Grade 10 Tg Mapeh-health Quarter 3

10    Y Health   P   O   C    D    E    P    E    D Teacher’s Guide Unit 3

This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. [email protected]. We value your feedback and recommendation r ecommendations. s.

Department of Education Republic of the Philippines

 All rights reserved. reserved. No part of of this material may be reproduced or transmitted transmitted in any form form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Physical Educationand Health – Grade 10 Teacher’s Guide

First Edition 2015 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in s eeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide . Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly.  Authors and publishers may contact FILCOLS at [email protected] or (02) 4392204.

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Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD

Development Team of the

Teacher’s Guide

Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia Editor: Mercedes Manguerra

Manalaysay, Jhovelyn Espiritu, Espiritu, Alcar Saraza, Jerry Ymson, Ymson, Reviewers: Carol Manalaysay, Grace Duka-Pante, Salve Favila, Lordinio Vergara Ilagan, Donna G. Romero Romero Layout Artist: Aileen N. Ilagan,

Vic O. Albaño, Jason O. Villena, Villena, Illustrators: Noel E. Sagayap, Jose Leo Vic Fermin Fabella, Hadji S. Mendoza

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus Printed in the Philippines by ____________ by ____________

Department of Education-Instructional Materials Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected] imcsetd@yah oo.com

 All rights reserved. reserved. No part of of this material may be reproduced or transmitted transmitted in any form form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Physical Educationand Health – Grade 10 Teacher’s Guide

First Edition 2015 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in s eeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide . Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly.  Authors and publishers may contact FILCOLS at [email protected] or (02) 4392204.

   Y    P   O   C    D    E    P    E    D

Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD

Development Team of the

Teacher’s Guide

Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia Editor: Mercedes Manguerra

Manalaysay, Jhovelyn Espiritu, Espiritu, Alcar Saraza, Jerry Ymson, Ymson, Reviewers: Carol Manalaysay, Grace Duka-Pante, Salve Favila, Lordinio Vergara Ilagan, Donna G. Romero Romero Layout Artist: Aileen N. Ilagan,

Vic O. Albaño, Jason O. Villena, Villena, Illustrators: Noel E. Sagayap, Jose Leo Vic Fermin Fabella, Hadji S. Mendoza

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus Printed in the Philippines by ____________ by ____________

Department of Education-Instructional Materials Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected] imcsetd@yah oo.com

 All rights reserved. reserved. No part of of this material may be reproduced or transmitted transmitted in any form form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

INTRODUCTION

 As a teacher, you are faced with greater demands for quality and the challenge to impart the necessary 21 st  century skills to your students. You start searching for ways to better understand your teaching style and change your perspective to address the pressing demands of attaining good quality education. You make it your goal to provide concrete learning experiences for your students. And for you to carry this out, you integrate into your lesson plan effective teaching strategies, meaningful learning tasks and assessment to achieve the intended learning outcomes.

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 As designed, this th is module m odule intends to give you a clear direction on how to deliver procedures and instructions with great confidence, and the different dynamic approaches in your teaching-learning process. Similar to the learner’s material, this module follows the same instructional  instructional  design but the approach relies on how you will implement the different learning tasks found in the learner’s material. Furthermore, each activity is provided with key answers to guide you in the assessment process. The essential things that you will need to face the challenges and meet your goal are found in this module. All that is needed is to ensure its efficacy in the classroom so that your learner’s engagement in the learning process will continue in the never-ending journey of self-learning. self-learning. So let’s get started and make some difference in the lives of your students.

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Table of Contents HEALTH Unit 3: Health Trends, Issues, and Concerns (Global level) .....................................243 Introduction................................................................................................................ 244 Learning Competencies ............................................................................................ 245 Pre-Test ..................................................................................................................... 245 Summary ..................................................................................................................259 Glossary of Terms ...................................................................................................260 References ...............................................................................................................275

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Unit 3 :Active Recreation (Street dance and hip-hop dance)

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Module No. : 3 I.

