Music 8 Past Paper PDF - Quarter 3 Week 1

ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Music 8 Quarter 3 Week 1 At the end of the session, I would be able to: MU8WS-IIIa-h-2 Listen perceptively to music of South Asia an...

ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Music 8 Quarter 3 Week 1 At the end of the session, I would be able to: MU8WS-IIIa-h-2 Listen perceptively to music of South Asia and the Middle East; MU8WS-IIIc-h-4 Analyze musical elements of selected songs and instrumental pieces heard and performed; MU8WS-IIIb-h-7 Perform music from South Asia and Middle East with own accompaniment; Concepts: Music of Israel West Asian music is modal. Harmony is not emphasized, yet focused on melodic complexity and ornamentation. It is commonly used during Communal worship, Mystic Rituals, Life passage events like weddings and anniversaries as well as for Entertainment like belly dancing and folk dancing. There are two divisions of vocal music in Israel that is performed and execute in communal worships, life passage events, mystic rituals, and entertainment: Devotional music is almost entirely vocal, religious music. It is featured during their Sabbath [in Israel], the way they pray and worship. They used shofar, a special call to prayer and repentance. Secular Music are played during life passage events songs are performed and executed as their secular music which generally includes popular and romantic text. When we are talking about life passage events, these are songs which usually perform in rites: birth rites, death rites, and between the two (e.g. birthday, eulogy, etc.). Melody is one of the most basic elements of music which is a timely arranged linear sequence of pitched sounds that the listener perceives as a single entity. Rhythm in music, the placement of sounds in time. It is the heartbeat of the music. Key Signature is a symbol used in music notation telling what key a song piece a music is in which is found after the G-clef or F clef. Key of C pitch names so-fa syllables Time Signature is a fraction like symbol without a diagonal line between the two numbers, found at the beginning of a musical piece that tells the number of beats in a measure of a song. ca,ab,ljm,cjc6/19/2020 Page 1  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Israeli Folk song Zum Gali Gali Zum Gali Gali (Israeli Lyrics) (English Translation) Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Hechalutz le’ maan avodah Pioneers work hard on the land Avoda le’ maan heechalutz Man and women work hand in hand Hechalutz le’ maan avodah As we labor all day long Avoda le’ maan heechalutz We lift our voices in song Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Zum Gali Gali (Hebrew: ‫ )זום גלי גלי‬is an Israeli folk song associated with the Kibbutz, Israel's collective agricultural communities. The song is sometimes referred to by the title Israeli Work Song and is known for its rhythmic style. The song begins with the repeated refrain ("zum gali gali") brefore proceeding to the verses ca,ab,ljm,cjc6/19/2020 Page 2  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Activity 1 GENERAL INSTRUCTIONS: Below is the sample format which you will follow in all the Activity Sheets all throughout the quarter. Subject: Subject Teacher: Name: Grade and Section: Week No. Activity No. Adviser: Score: A. Directions: Listen to folk song given above (Zum Gali Gali) or let somebody sing it. You may use the link for your reference. https://www.youtube.com/watch?v=lIcF11XH6fk Answer the questions on your answer sheet. 1. What can you say about the melody of the song? 2. Do you like the song? Why? B. Directions: Analyze the musical piece of Israel. ( Zum Gali Gali ) Answer the following questions on your answer sheet. (15pts.) a. What is the time signature of the given piece? b. What do you think is the key signature of the musical piece? c. Identify the different musical symbols found in the musical piece. C. Directions: This time sing the Zum Gali Gali with the used of your improvised or any available musical instrument. You may use the link for your reference for Zum Gali Gali ( https://www.youtube.com/watch?v=lIcF11XH6fk ) Provide a video presentation of your performance and submit it to your teacher.(Online Class) Provide a proof of your performance and submit it to your teacher and answer the following questions on your answer sheet. (Modular Class) A. Say something about your performance. B. Which part of your performance did you find it difficult? C. What musical instrument did you use? Week 2 At the end of the session, I would be able to: MU8WS-IIIc-h-5 Explore ways of producing sounds on a variety of sources that would simulate instruments being studied; MU8WS-IIIb-h-6 Improvise simple accompaniment to selected South Asia and the Middle East music; MU8WS-IIIb-h-7 Perform music from South Asia and Middle East with own accompaniment; MU8WS-IIIc-h-8 Evaluate music and music performances using guided rubrics applying knowledge of musical elements and style. ca,ab,ljm,cjc6/19/2020 Page 3  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Concepts: Music of India and Pakistan The nations of South Asia [and West Asia] have a unique vantage point being surrounded by cultures which mingle and pass through their countries; these interactions have inspired and been influenced the societies surrounding them. (San Miguel, 2018). India is the largest country in South Asia. Its music is a vast as its geographic location and as large as its demographic population. The music of India reflects different aspects of Asian culture through timber, rhythm, melody, texture, form, and style. In general, indian music remains fundamental to the lives of the people of India as a source of spiritual, inspirational, cultural expression, and entertainment. CHARACTERISTICS 1. CARNATIC MUSIC Music from South India Directed to a Hindu God, which is why it is called “temple music” Unlike Hindustani music, Carnatic music is unified where schools are based on the same ragas, the same rhythm instrument. Music pieces are mainly set for the voice and with lyrics. 