NAME:__________________________________________ TEACHER: ___________________

GRADE & SECTION:_______________________________ PASAY- MUSIC 7- Q1- 01

Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY

MUSIC 7
First Quarter | Week 1
Introduction

The lowlands of Luzon consist of several ethnolinguistic groups. The people of the lowlands of Luzon express their
feelings each other and the environment. One of their song is the Philippine folk songs performed in his/her
native language.

Objectives-At the end of this module, the learners are expected to;

A. Understand the meaning and characteristics of folk songs

B. Analyze the purpose of each examples of folksongs
C. Identify the kinds of folk songs

Pre-Assessment
Choose one song listed below and write the lyrics of the song.
Magtanim ay di biro Leron leron sinta

Bahay kubo Paru parong bukid

Explain, Why you like the song and say something about the lyrics.

FOLK SONGS OF THE LUZON ( Lowlands )

FOLK SONGS
Songs written by the folk and are sung to accompany daily activities such as farming ,fishing and putting the baby
to sleep.
CHARACTERISTICS OF FOLK SONGS
*Originally passed down orally to the family and to the other members of the community.
*Learned through rote.
*Sung in his/her own dialect
*Begins in one key and ends on the same key.
*Composers and lyricists are usually unknown.
*Mood can be sentimental, playful and humorous.
*Concepts are based on nature, peoples work tradition and culture.
*Short and simple
*Either in duple meter, triple meter, quadruple meter.
SELECTED FOLK SONGS OF THE LUZON (lowlands)

ILOCANO
Pamulinawen
*About Ilocano woman named Pamulinawen to whom the man is singing.
Manang Biday
*Traditional Ilocano folk songs in northern Luzon particularly in the province of Luzon. It implies the courtship of a
young named manang biday through serenading.
O Naraniag A Bulan
*A song from northern Philippines about a lover asking the moon for her forgotten promise of a love that would
last forever
KAPAMPANGAN
Atin Cu Pung Singsing
*The song is about a missing heirloom piece, a ring with a single gem. It expresses the great sentimental value
placed by Filipimos or inherited objects from parents.

Page 1 of 12
NAME:__________________________________________ TEACHER: ___________________

GRADE & SECTION:_______________________________ PASAY- MUSIC 7- Q1- 01

TAGALOG
Magtanim Ay Di Biro
*Tells about the difficulties of the life of a farmer.
Bahay Kubo
*“Nipa Hut” house are made with nipa palm leaves and bamboo.
Leron Leron Sinta
*The one who climbed tree is out of luck.
Paruparong Bukid
*Humurous song comparing a butterfly to a Filipina dressed in her glamorous formal dress with butterfly sleeves.
As she moves down the aisle of the church swaying her hips as every one look on.
ACTIVITY NO. 1: Picture Analyzation

Directions: Write the title of the folk songs on each picture. Write your answer on the
space provided

1.___________________________________________
2.___________________________________________

4.________________________________________
3.___________________________________________

5._______________________________________

Page 2 of 12
NAME:__________________________________________ TEACHER: ___________________

GRADE & SECTION:_______________________________ PASAY- MUSIC 7- Q1- 01

REFERENCE:
MUSIC AND ARTS, GRADE 7 LEARNERS MATERIAL: pp 9-18
Video/Music Recordings from
www.Youtube.com
ACTIVITY NO. 2: Listening Activity

Directions: Listen the different folk songs on YouTube and group them according to their
TIME SIGNATURE.

Atin Cu Pung Singsing Bahay Kubo Duple Meter Triple Meter Quadruple
Meter
Magtanim ay Di Biro Leron Leron Sinta 2/4 3/4 4/4

Manang Biday Paruparong

Bukid

EVALUATION
Directions: Write the correct answer on the space provided before the number. All choices in every number is in
the end of this activity.
__________1. A song that originates in traditional popular culture.
__________2. How are lowland folk songs traditionally passed?
__________3. Who is the most influencer of the Phillipine Folksong?
__________4. How did Luzon folk songs performed?
__________5. How are folk songs learned?
__________6. Folk songs are begins at one key and in ____ key.
__________7. What is the mood of folk songs?
__________8. What is the concept of folk songs?
__________9. Folk songs are _________&_________.
__________10. What is the symbol for Duple Meter?
CHOICES

