5. Generally, foreign words can be used in scrabble.

19 DO_Q3_PE8_LESSON2
 Lesson INDOOR RECREATIONAL ACTIVITIES
2

Activity 2: Scrabble Terminologies.

Table A: Terms used in Scrabble
Knight Pawn Double Scrabble
word
1.
Count Hook Letter
Free Space 2.
Tile
3.
Check Triple word Rook
4.
5.

Brief History
Do you know where scrabble originated? Scrabble is a game that Originally
called Criss Cross, the game, which was based on the crossword puzzle and
anagrams, was developed by Alfred M. Butts, an architect, in 1931. It was
redesigned, renamed as Scrabble, and marketed by James Brunot in 1948. It was
first sold in Great Britain in 1954.
Benefits of Playing Scrabble
Scrabble in an indoor recreational activity which is now being introduced as
a major part of secondary level curriculum because of the benefits it gives to the
students. Here are some of these benefits:
1. Lowers the risk of mental illness. This game will keep the elders mind
stimulated and engaged, strengthening the brain.
2. Makes you happy. Board games, such as Scrabble, can be a fun activity
to do with the elder and other loved ones
3. Reduces blood pressure.
4. Improves the immune system.
5. Improves memory and vocabulary.

20 DO_Q3_PE8_LESSON2
Activity 3: Observation Skills
Complete the table below by checking OBSERVED or NOT OBSERVED on
the space provided.
Benefits Observed Not Observed
1. Developed camaraderie’s among
my peers.

2. Established good relationship

with my family

3. Made intelligent decisions in life

4. Built strength to face challenges

5. Developed vocabulary skills

6. Improves memory skills

7. Develops tactics
8. Challenges the player
9. Empowering the mind
concentration
10. Making one’s good attitude

Scrabble encourages social cooperation and bonding families, strangers, and

friends enjoy playing Scrabble game and other word games for many hours, hence
strengthening their social skills and bonds. Gameplay helps you to learn how to
easily adapt and apply to the new rules and also work together towards a common
goal in everyday life.

Activity 4: How Well Do I Know the Game.

Enumerate the benefits on playing Scrabble.
Benefits of Playing Scrabble
1
2
3
4
5

21 DO_Q3_PE8_LESSON2
Most Essential Competencies:
1. Discusses the stages of infection H8DD-IIIa-15
2. Analyzes the leading causes of morbidity and mortality in the Philippines
H8DD-IIIa-16
3. Discusses the most common communicable diseases signs and symptoms of
common communicable diseases H8DD-IIIb-c-17
4. effects of common communicable diseases H8DD-IIIb-c-18
5. Misconceptions, myths, and beliefs about common communicable diseases
H8DD-IIIb-c-1
6. Prevention and control of common communicable diseases
7. Analyzes the nature of emerging and re-emerging diseases H8DD-IIId-e-20
8. Demonstrates self-monitoring skills to prevent communicable diseases
H8DD-IIIf-h-21

Introduction

There is a very popular saying “Prevention is better than cure.” As you go

along, you will notice that the diseases you are experiencing or encountering can be
prevented if you only know how to control them. Accordingly, if you lack self-
discipline, then prevention and control of diseases will be difficult to attain. This
material will introduce you to the nature of communicable diseases and their
prevention and management. I hope that you will enjoy going through this material.

Pre-Assessment
Activity 1- How Well Do You Know the Nature of Diseases?
Read very carefully each statement about the nature of communicable diseases.
Put a check (√) mark on the appropriate box if the statement is true or false. Do it
on a separate sheet of paper.

Statement True False

1. Organisms like bacteria and viruses are all over the

environment.
2. Many of the most common diseases are caused by tiny
microorganisms called pathogens.
3. Communicable diseases come from one infected person to
another.
4. Stomach ache is one symptom that can be manifested by a
communicable disease.
5. Viral hepatitis is caused by a virus that affects the liver.