2. HINDUSTANI MUSIC Influenced by ancient Hindu musical traditions, historical Vedic religion/ Vedic philosophy, native Indian sound and enriched by the Persian performance practice of Mughal era In North India, the most common style of singing is called khyal. VOCAL MUSIC and INSTRUMENTAL MUSIC India’s classical music tradition includes carnatic and hindustani 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 which is singing with nasal vocal quality. When compared with the Philippine music which uses melismatic singing in chanting epics and the pasyon which is a Philippine epic narrative of the life of Jesus Christ, focused on his Passion, Death, and Resurrection. Veda is the most ancient Hindu scriptures written in early Sanskrit and containing hymns, philosophy, and guidance on ritual for the priests of Vedic religion. Singing based on a set of pitches was popular even during the Vedic times. Samagana - style of singing developed into a strong and diverse tradition over several centuries becoming an established part of contemporary tradition in India. Sama Veda a sacred text in samagana style and not chanted Rig Veda in terms of its sanctity and liturgical importance ca,ab,ljm,cjc6/19/2020 Page 4  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Classification of Indian musical instruments vary in the materials used and how the sound is being produced like : Tat these -plucked strings, Vitat -are bowed strings, Sushir- are aerophone instruments, Ghan -are non-membranous percussive instrument but with solid resonators these are idiophone instruments and Avanaddh -are membranophone instruments like the drums. Manjira Khartal Ghatam Bansuri Shankh Sitar Sarangi Rabab Tabla Dhol The musical instruments of South and West Asia categorized as well into four, based on Hornbostel-Sachs Classification of Musical Instruments which is a system of musical instrument classification. These are Aerophone, Chordophone, Membranophone and Idiophone. TALA occupies an important position in the Indian system of music literally meaning ‘clap;’ variously transliterated as “tal”, “taal” or “taala” is a regular, repeating rhythmic phrase, particularly as rendered on a percussive instrument with an ebb and flow of various intonations represented as a ''theka'' is the common Indian system of rhythm ca,ab,ljm,cjc6/19/2020 Page 5  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Theka - a sequence of drum-syllables or ''bol'' - in Indian classical music, both Hindustani classical music and Carnatic music use complex rules to create “Rhythm plays an important role in Indian music. It is fundamental to the creation of any elaborate patterns of rhythmmusical system”. Music of Pakistan Pakistan acted as major crossroad for various cultures between Central Asia, South Asia and West Asia. This paved the way for the similarities in vocal music throughout the region. Pakistan is known for its unique vocals. The distinctive Pakistani sound was formed with multiple influences not only from various parts of South Asia as well from Central Asia, Persia, Turkey and Arab world. VOCAL MUSIC The two vocal styles in sing of Pakistan is Ghazal and Qawwali Ghazal are traditional expression of love, separation, and loneliness. It tells about both the pain of loss of the lover and the beauty of love in spite of the pain. Its structural requirements are more strict than most poetic forms traditionally written in English and can be sung by both men and women Qawwali are the devotional music of the Christi Order which is a vibrant musical tradition that stretches back more than 700 years and originally performed mainly at Sufi shrines throughout the subcontinent and gained mainstream popularity Punjabi music strengthens the importance of musical instruments in Pakistan. Musical Instruments: Tabla Dholak Rubab Harmonium Activity 2 A. Directions: 1. Make your own simple improvised musical instrument similar to India or Pakistan. Answer the following questions on your answer sheet. Explore your instrument and describe it in terms of: A. Materials used B. Utilization (How to play/use) C. Quality of sound produced 2. Using your improvised musical instrument create your own rhythm while watching the given link (https://www.youtube.com/watch?v=jeQvMIFlE_Y). ca,ab,ljm,cjc6/19/2020 Page 6  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Provide a video presentation (Online class) or picture (modular class) of your performance and send it to your teacher. 3. Answer the following questions on your answer sheet. A. What did you do to make your rhythm suit to the music being played? B. What difficulty that you encounter? B. Directions: 1. Listen and observe the performance of the Filipino artist Kontra-GaPi in the given link(https://www.youtube.com/watch?v=3wY1hb9TrvU&list=RD3wY1hb9TrvU&start _radio=1&t=6 ) and evaluate their performance based on the rubrics given. 5 3 1 Tone Tone is consistently focused, Tone is focused, clear, and The tone is often not Quality clear and centered centered through the normal focused, clear, or centered throughout the range of the playing range of the regardless of the range instrumental music and vocal instrument. Extremes in being played, significantly performance. Tone has range sometimes cause tone detracting from the overall professional quality. to be less controlled performance. Rhythm The beat is secure and the The beat is secure and the The beat is usually erratic rhythms are accurate for the rhythms are mostly accurate. and rhythms are seldom style of music being played. There are few duration accurate, detracting errors, but these do not significantly from overall detract from the overall performance performance. Dynamics Dynamic levels are obvious, Dynamic levels are typically Attention to dynamic levels consistent, and an accurate accurate and consistent is not obvious. interpretation of the style of music being played. 2. Copy the table on your answer sheet and write your score on the space provided. Score Tone Quality Rhythm Dynamics 3. Comment about the result of your evaluation to the performance of the Filipino artist Kontra-GaPi. Write your answer on your answer sheet ca,ab,ljm,cjc6/19/2020 Page 7  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Arts 8 Week 3 At the end of the session, I would be able to: A8EL-IIIb-1 analyze 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-IIIa-2 Identify characteristics of arts and crafts in specific countries in South, West, and Central Asia: India (rangoli, katak, mendhi, diwali); Saudi Arabia (carpet design); Pakista (truck art); and Tibet (mandala), etc. A8PR-IIIc-e-1 Create arts and crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., Ghonghdis, Marbling Technique, etc.) A8PR-IIIf-2- Derive elements from traditions/history of a community for one’s artwork Concepts: South, Central and West Asian Arts Periods of Indian Art 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. Classical Period SHIVA - The destroyer, represented by a four-armed 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  The third arm points up in a reassuring gesture, and  The fourth arm points down to the dwarf in which he dances to Islamic Ascendancy or Transitional Period This was the period of evolution from Vedism into Hinduism or Brahmanism. The two great Indian epics: 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. India (Diwali and Rangoli) Diwali is 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.It is very exciting and colorful