No.1 No. 2 No. 3 No. 4 No. 5

Folk Orally Spanish Sung by Native By Note
Ethnic Video Recordings Chinese Language By going to school
Cultural Writer Japanese Sung by Filipino By Listening
Liturgical Music Recordings Korean only By Writing
Sung in Foreign
Language

No. 6 No. 7 No. 8 No. 9 No. 10

The same Sentimental Tradition Short 3/4

Minor 7th Humorous Nature Long 2/4
Minor Playful Culture Simple 4/4
Another Emotional Work Complex

Prepared By:

Marilou T. Bardaje
Teacher

Page 3 of 12
NAME:__________________________________________ TEACHER: ___________________

GRADE & SECTION:_______________________________ PASAY- ART 7- Q1- 01

Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY

ALTERNATIVE DELIVERY MODULE IN ARTS 7

First Quarter | Week 1

LEARNING COMPETENCIES

1. analyzes elements and principles of art in the production of one’s arts and crafts inspired by the arts of Luzon
(highlands and lowlands)

2. identifies characteristics of arts and crafts in specific areas in Luzon (e.g., papier mâché [taka] from Paete,
Ifugao wood sculptures [bul’ul], Cordillera jewelry and pottery, tattoo, and Ilocos weaving and pottery [burnay],
etc.)
REFERENCE:

DepEd Music and Arts, Learner's Material pp. 146-151

Explore the ARTS of Luzon in seven (7) easy steps. Happy Learning!

4. appreciates the artifacts and art objects in terms of their uses and their distinct use of art elements and principles

This module will take you to the different places in

Luzon, specifically on the provinces of Ilocos and
Cordillera Administrative Region. We altogether will
explore and discover the arts and crafts of its people
for us to have a deeper understanding and
appreciation of their culture and tradition.

design.html
Photo Copyright: https://delviewmedia.weebly.com/elements--principles-of-art--
Hey freshmen! Let us recall the Elements
and Principles of Art that you have learned from your
Elementary Art Education classes. All you have to
do is to analyze, and identify or name each graphics
presented based on the given definition in each item.
Once you know the correct answer, write it on the
box provided! Enjoy!

1. 6.

2. 7.

3. 8.

4. 9.

5. 10

• Arts and crafts are the activities and the product of those activities using your own little hands.
• In various places in Luzon, there are artists and craftsmen who are skilled enough to produce unique
Lesson
arts that 1: Cordillera
have become useful inAdministrative Region
their daily lives and andserve
these also Ilocos
as Region (Arts
conventional and
tools in Crafts)
promoting
their culture and tradition.
• Luzon, the Philippine largest island has eight regions and I will take your artistic imagination to travel on
those.

Page 4 of 12
NAME:__________________________________________ TEACHER: ___________________

GRADE & SECTION:_______________________________ PASAY- ART 7- Q1- 01

ILOCOS REGION
Architecture Calle Crisologo narrow and cobbled-stone Spanish colonial type of architecture
streets in Vigan

Textile Inabel hand weaving technique inspired by natural elements: patterns that
depict different landforms, colors of flowers,
animal patterns, ocean waves, etc.

Pottery Burnay unglazed earthen jar with storage of water, rice grains, salt, brown
small opening sugar, basi (local wine) and bagoong

CORDILLERA ADMINISTRATIVE REGION

Kalinga Textile Kain (South) wrap-around skirt colors are combination of red, black, white,
Saya (North) yellow and green
Basketry Labba bowl-shaped basket made of rattan
Tattooing "Pambabatok" serves as clothing and Wang- Od is the last mambabatok, she uses
decoration a mixture of charcoal and water that is
tapped onto the skin through a thorn end

Ifugao Sculpture Bul'ul wooden human figure used in rituals to protect their rice fields,
that represents the rice made of narra which signifies wealth,
granary spirits happiness and well-being of the Ifugao
Accessories Lingling-o fertility symbols worn made from jade, gold, copper, bronze, stone
around the neck and other materials
Mountain Textile Kadangyan burial cloth woven by female elders
Province

Abra Textile Bankudo wrap-around skirt have vertical stripes in the center and
horizontal stripes found in the edges

ART-IVITY #1: Guess the Art! Instruction: Name each photo by analyzing the given description above.

Select one (1) art or craft in CAR

and draw it on the box provided
for you.
What are the materials needed?
ART-IVITY #2: Draw me now!
1.Pencil
2.Coloring Materials

Name of the art/ craft:

____________________
Province originated:
_____________________
Technique:
_____________________

Page 5 of 12
NAME:__________________________________________ TEACHER: ___________________

GRADE & SECTION:_______________________________ PASAY- ART 7- Q1- 01

ART-IVITY #3: Describe it!