Number of Sessions:

8

Dening Learning Outcomes

Grade Level Standard: The learner demonstrates understanding of societal tness in promoting an active lifestyle. CONTENT STANDARD

PERFORMANCE STANDARD

The learner . . . The learner . . . demonstrates understanding of lifestyle maintains an active lifestyle and weight management to promote to inuence the community societal tness. an society to participate in physical activities. practices healthy eating habits that support an active lifestyle. •

•

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II. Learning Competencies: In this module the learners are expected to: • assess your physical activities, exercise, and eating habits; • determine risk factors related to lifestyle diseases (obesity, diabetes, heart disease); • engage in moderate to vigorous physical activities for at least 60 minutes a day, in and out of school; • apply correct techniques to minimize risk of injuries; • analyze the effects of media and technology on tness and physical activity; • critique (verify and validate) media information on tness and physical activity issues; • express a sense of purpose and belongingness by participating in community services and programs that deal with physical tness; and • recognize the needs of others and how to help in meaningful ways.

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III. Planning for Assessment Product/ Performance

Assessment at the level of understanding

Assessment at the level of product/performance

The learner . . . Application Product • maintains an • Perform a a 5-8 minute active lifestyle costumed, choreographed • Give to inuence the ash mob, street or hip-hop recommendations physical activity dance in an area in the and create a tness participation of the school or community. program for a person/ community and people seeking for society. Interpretation and tness advice. Explanation • practices healthy • Create own formula on Performance eating habits that how one will attain lifelong support an active tness and wellness. Justify Conduct a dance lifestyle answer by giving a brief training-workshop explanation. to the youth of the community and/or to Self-Knowledge other students of the • Guided with the FITT school. principle, create a tness plan that will improve/ sustain one’s tness based on the tness assessment results.

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Empathy • Considering oneself as a dance enthusiast and health advocate, write a short speech/message about one’s insights on the importance of maintaining a healthy lifestyle. Perspective • Create a four-line rap stating one’s view of some teenagers who make dancing as their source of income and end up with poor academic performance, or worse, stop schooling. 117

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IV. Introduction Recreation is a therapeutic refreshment or relaxation of one’s body and mind.  Activities done for this purpose are called recreational activities. Its main objective is to revitalize the physical, mental, social, and emotional aspects of a person. In today’s world which is full of stress and pressures, we all need to engage in recreational activities to relieve our tensions. Dance is a recreational activity that can develop our physical, mental, social, and emotional health. Dancing as part of our lifestyle can surely sustain our tness. But it should be coupled with proper eating habits and weight management in order for a person to live a healthy life.

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In this unit, you will perform hip-hop and street dances. You will also discover how these dances can revitalize your body and mind, and sustain tness.  At the end of this module, you will consider dancing to be one of your recreational activities, combining it with healthy eating habits to sustain lifelong tness. Pre-Assessment 

This activity aims to check on the student’s prior knowledge. Results shall be recorded for the purpose of tracking the student’s progress but should not be part of the student’s grade.

 A. Write AGREE if you think the statement is correct and DISAGREE if otherwise. 1. 2. 3. 4. 5. 6. 7. 8.

 An RPE of 10 means that the activity is very light. Swimming and playing basketball are vigorous activities. Street and hip-hip dances are active recreational activities. Proper execution of dance steps increases the risk of injuries. A normal nutritional status means that weight is proportional to the height. Physical inactivity and an unhealthy diet are risk factors for heart disease. Brisk walking and dancing are activities which are of moderate intensity. One can help the community by sharing his/her knowledge and skills in dancing. 9. Surng the Internet and playing computer games greatly improve one’s tness. 10. A physically active person engages in 5-10 minutes of moderately vigorous physical activity three or more times a week.

 Answer Key 1. Disagree 2. Agree

3. Agree 4. Disagree

5. Agree 6. Agree

7. Disagree 9. Disagree 8. Agree 10. Disagree

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What does your score tell you? Refer to the table. Score Interpretation 9-10

You have a very deep knowledge and understanding about tness, lifestyle, and weight management. You only need very little guidance from your teacher and peers to fully grasp the content and essential understanding of this module.