holiday, where homes are cleaned to welcome the New Year and 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 a special Diwali clay lamps (diyas) means to light the way for the goddess. This is why the holiday is also known as “Festival of Lights”. ca,ab,ljm,cjc6/19/2020 Page 8  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Rangoli is one of the most beautiful and most pleasing arts forms of India. It comes from the words “rang” meaning color and “aavalli” meaning colored creepers or row of colors. Rangoli is the art of making designs or patterns on the walls or the floor of the house using finely ground white powder along with different colors. Numerous household s in the Indian subcontinent make use of rangoli designs for decorating the courtyard of their houses. The traditional form of rangoli made use of designs and motifs based on nature, such as mangoes, creepers, flowers, swans, peacocks, etc. Even the colors in the traditional art form were extracted from natural dyes, like bark of trees, leaves, indigo plant, etc. These days, synthetic dyes have more or less replaced the natural dyes of the earlier times. Rangoli is an art form used by people in India.It is a type of decoration drawn on the ground or sidewalk in front of a house. Rangoli has a purpose; it is used to “enlighten” or to welcome Hindu gods to the household. Mothers in India do this activity every morning and teach rang oli to their daughters. It is a type of folk art that is passed from one generation to another. The materials used in the Rangoli patterns of today give either a very flat appearance or a 3-D effect. Rangoli designs include geometric patterns, the swastika, lotus, trident, fish, conch, creepers, leaves, trees, flowers, animals, etc. Saudi Arabia (Carpet Design) Arabian carpets dating back to the 7th century BC have been excavated in Ma'rib.'Rihal' is a type of pre-Islamic carpet that was made in al-Hirah, an ancient city that was the capital of the Lakhmids. Sheep's wool is the most common material used in the making of traditional Arabian carpets. Other materials, such as cotton, camel hair, goat hair, and flax have been used to make these carpets. In the center of larger carpets silk is likely to be used. Aladdin's magic carpet is an Arabian rug that is featured prominently in Arab culture Pakistan (Truck Art) Across Pakistan ,brightly colored flamboyant trucks painted with images of idealized landscapes, 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. Other arts of Pakistan include painted chests and jars. Elements of Arts Color: Color is the visual perception seen by the human eye. Value: refers to how adding black or white to color changes the shade of the original color. Form: Form gives shape to a piece of art, whether it is the constraints of a line in a painting or the edge of the sculpture. ca,ab,ljm,cjc6/19/2020 Page 9  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Line: A line in art is primarily a dot or series of dots. The dots form a line, which can vary in thickness, color, and shape. Shape: The shape of the artwork can have many meanings. The shape is defined as having some sort of outline or boundary, whether the shape is two or three dimensional. Space: Space is the area around the focal point of the art piece and might be positive or negative, shallow or deep, open, or closed. Texture: Texture can be rough or smooth to the touch, imitating a particular feel or sensation. Principles of Arts Balance: The balance in a piece of art refers to the distribution of weight or the apparent weight of the piece. Contrast: Contrast is defined as the difference in colors to create a piece of visual art. Emphasis: Emphasis can be color, unity, balance, or any other principle or element of art used to create a focal point. Rhythm/Movement: Rhythm in a piece of art denotes a type of repetition used to either demonstrate movement or expanse. Unity and variety: In art, unity conveys a sense of completeness, pleasure when viewing the art, and cohesiveness to the art, and how the patterns work together brings unity to the picture or object. Pattern: Pattern is the way something is organized and repeated in its shape or form and can flow without much structure in some random repetition. Patterns might branch out similar to flowers on a plant or form spirals and circles as a group of soap bubbles or seem irregular in the cracked, dry mud. Arts 8 Week 3 Activity 3 Directions: On your answer sheet, analyze the given art and craft below inspired by the cultures of South Asia, West Asia, and Central Asia in terms of: 1. Balance 2. Shape 3. Pattern 4. Line 5. Space A. Identify the arts and craft of the following country and give each characteristic.(30pts) 1. India 2. Saudi Arabia 3. Pakistan ca,ab,ljm,cjc6/19/2020 Page 10  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Rangoli Art (50 pts) Materials: Glue, plain paper plate (any size) pencil, colored sand (or mongo beans, colored papers cut into small pieces) C. DIRECTIONS: 1. Sketch your own Rangoli design lightly in pencil or chalk on your paper plate (short bond paper if not available) 2. When you are satisfied with your design, finalize the outline with heavier lines. 3. Use glue to outline your design. 6. Fill in your design with sand, colored paper cut into small pieces according to your choice and color combination. This is the most interesting step, and usually the most fun. 7. Apply different design patterns: 8. At the back portion of your rangoli art answer the following questions.20 pts. a. Did I enjoy working on my Rangoli art? Justify your answer. b. What is the significance of Rangoli art from the people of India? Example on how to make your Rangoli art Week4 At the end of the lesson I will be able to: A8PL- IIIh-1 Reflect on and derive the mood, idea or message from selected artifacts and art objects A8PL- IIIh-2 Appreciate the artifacts and art objects in terms of their utilization and their distinct use of art elements and principles A8PL- IIIh-3 Incorporate the design, form, and spirit of South, West, and Central Asian artifacts and objects to one’s creation Concepts: South, Central and West Asian Arts (Uzbekistan, Kazakhstan and Tajikistan) People who inhabited the region of present Uzbekistan are known for making printed cloth. Printed tablecloth, curtains, bedspreads, shawls and various coverlets were utilitarian and served as a daily-round ornament as well. Uzbekistan ceramics hold a prominent place among the numerous forms of popular applied art. Applied art in ancient Kazakhstan were part of life’s daily routine. Clothing, utility tools, yurts, and horses’ saddles were always decorated using nomadic patterns and design ca,ab,ljm,cjc6/19/2020 Page 11  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Traditional dress of Uzbekistan 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 artists in different periods can be seen in museums across the country. Tajiks have been making fabrics, utensils, musical instruments, carpets, furniture, jewelries and many 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. Activity 4 A. Directions: In a short bond paper, draw your own artifacts by incorporating (combining) the design, form, and spirit of South, West, and Central Asian (100pts).Answer the following questions on your answer sheet. 