Instruction: Describe the characteristics of your artwork by filling out the clouds form below.

Elements
Col
Value
or
Shape
Texture Line
Principles

Pattern
Unity Proportion

The arts and crafts of Luzon depict the rich culture

and traditions of the Filipinos. The textile produced
in every province signifies their culture rooted on
the process it is made. The materials, the
techniques and the symbols used in these arts and
crafts have their own cultural and traditional
significance.
Instruction: Match Column A with Column B.

Column A Column B
1. amulet which signifies fertility a. Inabel
2. unglazed earthen jar with small opening b. Calle Crisologo
3. wrap-around skirt of Abra people c. Labba
4. wooden human sculpture that represents d. Burnay
rice granary spirits
5. wrap-around skirt of Kalinga people e. Wang-Od
6. oldest mambabatok f. Bul'ul
7. cobbled-stoned streets g. Kain or Saya
8. hand weaving technique of the Ilocanos h. Tattoo
9. serves as clothing and decoration i. Bankudo
10. bowl-shaped basket made from rattan j. Lingling-o

Instruction: Use a separate sheet of paper

and answer in paragraph form.

HOTS:
1. By learning the arts and crafts of Ilocos Region and CAR, what specific product of art and the like, that
you and your family are surprisingly using or have one at home? How does it help you in your everyday
living?
2. Do you agree that provinces of Luzon have similarities and differences when it comes to producing an
art? If yes, why? If no, why not. Justify your answer or give an example to support it.
3. As a student, how can you preserve arts and culture?
Writer: Krista Dominica C. Lanceta | PCCCANHS

Page 6 of 12
Name: _______________________________________ Grade and Section: ____________________________________
Teacher’s Name: _______________________________
PASAY-PE7-Q1-01

DEPARTMENT OF EDUCATION
Schools Division of PASAY CITY

MODULE in MAPEH 7
First Grading / Week 1
PHYSICAL FITNESS, HEALTH RELATED FITNESS

OBJECTIVE: Undertakes physical fitness test and set goals based on assessment result.
YOUR LESSON FOR TODAY: Physical Fitness, Health Related Fitness

TRY TO DISCOVER
Physical Fitness is the body’s ability to function efficiently and efffectively without undue fatigue,
leisure activities, to meet emergency situations and resist diseases from sedentary lifestyle. Being efficient
means doing daily activities with the least effort possible. A fit person can respond effectively to normal
life situations and can also respond to emergency situations – for example, by running to get help or
aiding a friend in distress.

Activity 1 ANSWER ME NOW!

Directions: Write YES if the statement relates to the characteristics and indications of a physically fit person and NO, if the
statement is not.
_____1 Has toned muscles _____6 Hates to play sports
_____2 Love drinking softdrinks _____7 Easily gets tired
_____3 Sleep 8 hours a day _____8 Runs fast
_____4 Has normal weight _____9 Does not want to sweat
_____5 Love to eat vegetables _____10 Love to do exercises

- It will helps you control your weight, prevent

diseases and illness, improves your mood, boosts energy,
and promotes better sleep. This is about your personal
health and how lifestyle will influence you as an individual.
Everyone wants to live fit and active, so the key to achieve
is exercise. The average person needs regulary physical
activity simply because the human body was designed to
move. Health related fitness means that you choose a
variety of activities to benefit your body and your mind.

Activity 2 PHYSICAL FITNESS TEST

Objectives:
To determine the level of fitness of students.
To identify strength and weaknesses for development and imrovement
To provide baseline data for selection of physical activities for enhancement of health and skill performance
To gather data for the development of norms and standards.
To motivate, guide and counsel pupil/students in selecting sports for recreation, competition and lifetime participation.
TEST PROTOCOLS
1. Explain the purpose and benefits that can be derived from the physical fitness test.
2. Administer the tests at the beginning of the school year and at the start of the next semester, to monitor
improvement/progress.
3. Prepare the follwing test paraphernalia: First aid kit, Drinking water (small tower or bimpo to wipe their perspiration),
Individual score cards
4. Observe the following prior to actual day of testing:
4.1 The testing area should be safe and free from obstructions.
4.2 The same testing equipment should be used in the start of the year testing and subsequent testing.
4.3 With the guidance of your parents, allow yourself to go through the various tests with minimal effort exerted
to familiarize themselves with testing procedures.

