1.
Cultural Geography
The Philippine National Anthem was
composed by Julian Felipe, a Filipino
music teacher and composer of
Cavite. He completed it on June 11,
1898, and showed it to General
Aguinaldo, who right away liked it
because of its inspiring melody. The
following day the music band of San
Francisco de Malabon performed it
for the first time during the
unfolding of the Filipino flag at Kawit
during the Independence Day
ceremony.
For more than a year the anthem
remained without words. Towards
the end of August of 1899, a young
poet-soldier named Jose Palma
2;.Population Geography
In the classroom we have this neat
counts of population In the class
because the more students in the
class the more learning will not take
place because of crowded
population. In order to have a better
learning in the lass as a teacher we
should know and be sensitive with
the needs of our students,.
3.Political Geography
Developing friendship to a classmate
was good for a students it makes
them more inspiration in going to
school. We also Filipino are don’t
live by ourselves we need our peers
in order for us to be happy .
wrote the poem entitled Filipinas.
This poem expressed in elegant
Spanish verses the devoted
patriotism and fighting spirit of the
Filipino people. It became the words
of the anthem and today the anthem
is sung in Pilipino, its official lyrics
interpreted by Felipe de Leon, from
the original Spanish lyrics in the
early 1900s. There are also English
translations, thought by many to be
inaccurate, due to the fact that some
English versions were translated
from the Tagalog version, and other
English versions were translated
from the original Spanish. One
version was translated by Camilo
Osias and A. L. Lane.
4. History Geography
Countries in the world have their
own cultures made more colorful,
beautiful and vibrant because of Folk
Dances that are reflection of who
they are. In the east, the Chinese
have their symbolic Dragon Dance,
the Japanese have the ancestral
dance Bon Odori. In the west the
Americans have their Square Dance.
On the other hand, the Philippines
will not be left behind. "The Pearl of
The Orient" boast of a varitey of
Filipino Folk Dances.
The Philippines consist of 7107
islands, and is broken down in three
groups of islands. The Luzon,
Mindano, and Visayas. Each of these
regions contain different
languages,history, regligon, and
traditions. With each region having
different influence in thier arts,
crafts, and ancestorical dances. Lets
take a trip through each region and
explore the different styles,
costumes, Dances and Talents from
Each Region.... As we explore each of
the regions and styles, please
remember alot of these Cultural and
Folk dances represents hardships
and daily back breaking tasks, that
has turned into a art form. Many of
the dances you will read about here
were actuall activities or chores that
the Filipino endured to survive the
poor economy and state of the
nation.....
7. Rural/Urban Geography
urban schools are usually larger,
have a more socio-economically
advantaged student body, enjoy
greater responsibility for resource
allocation, are less likely to
experience staff shortages, are more
likely to have a higher proportion
of qualified teachers, and have
higher student-teacher ratios than
schools in rural .

5. Economic Geography
As it shown on the picture that the
pupils are planting the tree it is nice
if we are able to teach our student
on how important our mother earth
and how we should take care of it.

6.Behavioral Geography

As a Filipino we have this culture

that most of us are religious and
have faith with God because
Filipino does not belong to liberated
country so mostly us preach the
gospel of our lord God.
Young people develop in the contexts of their family, their school, their
community, and the larger culture, which offer multiple opportunities to
support healthy development and prevent disorder. This chapter first reviews
interventions in a variety of settings directed primarily at improving family
functioning. These interventions target both expectant parents and families
with children of different ages and are discussed in order of developmental
stage. The chapter then examines interventions delivered in various school
settings that seek to address risks for mental, emotional, and behavioral
(MEB) disorders and problems or to foster positive development by focusing
on change in developmental processes; this discussion is organized according
to school level (e.g., early childhood education) and the developmental
processes or behavior(s) targeted. Box 6-1, based on the studies discussed in
the chapter, illustrates key results of family and school interventions. The
section on community interventions describes approaches aimed at
community-wide change. The final section offers concluding comments based
on the information presented in the chapter, but does not include
recommendations. Chapter 7 reviews preventive interventions that target
specific MEB disorders, as well as those aimed at mental health.