1. Describe how you utilize (use) the elements and principle of arts in your artwork.(20pts) 2. What makes your work attractive? Justify your answer.(10pts) 3. Express the feeling that you derive from the message of your artwork.(20pts) P.E. 8 Week 4 At the end of the lesson I will be able to: PE8PF-IIIa-34 Review goals based on assessment results PE8GS-lld-h4 Execute the skills involved in the sport Concepts: Why do we have to review goals and assess one’s physical activity? 1. Goals provide direction They set up the direction of your training by focusing your attention towards goal- relevant activities and away from goal-irrelevant activities. ca,ab,ljm,cjc6/19/2020 Page 12  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 2. Goals provide motivation Goals allow for an easy assessment of performance and enable you to learn more about your training abilities which can subsequently help to replace boredom with challenge i.e. goals serve as an energizer! As you start achieving your goals you will build your own self-directed motivation and replace fear and tension with focus and confidence. These factors combined often lead to more rewarding training. 3. Goals allow for the development of relevant learning strategies When goals are set, the individual and coach can devise and implement strategies that are aimed at reaching the individuals short term and long term sporting goals. For example, if a novice swimmer wishes to improve their core stability, they (the individual and coach/personal trainer) may invoke the strategy of performing two to three core exercises at the end of every other gym workout or of changing their core exercise technique so as to make their routine more efficient and effective. A fitness assessment identifies your current fitness levels and serves as a baseline, or starting point of your body's fitness. You can use this fitness assessment to figure out your training needs and goals. You then compare your progress over time to the initial fitness assessment. VOLLEYBALL A popular team sport played by hitting an inflated ball back and forth over a high net. In the indoor game, each team has six players, while in beach volleyball, played outdoors on sand, teams consist of two players each. Points are scored by successfully landing the ball in the court of the opponents without it being returned successfully. The six basic volleyball skills are passing, setting, spiking, blocking, digging, and serving. Passing is often thought of as the most important skill in volleyball. If you can't pass the serve, then you won't ever put your team in a position to score a point. The Volleyball Movements Volleyball can be characterized by movement patterns including first-step quickness, multilane movement (movement in all directions), level changes (up and down movement), deceleration (slowing down movement), and high-levels of force production (producing movement quickly). The key is to participate in a performance program that moves you through all movement patterns in order to avoid overuse injury. Volleyball Drills Conditioning and Skills with Tactics Volleyball drills are used to enhance various performance factors such as ball control, footwork, and timing on approach jumps or blocks. Coaches and players need to understand ca,ab,ljm,cjc6/19/2020 Page 13  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 the importance of training with purpose. A purpose of a drill could be to fix a problem, or improve volleyball skills such as passing or hitting. Performing your drills with purpose has many benefits...  If a player understands the purpose of the drill, rather than just going through the motions, they will be more interested in the training.  Drills for volleyball are important for developing habits. If players are constantly focusing on how to perform a volleyball drill correctly, they will improve their ability to focus during competition.  If coaches will set goals and set a specific focus to a drill, they will have better understanding of when to move on or adjust the drill for a better training effect. P.E. 8 Activity 4 A. Directions: Copy the table below and answer the questions in your answer sheet. 1. Put a check mark that correspond to your answer. Questions Always Sometimes Never Playing physical activities with my family Consider the benefits of physical activities Experience fatigue after doing playing physical activities Enjoy participating in physical activities Have a goal before playing physical activities Perform warm-up exercises before engaging strenuous physical activities Consider physical activities as a form of exercise A. How do find the activities in your Physical Education class last second quarter? B. Which part of the activity did you like most? Justify your answer. C. Which part of the activity did you find difficult? Justify your answer. D. What realization have you made after doing all the physical activities last quarter? B. Directions: Perform and follow the patterns below. In these patterns, you will be performing different court movements. Perform first your 5- minute warm up exercises. Record your time for every repetition. Perform only the number repetitions that you can afford to endure. (Minimum of 2 repetitions). Provide a video presentation (online class) and picture or any proof (modular) of your performance and send it to your teacher. ca,ab,ljm,cjc6/19/2020 Page 14  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Mechanics: 1. Find a space wherein you can perform freely and safely your activity. 2. Follow the pattern with approximately 3 meters each distance (A,B,C,D). 3. Put a marker at the end of every 3 meters for every direction. 4. Perform the following court movement: Court Movements A. Area A – Sprint to B B. Area B - Backward Running to C C. Area C - Sideward right Shuffling to D D. Area D – Sprint to X E. Area X - Jump once with both feet and at the same time hitting an imaginary ball C D A X B Indicate the duration of your performance on the space provided. Copy the table below on your answer sheet and answer the question that follows. Number of desired repetitions Time/Duration (Minimum of 2) 1st 2nd 1. How do you find the activity? 2. What difficulty did you encounter while doing the activity? 