Reference:
https://www.deped.gov.ph/wp-content/uploads/2019/12/DO s2019 034.pdf
https://www.lifestyle-for-healthy-living.com
Physical Education and Health Learning Material 7, pp: 3 - 13

Page 7 of 12
Name: _______________________________________ Grade and Section: ____________________________________
Teacher’s Name: _______________________________
Body Mass Index (BMI)_ Weight – the heaviness or lightness of a person_ Equipment – weighing/bathroom scale.
Procedure
For the Performer:
▪ Wear light clothing before weighing.
▪ On bare feet, erect and still with weight evenly distributed on the center of the scale.
For the Partner:
▪ Before the start of weighing, adjust the scale to zero point.
▪ Record the score in kilograms.
Scoring – record body mass to the nearest 0.5 kilograms
Height – the distance between the feet on the floor to the top of the head in standing position.
Equipment – tape measure laid flat to a concrete wall where zero point starts on the floor. L – square or Ruler and an even
firm floor and flat wall.
Procedure Formula = Weight (in kilograms)
For the Performer: Height (in meters)2
▪ Stad erect on bare feet with heels, buttocks and shoulders pressed 80 80
against the wall where the tape measure is attached. Example: (1.65)2
= 2.72 =
For the Partner: 29.41(Overweight)
▪ Place the L – square/ruler against the wall with the base at the top of the
head of the person being tested. Make sure that L – square/ruler when Classification
placed on the head of the students is straight and parallel to the floor.
Record the score in meters
Below 18.5 Underweight
Scoring – record standing height to the nearest 0.1 centimeters. *** 1 meter = 18.5 - 24.9 Normal
100 centimeter. 25 - 29.9 Overweight
30.0 - Above Obese
Zipper Test
Purpose – to test the flexibility of the shoulder girdle
Equipment – ruler

Procedure
For the Performer:
▪ Stand erect. Raise your arm, bend your elbow, and reach down across your back as far as possible. To test the right
shoulder, extend your left arm down and behind your back, bend your elbow up across your back, and try to
reach/cross your fingers over those of your right hand as if to pull a zipper or scratch between the shoulder blades.
▪ To test the left shoulder, repeat procedures with the left hand over the left shoulder.
For the Partner
▪ Observe wether the fingers touched or overlapped each other, if not, measure the gap between the middle fingers,
or both hands. Record the distance in centimeter.
Scoring – record zipper test to the nearest 0.1 centimeter
Sit and Reach
Purpose – to test the flexibility of the lower extremities
(particularly the trunk)
Equipment – meter stick/tape measure
Procedure
For the Performer:
▪ Sit on the floor with back, head and shoulders flat on the wall. Feet are 12 inches apart.
▪ Interlock thumbs and position the tip of the fingers on the floor without bending the elbows.
▪ After the partner has positioned the zero point of the tape measure/meter stick. (at the top of the middle fingers), the
performer starts the test by sliding the hands slowly forward without jerking, trying to reach the farthest distance
possible without bending the knees. Bouncing or jerking movement is not allowed. Do it twice.
For the Partner:
▪ As the tester assumes the procedure, position the zero point of the tape measure at the tip of the middle fingers to
the performer.
▪ See to it that the knees are not bent as the performer slides the farther distance that he could. Record the farthest
distance reached in centimeters.
Scoring – record the farthest distance between the two trials to the nearest 0.1 centimeters

3 – Minute Step Test _ Purpose – to measure cardiovascular endurance.

Equipment : Step: Height of step: 12 inches, Stopwatch, Drum clapper,clicker
For the Performer:
▪ Stand at least one foot away from the step or bench with trunk erect and eyes looking straight ahead.
▪ The first step of the sequence should be alternate. At the signal “Go”, step up and down the step/bench for 3 minutes
at a rate of 96 beats per minute. One step consists of 4 beats – up with the left foot(ct. 1), up with the right foot(ct.
2), down with the left foot(ct. 3), down with right foot(ct.4) for the first sequence. Then up to the right foot(ct.1), up to
the left foot(ct.2), down with the right foot(ct.3), down with the left foot(ct.4) for the second sequence. Observe proper
breathing (inhale through the nose, exhale through the mouth).