6-8

You have a deep knowledge and understanding about tness, lifestyle, and weight management but you need a little guidance from your teacher and peers to fully grasp the content and essential understanding of this module.

3-5

You have knowledge and understanding about tness, lifestyle, and weight management but you need more guidance from your teacher and peers to fully grasp the content and essential understanding of this module.

0-2

You lack knowledge and understanding about tness, lifestyle, and weight management and you need full guidance from your teacher and peers to fully grasp the content and essential understanding of this module.

   Y    P   O   C    D    E    P    E    D B. Draw

if you think you can condently do the task and

if you cannot.

 _____I can identify the risk factors related to heart diseases.  _____I engage in moderate to vigorous activities regularly.  _____I recognize that I have responsibilities in my community.  _____I examine media information on tness before trusting them.  _____I am aware of the needs of others, and I am willing to help them.  _____I can assess the level of my physical activity participation and readiness.  _____I know that media and technology have advantages and disadvantages to our health. Refer to the table to know what your answers mean.  All

One or more

You possess all the skills expected of you in this module and will have little difculty in accomplishing the tasks. You possess some of the skills expected of you in this module and might have some difculty in accomplishing the tasks but willingness and enthusiasm will surely help.

INSTRUCTIONAL ACTIVITIES  Part I: WHAT TO KNOW

This is the rst part of the lesson on street dance and hiphop dance. In this phase, various activities and challenges will enable the students to review and reveal their knowledge in the previous and upcoming lessons. This part will surely stimulate their excitement to perform street dance and hip-hop dance as they get to understand them deeply. Remember to let them accomplish every activity so that they will have excellent performance in the next stages. 119  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

 Activity 1: BE

OR BE

This activity aims to check if your students have a full understanding of what activities sustain tness and wellness and for you to discover based on their facial expression what activities they like and do not like doing. I.

Objectives:

   Y    P   O   C    D    E    P    E    D To determine what the physical activities can sustain tness To share thoughts on how media and technology affect the physical activity and tness of a person

II. Procedure:

1. Dictate various physical activities one by by one. one. 2. Instruct them to choose and act one the following actions on your signal, based on the activity dictated.

Activity sustain Feelings when tness? you do activity?

Action

yes

happy

jump forward 5 times and show a happy face

yes

sad

jump forward 5 times and show a sad face

no

happy

sit and show a happy face

no

sad

sit and show a sad face

3. Immediately correct the wrong answer of the students except for their facial expressions because it depends on how they feel about each activity. Sustains Fitness

Does not sustain tness

 jumping jacks running playing badminton hip-hop dancing  jogging folk dancing street dancing playing basketball scrubbing the oor  fetching a pail of water 

surng on the internet playing computer games reading books movie marathon watching television

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Process the activity with the following questions: • What are are the activities that can can help help improve our tness? Why do you say so? • What are the activities that are sedentary in nature? Why do you say so? • How do do surng surng on the internet internet and and playing playing computer games affect our physical activity and tness? • Which of these activities can you make as your lifetime hobby? Why?  Activity 2: SINE MO ‘TO presents: presents: SITIO KAT KATAMAKA AMAKAWAN  WAN 

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This activity aims to let the students have a better view of what would happen if a person is not physically active. This allows them also to realize the risk factors of lifestyle diseases. I.

Objectives: To determine the risk factors related to lifestyle diseases To suggest ways on how to improve one’s physical activity and tness

II. Materials/Equipment: pen and notebook copy of the story about Sitio Katamakawan • •

Sitio Katamakawan is a community of lazy and gluttonous people. They sit or lie all day and eat everything everything their mouth desires. desires. Each family has a housemaid housemaid to take care of all the household chores. The children of this community are addicted addicted to playing computer games although they maintain their passing grades. They are not allowed to  play outside to prevent accidents. Most of the time, the teenagers surf on the internet. Most of the parents are overweight because after their ofce work, they watch television while having night snacks. Some men are into smoking and drinking alcohol. On the other hand, during weekends, each family goes to church and watches movies together. They maintain their strong family bonds. Values such as respect to elders and obedience are also preserved in this community.