3. Did you perform the drills properly? In what manner? Week 5 At the end of the lesson I will be able to: PE8GS-lld-h4 Execute the skills involved in the sport Concepts: Basic skills in Volleyball (How they are properly executed) Volleying A very basic in playing. It is an act of passing or crossing the ball to the net or team mates. The first contact after a serve is considered a “pass”. The player who passes the ball is called the “passer”. Usually a pass is made with a player’s forearms but can also be made overhead with two open hands. ca,ab,ljm,cjc6/19/2020 Page 15  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 With the proper execution of volleying in volleyball, hold your arms loosely in front of you and to your sides and do not connect your hands yet. The overhead pass involves hitting the ball using an overhead playing motion to direct the ball to your teammate. The ball is played with the fingers using an overhead setting action. Overhead Passing. Obviously, the goal of passing is to prevent the ball from landing on the court. Overhand Pass. To execute an overhand pass, the player moves underneath the ball and controls it with the fingertips. The cup of the fingers is made. so that the thumbs and forefingers are close and the other fingers are spread. The hands are held forehead high, with elbows. In volleyball, the overhead pass is an important skill for passing a ball and making a set to attackers.... The movement period when the ball touched the hand was divided into the pull and push phases with the moment when the ball was at the lowest position. https://www.tandfonline.com/doi/full/10.1080/14763141.2019.1609072 Activity 5 A. Directions: Prepare the following materials below:  Volley ball or any alternative ball available at home (beach volley ball, Balloon etc.) Procedure: 1. Find a spacious place for this activity. 2. For Safety purposes, inspect the activity area and eliminate potential hazards. Check that the activity surface provides safe traction. Set boundaries for the activity a safe distance from walls and obstacles. 3. With the proper execution of volleying in volleyball, hold ca,ab,ljm,cjc6/19/2020 Page 16  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 your arms loosely in front of you and to your sides and do not connect your hands yet. 4. “Keep it up” by hitting a ball into the air. Prevent the ball from hitting the floor. Count how many passes (touches) you can complete before the ball drops. 5. Do this in 3 sets. With 1 minute interval. 6. Copy the table below on your answer sheet and answer the question that follows. Set Number of volleying/touches 1st 2nd 3rd 7. How do you find the activity? 8. What kind of ball did you use? 9. What are the difficulties that you encounter while doing the activity? Health 8 Week 6 At the end of the lesson I will be able to: H8DD-IIIa-15 discuss the stages of infection H8DD-IIIa-16 analyze the leading causes of morbidity and mortality in the Philippines H8DD-IIIb-c-17 ,H8DD-IIIb-c-18 , H8DD-IIIb-c-19 discuss the most common communicable diseases signs and symptoms of common communicable diseases effects of common communicable diseases misconceptions, myths, and beliefs about common communicable diseases prevention and control of common communicable diseases H8DD-IIId-e-20- analyze the nature of emerging and re-emerging diseases Concepts: Disease Prevention and Control (Communicable) The organisms that cause communicable diseases are called infectious agents, and their transmission to new uninfected people is what causes communicable diseases; (note that infectious diseases is an interchangeable term). Familiar examples of communicable diseases are malaria and tuberculosis. Diseases such as heart disease, cancer and diabetes mellitus, which are not caused by infectious agents and are not transmitted between people, are called non-communicable diseases. Some measures can be applied before the occurrence of a communicable disease to protect a community from getting it, and to reduce the number of cases locally in the future. These are called prevention measures. For example, vaccination of children with the measles vaccine is a prevention measure, because the vaccine will protect children from getting measles. Vaccination refers to administration of vaccines to increase resistance of a person ca,ab,ljm,cjc6/19/2020 Page 17  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 against infectious diseases. Once a communicable disease occurs and is identified in an individual, measures can be applied to reduce the severity of the disease in that person, and to prevent transmission of the infectious agent to other members of the community. These are called control measures. For example, once a child becomes infected with measles, treatment helps reduce the severity of the disease, and possibly prevents the child’s death, but at the same time it decreases the risk of transmission to other children in the community. In this context, treatment of measles is considered a control measure. Factors involved in the chain of communicable disease transmission 1. Infectious agents Sizes and types of infectious agents Infectious agents can have varying sizes. Some, such as Plasmodium falciparum and all bacteria and viruses, are tiny and are called micro-organisms, because they can only be seen with the aid of microscopes. Type of Number Visibility Examples infectious of cells agent Helminths many Visible with the naked Ascaris worm causes eye ascariasis Its length reaches 15– 30 cm Protozoa 1 Visible with a standard Plasmodium microscope falciparum causes malaria Bacteria 1 Visible only with a special Vibrio cholerae causes microscope; much cholera smaller in size than protozoa Viruses 0 Visible only with a special HIV causes AIDS microscope; much smaller in size than bacteria 2. Reservoirs of infectious agents Many infectious agents can survive in different organisms, or on non-living objects, or in the environment. Some can only persist and multiply inside human beings, whereas others can survive in other animals, or for example in soil or water. The place where the infectious agent is normally present before infecting a new human is called a reservoir. Without reservoirs, infectious agents could not survive and hence could not be transmitted to other people. Humans and animals which serve as reservoirs for infectious agents are known as infected hosts Two examples are people infected with HIV and with the bacteria that cause tuberculosis; these infectious agents persist and multiply in the infected hosts and can be directly transmitted to new hosts. Animals can also be reservoirs for the infectious agents of some communicable diseases. For example, dogs are a reservoir for the virus that causes rabies. Diseases such as rabies, where the infectious agents can be transmitted from animal hosts to susceptible ca,ab,ljm,cjc6/19/2020 Page 18  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 humans, are called zoonoses (singular, zoonosis). 