Reference:
https://www.deped.gov.ph/wp-content/uploads/2019/12/DO s2019 034.pdf
https://www.lifestyle-for-healthy-living.com
Physical Education and Health Learning Material 7, pp: 3 - 13

Page 8 of 12
Name: _______________________________________ Grade and Section: ____________________________________
Teacher’s Name: _______________________________
▪ Immediately after the exercise, stand and locate your pulse and in five (5) seconds, or at a signal, start to get the
heart rate. Don’t talk while taking the pulse beat. Count the pulse beat for 10 seconds and multiply it by 6.
Scoring – record the 60 – second heart rate after the activity.

Push – up _ Purpose – to measure strength of upper extremities. Equipment – exercise mats or any clean mat.
▪ Lie down on the mat, face down in standard push – up position: palms on the mat about shoulder width, fingers
pointing forward, and legs straight, parallel, and slighty apart, with the toes supporting the feet.
▪ FOR BOYS: Straigthen the arms, keeping the back and knees straight, then lower the arms until there is a 90 degree
angle at the elbows (upper arms are parallel to the floor).
▪ FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the back straight, then lowers the
arms until there is a 90 – degree angle at the elbows (upper arms are parallel to the floor).
▪ Perform as many repetitions as possible, maintaining a cadence of 20 push – ups per minute. (2 seconds going down
and 1 sec going up. A maximum of 50 push – ups for boys and 25 push – ups for girls
For the Partner:
▪ As the performer assumes the position of push – ups, start counting as the performer lowers his/her body until he/she
reaches 90 – degree angle at the elbow. The partner should stand in front of the performer and his/her eyes should
be close to elbow level to accurately judge the 90 degrees bend. Make sure that the performer executes the push –
ups in the correct form. The test is terminated when the performer can no longer execute the push – ups in the correct
form, is in pain, voluntarily stops, or cadence is broken.
Scoring – record the number of push – ups made

Basic Plank
Purpose – to measure strength/stability of the core muscles.
Equipment – exercise mats or any clean mat,
stop watch/time piece.
Procedure
For the Performer:
▪ Asssuume a push – up position. Rest body on forearms with palms and fingers flat on the floor. Elbows are aligned
with the shoulders.Legs are straight with ankles, knees and thighs touching together.
▪ Support weight on forearms and toes, make sure that your back is flat. Head, neck and spine are in a straight line.
▪ Keep abdominals engaged/contracted, do not let stomach drop or allow hips to rise.
For the Partner:
▪ Ensure the availability of mat/smooth flooring or anything that can protect the forearms.
▪ Give the signal “Start/Go” and start/press the time piece. Make sure that at back of the head, neck, spine and
ankles are in straight line. Give two (2) warnings.
▪ Stop the time when the performer can no longer hold the required position, or, when the performer has held the
position for at least 90 seconds. Holding the plank position beyond 90 seconds is considered unneccesary.
Scoring – record the time in the nearest seconds/minute. Maximum of 90 seconds for Boys and Girls.
EVALUATION
I. PHYSICAL FITNESS SCORE CARD
This score card will help you record the data of your health related fitness test. To determine your level of fitness and to identify
your strength and weaknesses.

II. WHAT HAVE YOU LEARNED?

Directions: Read the questions carefully and encirlce the letter of the correct answer.

1. Body’s ability to function efficiently and effectively without undue fatigue.

a. Mental fitness b. Physical fitness c. Psychological fitness d. Spiritual fitness
2. Fitness component that are prescribed to improve individual’s health.
a. Skill related fitness
b. Health related fitness
c. Exercise program
d. Leisure activities
3. The ability of the muscle and joints to move through their full range of motion.
a. Flexibility b. Power c. Body Composition d. Endurance
4. Your bod’s ability to deliver oxygen to working muscles during exercise.
a. Body composition b. Flexibility c. Power d. Cardiovascular endurance
5. The muscle’s ability to exert a maximum amount of force in one effort.
a. Muscular Endurance b. Muscular Strength c. Power d. Coordination
Prepared by:
Benedict Dominic S. Cruz
Pasay City East High School
Reference:
https://www.deped.gov.ph/wp-content/uploads/2019/12/DO s2019 034.pdf
https://www.lifestyle-for-healthy-living.com
Physical Education and Health Learning Material 7, pp: 3 - 13

Page 9 of 12
Name:____________________________________ Year and Section:________________
Teacher:__________________________________ Module Code: PASAY- Health7-Q1-01

DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN HEALTH 7
(Dimensions of Holistic Health)
First Quarter/ Week 1

A. Objectives: 1. Explains/ identifies the dimensions of holistic health (physical, mental,

emotional, social, moral- spiritual and environmental).
2. analyzes the interplay among the health dimensions in developing
holistic health

B. Introduction/ Lesson Proper:

➢ Physical health:
It means how well your body functions. It is a state of well-being when all internal and
external body parts, organs, tissues and cells can function properly as they are supposed to
function. It includes being physically fit, eating nutritiously, and getting adequate rest and sleep.