22 DO_Q3_HEALTH8_LESSON1
 Lesson DISEASE PREVENTION AND
1 CONTROL
(COMMUNICABLE)

Stages of Infection

1. Incubation - the period starting from the entry of the pathogen until the
appearance of the first sign. For example chicken pox, it takes 2-3 weeks
of incubation. For common cold, 1-2 days of incubation, influenza takes
1-3, days and 15-18 days for mumps.
2. Prodromal stage - starts from the onset of non-specific signs and symptoms
such as fever.
3. Illness stage - begins when more specific signs and symptoms appear. For
example, common cold is characterized by sore throat, sinus congestion,
rhinitis, and mumps manifested by ear ache, high fever, and salivary gland
swelling.
4. Convalescence stage - last stage of infection is an interval when acute
symptoms of infection disappear. The length of recovery depends on the
severity of infection and the sick person’s general state of health. Recovery
may take several days to months.

Activity 1- What’s the Word?

Directions: Copy the puzzle in your activity notebook and write the letters on the
boxes to form each word being described. Do it on a separate sheet of
paper. Choose your answer from these choices:

Convalescence stage,
Incubation stage,
Illness stage,
and Prodromal stage

23 DO_Q3_HEALTH8_LESSON1
 Across Down
1. This is the interval between entrance of 4. This is the interval from
pathogen into the body to the appearance the onset of nonspecific signs
of first symptoms. and symptoms to the
appearance of more specific
symptoms.
2. This is the stage when the sick person
exhibits signs and symptoms specific to
type of infections.
3. This is the interval when acute symptoms of
infection disappears (length depends on
severity of infection and sick person’s state of health).

Activity 2 – Pick and Put

Choices of symptoms are written on the strips. Copy on your activity
notebook the table as shown below and pick the answers from the choices and
write them on the columns that describe the stages.

Convalescence
Incubation stage Prodromal stage Illness stage
Stage

Choices:

Length of recovery
depends on severity of
Chickenpox, 2-3 Malaise, low Common cold
infection and patient’s
weeks. grade fever, manifested by sore
general state of health;
fatigue throat, sinus
take several days to Common cold, congestion, rhinitis,
months. 1-
mumps manifested by
2 days earache.

Influenza, 1-3
days
Mumps, 15-18
days

24 DO_Q3_HEALTH8_LESSON1
 The leading causes of morbidity and mortality in the Philippines as of 2017.

Diseases shown on the graph are not all communicable diseases such as Heart
diseases, Hypertension, Diabetes and the like. Hence, respiratory illnesses such as
pneumonia and chronic respiratory infections are one of the most leading causes of
death. And this year we are facing the challenge of breaking free from one of this
communicable disease – Coronavirus. Exposing ourselves to a Covid positive could
draw us in danger to acquire the virus. That’s why we need to prevent the spread of
it and be observant.
The Chain of Infection
1. Pathogen – is an organism with the ability to cause diseases.
2. Reservoir – is a place within which microorganisms can thrive and reproduce.
For example, human body, animals, and objects such as water, tabletops, and
doorknobs.
3. Portal of Exit – provides a way for a microorganism to leave the reservoir.
4. Mode of Transmission – the method by which the organism moves from one
host to another. It can be by contact, droplet, or airborne, food-borne/water-
borne, vector-borne (usually insect).
5. Portal of Entry – an opening allowing the microorganism to enter the host.
This includes body orifices, mucus membranes, or breaks in the skin.
6. Susceptible Host – a person who cannot resist a microorganism invading the
body due to immunity of physical resistance to overcome the invasion by the
pathogenic microorganism.

25 DO_Q3_HEALTH8_LESSON1
 One summer, my family went to Ilocos for our yearly vacation. At night my
daughter had a fever, so I gave her a medicine. In the morning, I saw rashes on
her arms, so I suspected measles. I had her occupy another room to prevent
cross-infections.
After breakfast, my late mother-in-law brought my daughter out at the backyard
and started scattering some rice while talking indistinctively. She got some soil
near a tree where my daughter played and rubbed it on my daughter’s arms,
face, and feet. My mother-in-law did that because my daughter while playing
might have disturbed some spirits in the backyard.
Judith Langbayan-Javier

React on what you read. Put a check in the parenthesis which corresponds to your
answer.
1. Are the rashes the result of some disturbed spirit? ( ) yes ( ) no
2. Does rubbing the soil in the arms, face, and feet heal the rashes? ( ) yes ( ) no
Self-reflect! Explain your answer on the space provided.
1. Do you agree with the belief of the mother-in-law? Why or why not?