3. Route of exit Before an infectious agent can be transmitted to other people, it must first get out of the infected host. The site on the infected host through which the infectious agent gets out is called the route of exit. Some common examples are described below. Respiratory tract The routes of exit from the respiratory tract are the nose and the mouth. Some infectious agents get out of the infected host in droplets expelled during coughing, sneezing, spitting or talking, and then get transmitted to others. For example, people with tuberculosis in their lungs usually have a persistent cough; Mycobacterium tuberculosis uses this as its route of exit. Infectious agents in the respiratory tract can exit from infected hosts during coughing and be transmitted to others. 4. Modes of transmission Once an infectious agent leaves a reservoir, it must get transmitted to a new host if it is to multiply and cause disease. The route by which an infectious agent is transmitted from a reservoir to another host is called the mode of transmission. It is important for you to identify different modes of transmission, because prevention and control measures differ depending on the type. Various direct and indirect modes of transmission are summarised in the table. Mode of transmission Sub-types of transmission Direct Touching Sexual intercourse Biting Direct projection of droplets Across the placenta Indirect Airborne Vehicle-borne Vector-borne Summary of different modes of transmission 5. Route of entry Successful transmission of the infectious agent requires it to enter the host through a specific part of the body before it can cause disease. The site through which an infectious agent enters the host is called the route of entry. 6. Susceptible hosts and risk factors ca,ab,ljm,cjc6/19/2020 Page 19  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 After an infectious agent gets inside the body it has to multiply in order to cause the disease. In some hosts, infection leads to the disease developing, but in others it does not. Individuals who are likely to develop a communicable disease after exposure to the infectious agents are called susceptible hosts. Different individuals are not equally susceptible to infection, for a variety of reasons. Factors that increase the susceptibility of a host to the development of a communicable disease are called risk factors. Some risk factors arise from outside the individual – for example, poor personal hygiene, or poor control of reservoirs of infection in the environment. Factors such as these increases the exposure of susceptible hosts to infectious agents, which makes the disease more likely to develop. Additionally, some people in a community are more likely to develop the disease than others, even though they all have the same exposure to infectious agents. This is due to a low level of immunity within the more susceptible individuals. Immunity refers to the resistance of an individual to communicable diseases, because their white blood cells and antibodies (defensive proteins) are able to fight the infectious agents successfully. Low levels of immunity could be due to:  diseases like HIV/AIDS which suppress immunity  poorly developed or immature immunity, as in very young children  not being vaccinated  poor nutritional status (e.g. malnourished children)  pregnancy. WHAT ARE THE LEADING CAUSES OF MORBIDITY AND MORTALITY IN THE PHILIPPINES? The leading causes of death are diseases of the heart, diseases of the vascular system, pneumonias, malignant neoplasms/cancers, all forms of tuberculosis, accidents, COPD and allied conditions, diabetes mellitus, nephritis/nephritic syndrome and other diseases of respiratory system. (https://doh.gov.ph/node/1058) Communicable diseases, also known as infectious diseases or transmissible diseases, are illnesses that result from the infection, presence and growth of pathogenic (capable of causing disease) biologic agents in an individual human or other animal host. Infections may range in severity from asymptomatic (without symptoms) to severe and fatal. The term infection does not have the same meaning as infectious disease because some infections do not cause illness in a host. Disease causing biologic agents include viruses, bacteria, fungi, protozoa, multicellular parasites, and aberrant proteins known as prions. Transmission of these biologic agents can occur in a variety of ways, including direct physical contact with an infectious person, consuming contaminated foods or beverages, contact with contaminated body fluids, contact with contaminated inanimate objects, airborne (inhalation), or being bitten by an infected insect or tick. Some disease agents can be transmitted from animals to humans, and some of these agents can be transmitted in more than one way. 1. Scabies- human scabies is caused by an infestation of the skin by the human itch mite (Sarcoptes scabiei var. hominis). The microscopic scabies mite burrows into the upper layer of ca,ab,ljm,cjc6/19/2020 Page 20  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 the skin where it lives and lays its eggs. The most common symptoms of scabies are intense itching and a pimple-like skin rash. 2. Acute bacterial conjunctivitis -haemophilus influenzae and Streptococcus pneumoniae are the most common causes but Staphylococcus aureus, Pseudomonas aeruginosa, N gonorrhoeae, N. meningitidis and C. trachomatis (trachoma serovars A–C) can occasionally be implicated. 3. Chickenpox is a highly contagious disease caused by the varicella-zoster virus (VZV). The virus spreads easily from people with chickenpox to others who have never had the disease or never been vaccinated. The virus spreads mainly through close contact with someone who has chickenpox. 4. Hepatitis E is inflammation of the liver caused by infection with the hepatitis E virus (HEV); it is a type of viral hepatitis. Hepatitis E has mainly a fecal-oral transmission route that is similar to hepatitis A, although the viruses are unrelated. Causes: Hepatitis E virus (HEV) Complications: Liver failure Symptoms: Nausea, jaundice Specialty: Infectious disease, Hepatology 5. Influenza- is a viral infection that attacks your respiratory system — your nose, throat and lungs. Influenza is commonly called the flu, but it's not the same as stomach "flu" viruses that cause diarrhea and vomiting. For most people, the flu resolves on its own. 6. Dengue fever-dengue virus (DENV). It is a mosquito-borne, single positive-stranded RNA virus of the family Flaviviridae; genus Flavivirus. Five serotypes of the virus have been found, all of which can cause the full spectrum of disease. Genus: Flavivirus Family: Flaviviridae 7. Tuberculosis (TB) -is a disease caused by bacteria called Mycobacterium tuberculosis. The bacteria usually attack the lungs, but they can also damage other parts of the body. TB spreads through the air when a person with TB of the lungs or throat coughs, sneezes, or talks. 