➢ Mental Health:
Means being a lifelong learner by continuously wanting to learn new things and improve
one's skills. A mentally healthy person is open to new ideas and experiences that can improve
life, family, and environment. He/she is aware of his or her own abilities, can cope normal
stresses in life, able to work regularly and productively, and is also able to contribute for the
improvement of community.

➢ Social Health:
Refers to how well you get along with other people, how other people react and how you
interact with social institutions. It involves your ability to form satisfying interpersonal
relationships with others. It also relates to your ability to adapt comfortably to different social
situations and act appropriately in a variety of situations. Each of these relationships should
include strong communication skills, empathy for others and a sense of accountability.

➢ Emotional Health:
Involves understanding and liking yourself as well as accepting and learning from your
mistakes. It refers to how well you meet the demands of daily life and how you adjust to new
situations. It also means expressing your happiness, love, joy and hope as well as your sadness,
anger, stress and fear in healthful productive ways.

➢ Moral—Spiritual Health:
Means being at peace and in harmony with yourself, others and a higher power. It refers
to your religion, principles, personal beliefs, values and faith. It involves the quality of personal
relationships Or a love of nature. It involves ä sense that life has.
References:
Books:
➢ Physical Eductation and Health Learner’s Material, 1st Edition, 2017
➢ Health Guide PHILIPPINES 18 Edition 2013\
C. Learning Activities:
Activity 1: “Who Am I”

Page 10 of 12
Name:____________________________________ Year and Section:________________
Teacher:__________________________________ Module Code: PASAY- Health7-Q1-01
This activity, helps the prior knowledge of the learners identifies the dimensions of health.

Directions: Identifies the picture below (physical, social, moral-spiritual, emotional, mental and
environmental health). Write your answer on the space provided above the picture.

A.________ B. ______________ C . ______________

D.______________ E.________________ F.__________________

Activity 2: “Are You Really Healthy?”

This activity will assess your knowledge about the dimension of health.

Directions: Identify the activities if related to physical, social, moral-spiritual, emotional,

mental, and environmental health. Copy and write your answer inside the chart.

1. Jogging around the park 9. Respect to your parents and elders

2. Eating a balance diet regularly 10. Going out with family and friends
3. Listening to mood music 11. Reading educational books
4. Answering crosswords/puzzles 12. Being honest at all times
5. Expressing love by saying “I love You” to parents
6. Planting vegetables at home
7. Showing care for the environment
8. Going to church every Sunday

Physical Social Moral- Emotional Mental Environmental

Health Health Spiritual Health Health Health
Health

Page 11 of 12
Name:____________________________________ Year and Section:________________
Teacher:__________________________________ Module Code: PASAY- Health7-Q1-01
Rubrics for Activity 2:

Score Descriptors Indicators

8 – 12 Strong You really know and understand the
dimensions of holistic health.
5–7 Moderately Strong You need to practice more healthy
activities to complete the dimensions.
2–4 Improving You are to learn and practice healthy
activities to complete the dimensions.
1 Developing There is still much room for learning about
the concept of holistic health. I’m sure
you’re looking forward to it.

D. Evaluation:

Directions: Read the questions well. Encircle the letter of your answer.
1. Which dimension is involved when you express your emotions in positive ways?
A. Emotional C. Physical
B. Mental D. Moral- Spiritual
2. An individual chooses best friend of the same sex
A. Emotional C. Mental
B. Environmental D. Physical
3. An individual needs loving guidance, encouragement and respect.
A. Emotional C. Physical
B. Mental D. Social
4. You see your friend using eco- friendly detergent when washing, what dimension does
your friend shows?
A. Emotional C. Mental
B. Environmental D. Physical
5. Lina is always saying, “Po and Opo” after she talk, what dimension of health does Lina
shows?
A. Emotional C. Physical
B. Mental D. Moral- Spiritual

Prepared by:
MR. RICHARD T. TORMENTO
Kalayaan National High School

Page 12 of 12