2. If you were the mother-in-law, what should you do?

Naomi, I received your text message about the Factors that Influence
Disease Transmission. Anyway, thank you for this opportunity to share to you
what I learned in my medical training. As far as I can remember, the following
factors are Environmental Factors transmission. Sanitation and sanitation facilities
can affect the transmission of diseases where food and water can become
contaminated because of poor sanitation. Pollution also plays a major role in disease
transmission as evidenced by floods during the rainy season. These floods were the
culprits in the spread of leptospirosis.
Climate takes its role as an environmental factor. In our country we only
have the dry and wet seasons where various microorganisms can cause morbidity
in each season. 2) Socio-economic Factors transmission. For instance, there are
some places cultural practices influence disease in the Cordilleras where people drink
wine after a tiring day of planting and when drinking, they use one glass to show
unity. I also experienced similar practice observed by the Ilocanos and that is
washing the hands in one basin before eating. Another way of transmitting disease
is through living arrangements where a group of people live near their livestock.
Considering these factors, I hope you can tell them with your family and friends so
they can avoid getting these diseases.
Judith Langbayan-Javier

26 DO_Q3_HEALTH8_LESSON1
Fill in the graphic organizer based on the guide questions.
What is the title?

What are the factors?

What are the things that affect the factors?

Levels of Prevention

27 DO_Q3_HEALTH8_LESSON1
 Complete each blank with appropriate entry/word. Then, follow these guidelines
to reduce the spread of infections.
1)________ everyday to keep your skin, hair, and nails clean. Avoid sharing 2)
_________ or drinking utensils. Store and prepare food in a safe way to prevent
food
3)_______________. 4)_______ your hands after using the toilet and before and
5)___________ eating. If you are sick, avoid infecting others. Cover your 6)________
when coughing. There are three other ways to protect yourself from
7)_______________ diseases. You can become 8)___________ by having the disease.
You can be immunized by injection. If a 9)_____________ is available, then you
can practice bio10)______back. There are three levels of prevention. 11)The
P__________ level is used before the person gets the disease. 12)The
S_______________ level is used after the disease has occurred, but
before the person notices that anything is wrong. 13)The T______________ level
targets the person who already has symptoms of the disease; to lessen the
damage and pain from the disease, to slow down the disease, to prevent it from
causing complications, to give the best care and to make the sick healthy again.

DIRECTIONS: Carefully read the questions and choose the correct answer from the
choices and write the letter of your choice on a separate sheet of
paper.
_____1. It is the period starting from the entry of the pathogen until the appearance
of the first sign.
A. Incubation stage C. Convalescence
B. Clinical stage D. Prodromal Stage
_____2. The following are the examples of primary prevention from communicable
diseases except one:
A. Eating balanced diet C. Getting immunization
B. Getting enough sleep D. Getting into vices
_____3. The following are factors that influence the disease transmission except
one:
A. Economic factor C. Political factor
B. Environmental factor D. Social factor
_____4. The focus is on rehabilitating the sick person so as to prevent long-term
complications of the disease.
A. Primary prevention C. Tertiary Prevention
B. Secondary Prevention D. All of the above
______5. To prevent the spread and getting infected from communicable diseases we
need to do the following except.
A. Apply the cough etiquette C. Sleep late at night
B. Frequent handwashing D. Vaccination
______6. This is a place within which microorganisms can thrive and reproduce.
A. Door knob B. Dump clothes C. Reservoir D. Water
______7. Diseases caused by the direct and indirect spread of pathogens from one
person to another are called ____.
A. Communicable C. Toxin Bacteria
B. Non-communicable D. Viral Infection

28 DO_Q3_HEALTH8_LESSON1
______8. The disease-causing microorganisms which includes bacteria, virus,
parasitic worm, protozoa, and fungi.
A. Helminths C. Pathogen
B. Parasites D. Streptococcus
______9. Measles is a disease caused by virus which affects the host by what mode
of transmission?
A. Air-Borne C. Food/Water-borne
B. Droplet D. Vector-borne
_____10. The stage of infection which also known as recovery stage.
A. Convalescence C. Illness stage
B. Early symptoms stage D. Incubation

DO_Q3_HEALTH8_LESSON1

For inquiries or feedback, please write or call:

Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph

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