8. Measles-is a highly contagious infectious disease caused by measles virus. Symptoms usually develop 10–12 days after exposure to an infected person and last 7–10 days. Initial symptoms typically include fever, often greater than 40 °C (104 °F), cough, runny nose, and inflamed eyes. Symptoms: Fever, cough, runny nose, inflamed... Causes: Measles virus Other names: Morbilli, rubeola, red measles, E... Prevention: Measles vaccine 9. Wart- is a small growth with a rough texture that can appear anywhere on the body. It can look like a solid blister or a small cauliflower. Warts are caused by viruses in the human papillomavirus (HPV) family. The appearance of a wart depends on its location on the body and the thickness of the skin. 10. COVID-19 -is caused by the severe acute respiratory syndrome coronavirus 2 (SARS- CoV-2)The COVID-19 disease is a newly emerging infectious disease caused by a novel coronavirus, SARS-CoV-2. This virus is phylogenetically distinct from previously known human and animal coronaviruses but is closer to the SARS virus. The SARS-CoV-2 virus was first identified in Wuhan city, Hubei, China in December 2019. It emerged in Southern China in November 2019, causing a pandemic. It spreads from person to person via the respiratory tract through droplets and possibly opportunistic aerosols, contact (direct or indirect, airborne transmissions especially when there is poor ventilation), and fomites. While close contact is the most often considered for transmission, aerosols have also been implicated, therefore good ca,ab,ljm,cjc6/19/2020 Page 21  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 ventilation is essential. To contain this virus and other novel coronaviruses, there is no room for error or relaxation of the highest standards of all features of infection control. Protect yourself and others around you by knowing the facts and taking appropriate precautions. Follow advice provided by your local health authority. To prevent the spread of COVID-19: Clean your hands often. Use soap and water, or an alcohol-based hand rub. Maintain a safe distance from anyone who is coughing or sneezing. Wear a mask when physical distancing is not possible. Don’t touch your eyes, nose or mouth. Cover your nose and mouth with your bent elbow or a tissue when you cough or sneeze. Stay home if you feel unwell. If you have a fever, cough and difficulty breathing, seek medical attention. Calling in advance allows your healthcare provider to quickly direct you to the right health facility. This protects you, and prevents the spread of viruses and other infections. Masks Masks can help prevent the spread of the virus from the person wearing the mask to others. Masks alone do not protect against COVID-19, and should be combined with physical distancing and hand hygiene. Follow the advice provided by your local health authority. ACTIVITY 6 A. Directions: In your answer sheets answer the following. Draw and describe the examples of chain of infection using the cycle diagram below. 30 pts. Example of cycle diagram B. Directions: Name the top three (3) leading causes of death in the Philippines and explain each reason. Write your answer on your answer sheet. C. Directions: Answer the following questions in your answer sheet.(30pts) 1. Identify at least 3 most common communicable disease and describe each. 2. What are the signs and symptoms of COVID-19? 3. Give a fact and misconception about COVID-19. 4. Enumerate ways to prevent and control COVID-19. 5. What are the effects of COVID-19 to our body? 6. In what way will COVID-19 reoccur after being cured? ca,ab,ljm,cjc6/19/2020 Page 22  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 Week 7 At the end of the lesson I would be able to: H8DD-IIIf-h-21-Demonstrate self-monitoring skills to prevent communicable diseases H8DD-IIIf-h-22- Promote programs and policies to prevent and control communicable diseases H8DD-IIIf-h-23- Identify agencies responsible for communicable disease prevention and control Concepts: Preventing the Spread of Infectious Diseases Decrease your risk of infecting yourself or others: 1. Wash your hands often. This is especially important before and after preparing food, before eating and after using the toilet. 2. Get vaccinated. Immunization can drastically reduce your chances of contracting many diseases. Keep your recommended vaccinations up-to-date. 3. Use antibiotics sensibly. Take antibiotics only when prescribed. Unless otherwise directed, or unless you are allergic to them, take all prescribed doses of your antibiotic, even if you begin to feel better before you have completed the medication. 4. Stay at home if you have signs and symptoms of an infection. Don't go to work or class if you're vomiting, have diarrhea or are running a fever. 5. Be smart about food preparation. Keep counters and other kitchen surfaces clean when preparing meals. In addition, promptly refrigerate leftovers. Don't let cooked foods remain at room temperature for an extended period of time. 6. Disinfect the 'hot zones' in your residence. These include the kitchen and bathroom — two rooms that can have a high concentration of bacteria and other infectious agents. 7. Practice safer sex. Use condoms. Get tested for sexually transmitted diseases (STDs), and have your partner get tested— or, abstain altogether. 8. Don't share personal items. Use your own toothbrush, comb or razor blade. Avoid sharing drinking glasses or dining utensils. 9.Travel wisely. Don't fly when you're ill. With so many people confined to such a small area, you may infect other passengers in the plane. And your trip won't be comfortable, either. Depending on where your travels take you, talk to your doctor about any special immunizations you may need. 10. With a little common sense and the proper precautions, you can avoid infectious diseases and avoid spreading them. Adapted from document on mayoclinic.com by CHWS ca,ab,ljm,cjc6/19/2020 Page 23  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 ACTIVITY 7 A The Cough Etiquette B Picture A: Analysis. (15pts.) A. Directions: Answer the questions on your answer sheet. 1. What do you see in picture A? Do you think this is a very fast way to infect other people with diseases? Prove your point. Write your answer on your answer sheet. Picture B: Evaluate yourself (20 pts.) 1.Look at picture B. Which of these six prevention tips do you strictly practice and why? 2.What is its effect to you? 3.Which of these six prevention tips do you hardly practice and why? 4.What is its effect to you? So what are you planning to do now? B.Directions: 1. In a short size bond paper make a poster about Prevention and Control of communicable diseases and adapt the quotation that says “Ako ang simula”. 50 pts. Guide Questions: Write your answer in your answer sheet. As a student, what can you do to make our environment clean and keep ourselves free from disease? Do you believe that you can do great things to prevent the spread of communicable disease? ca,ab,ljm,cjc6/19/2020 Page 24  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 C. SELF – INVENTORY Directions: Copy the table below on your answer sheet. Read the questions and respond by writing check mark ( ) M if the statement describes them most of the time, S if the statement describes them some of the time and N if the statement never applies to them. QUESTIONS M S N QUESTIONS M S N 1 I keep my immunization records 11 I listen and respond to my body up-to-date that it is tired or that something may be wrong 2 I stay away from people who 12 I wash my hands before and currently have cold or flu after every meal, before preparing food, and after using the toilet. 3 I eat a balanced diet daily 13 I shower or bathe regularly 4 I get at least eight hours of sleep 14 I do not share eating utensils or each night glasses with other people 5 I exercise aerobically at least 15 I cover my mouth when I three times a week cough or sneeze 6 I do not smoke 16 I avoid walking around without footwear 7 I avoid using towels that others 17 I avoid eating dairy & poultry have used products that are not refrigerated 8 I avoid using other people’s 18 I advise my parents to make combs and brushes sure that our pets have their vaccines too 9 I take a few minutes each day to 19 I put food waste in closed relax containers. 10 I stay at home within the first day 20 I support efforts of the when symptoms of an illness government to enforce public appear health laws for immunization and reporting communicable diseases Total for Most of the time Total for Most of the time Total for Some of the time Total for Some of the time Total for Never applies Total for Never applies Answer the questions below on your answer sheet. 1. What can you say about the results of your self-inventory? 2. What realizations have you made after doing the activity? ca,ab,ljm,cjc6/19/2020 Page 25  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 References Music Week 1-2 Music and Arts of Asia Learner’s Module https://en.wikipedia.org/wiki/Music_of_India https://en.wikipedia.org/wiki/Pasyon https://actmusicguide.wordpress.com/2018/10/25/south-and-west-asian-music-india-and-israel/ https://www.mamalisa.com/?t=em&p=2863&c=74 https://courses.lumenlearning.com/musicappreciation_with_theory/chapter/melody-an- overview/#:~:text=Melody%20is%20a%20timely%20arranged,and%20you%20have%20a%20melody. https://www.ebay.com/itm/antique-traditional-Afghan-folk-musical-instrument-Afghanistan-Rubab-rabab- 19-A-/402623119315 https://www.indiamart.com/proddetail/dholak-musical-instrument-10568774491.html https://www.youtube.com/watch?v=jeQvMIFlE_Y Arts Week 3 Music and Arts Learner’s Module 8 https://en.wikipedia.org/wiki/Arab_carpet https://human.libretexts.org/Bookshelves/Art/A_World_Perspective_of_Art_Appreciation_(Gustlin_and_Gu stlin)/01%3A_A_World_Perspective_of_Art_Appreciation/1.06%3A_What_Are_the_Elements_of_Art_and_ the_Principles_of_Art#:~:text=The%20elements%20of%20art%20are,volume%2C%20perspective%2C %20and%20depth.&text=Understanding%20the%20art%20methods%20will,art%20and%20for%20wha t%20use. Week 4 Music and Arts Learner’s Module 8https://www.google.com/search?q=uzbekistan+clothing&rlz=1C1CHZN_enPH924PH924&sxsrf=ALeKk02tcPEEgHq b4P_g5x-W- itPbP45DQ:1610940092928&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjB5_i_w6TuAhWFc3AKHeXeDk8Q_AUo AXoECB8QAw&biw=1366&bih=664#imgrc=pPoyGp9fwYHJPM https://education.ket.org/resources/rangoli-making-art-purpose-lesson-plan/ https://www.britannica.com/topic/Diwali-Hindu-festival https://www.indiaparenting.com/significance-of-rangolis-during-diwali.html#:~:text=%2C%20flowers%2C%20etc.- ,Rangoli%20at%20Diwali,but%20also%20the%20Goddess%20herself. P.E. Week 4 https://oxme.info/cms/learn/basic-skills https://basketballslab.com/basketball-reviews/ https://www.sharecare.com/health/fitness-exercise http://showmehowto.net/?p=4776 https://inspirationalbasketball.com/passing-basketball-drills/h Source: https://www.myprotein.com/thezone/nutrition/the-importance-of-goal-setting/ https://www.gettyimages.com/detail/photo/fierce-female-basketball-player-royalty-free- image/696861756?adppopup=true https://www.strength-and-power-for-volleyball.com/volleyball-drills.html https://www.google.com/search?q=goal&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiizsOX4cvuAhWpUN4KHSci COAQ_AUoAXoECAMQAw&biw=1366&bih=657#imgrc=sQCuYtPEhRFItM&imgdii=PMZuIVwdeBd37M https://www.google.com/search?q=sports+drills+animation&tbm=isch&ved=2ahUKEwimn_H14cvuAhVD3JQKHTZ WAZQQ2- cCegQIABAA&oq=sports+drills+animation&gs_lcp=CgNpbWcQA1D6UFjFXGCTX2gAcAB4AIABiweIAYQSkgELMC4zLj QtMS4xLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=IJEZYKaPN8O40wS2rIWgCQ&bih=657&biw=1 366#imgrc=DzxL6DAWUuMnIM&imgdii=7HBWiWoy37AOeM Week 5 https://www.wikihow.com/Hit-a-Volleyball ca,ab,ljm,cjc6/19/2020 Page 26  ILOILO NATIONAL HIGH SCHOOL Luna Street, La Paz, Iloilo City (for INHS classroom use only) MAPEH 8 https://www.goldmedalsquared.com/coaching-resources/volleyball- terms#:~:text=The%20first%20contact%20that%20starts,underhand%20with%20one%20closed%20fis t. https://www.google.com/search?q=hand+positioning+in+volleyball&tbm=isch&ved=2ahUKEwiXssiAjczu AhUMzIsBHWssDeQQ2- cCegQIABAA&oq=hand+positioning+in+&gs_lcp=CgNpbWcQARgAMgQIABAYOgQIABBDOggIABCxAxCDA ToCCAA6BQgAELEDOgcIABCxAxBDOgoIABCxAxCDARBDOgYIABAIEB46BAgAEB46BggAEAUQHlCqJFjvmAF gtKwBaANwAHgAgAGvAogBvR- SAQgwLjI1LjAuMZgBAKABAaoBC2d3cy13aXotaW1nsAEAwAEB&sclient=img&ei=Tr4ZYJfTAYyYr7wP69i0oA 4&bih=657&biw=1366#imgrc=w9LI5v81zrk7uM&imgdii=mMsUnDYlCeKykM https://www.wikihow.com/Set-a-Volleyball Week 6 P.E. and Health Learner’s Module 8 https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=84&printable https://www.depednegor.net/uploads/8/3/5/2/8352879/health_tg_3.pdf https://www.dhs.wisconsin.gov/disease/communicable.htm#:~:text=Communicable%20diseases%2C%2 0also%20known%20as,human%20or%20other%20animal%20host. https://isid.org/guide/pathogens/covid19/#:~:text=COVID%2D19%20is%20caused%20by,Hubei%2C%2 0China%20in%20December%202019. Week 7 P.E. and Health Learner’s Module 8 https://www.depednegor.net/uploads/8/3/5/2/8352879/health_tg_3.pdf https://www.depednegor.net/uploads/8/3/5/2/8352879/health_tg_3.pdf https://www.slideshare.net/chubzroswell/disease-prevention-and-control-94755745 ca,ab,ljm,cjc6/19/2020 Page 27