III. Procedures: 1. Read or let some students dramatize the story about Sitio Katamakawan. 2. Process the activity activity with the following following questions: 

Describe the lifestyle of the people of this community?

The people of the community are lazy and gluttonous. They do not have physical activities. They do not eat a balanced diet. Some men engage in vices.



Would you like to live in this community? Why?  Answers depend on the students’ reason and justication. justication.

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

Which health dimensions are sustained and which need improvement in this community? Spiritual, moral, and, emotional dimensions are sustained but physical and social dimensions need to improve.



Do the people live a physically active and healthy lifestyle? No, because they do not engage in sports, exercises, or any physical activity.. Some men also have vices which are not good for the health. activity

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What are the possible diseases that the people of this community might have? Diabetes, heart attack, stroke, high blood pressure, arthritis, and other lifestyle diseases related to inactivity 



What are the risk factors of these diseases?

 physical inactivity inactivity and lifestyle



If you are a friend to one of the members of this community, community, what will you advise her/him to achieve tness? To engage themselves in physical activities such as sports, games, active recreation, dance aerobics, and zumba.



What are the advantages and disadvantages of media and technology to our health?

Through media and technology, we can discuss new information on how to prevent diseases. We know how to have access to new services  pertaining to health care but some technology technology has lessened our time to do physical activities.



What recreational physical activities can you suggest to the children, teenagers and adult members of Sitio Katamakawan? Sports, games, active recreation, dancing 

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 Activity 3: 4 PICS, 1 WORD This activity introduces the denition of street and hip-hop dance, their origin and dance styles. Each level reveals important facts and information about street dance and hip-hop dance. The teacher’s role is to facilitate the answers of the students and elaborate if there is a need to. I.

Objectives: To describe street dance and hip-hop dance, To identify the dance style of street dance and hip-hop dance To trace the origin of street dance and hip-hop dance

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II. Materials/Equipment: pen and notebook pictures of a DJ, person who is rapping, a person who is breakdancing, and grafti art videos of dancers doing the breaking, locking, and popping pictures of dancers dancing in streets, dance parties, block parties, parks, school yards, raves, and nightclubs • •

• •

III. Procedure: 1. Let the students look at each picture closely and arrange the scrambled letters to form the word/s that collectively describe them. Let them write their answer on their activity/lecture notebook. 2.  After unscrambling the letter to form the correct word, let them come up with a statement that would relate the pictures to the formed word. 3. Let them present their answer to the class. Level 1

dancing on the street

dancing in the yard

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dancing at the park

dancing at the Rave

   Y    P   O   C    D    E    P    E    D RETEST ANDCE

 Answer: Street Dance Street dances are dances performed on the street, in the yard, at the park or rave or any open space outside of the dance studios. Level 2

B-boying

Shufing

Popping

Locking

ERSETT DENAC SELYTS

 Answer: Street Dance Styles B-boying, shufing, popping, and locking are examples of street dance styles.

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Level 3

   Y    P   O   C    D    E    P    E    D House Dance

Rave Dance

Punk Dance

Hip-Hop Dance

LESMAXPE OF TEREST DENCAS

 Answer: Examples of Street Dances Examples of street dances are house, rave, punk, and hip-hop Level 4

DJ

Rapping

Breakdance

Grafti Art

PIH-POH LUCTURE  Answer: Hip-hop Culture Hip-hop culture is composed of a Dj, rapping, breakdancing and grafti art. 125  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Level 5

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Hip-hop music

Hip-hop culture

dance styles

dance styles

POH-IHP DANCE

 Answer: Hip-hop Dance Hip-hop dance is a dance style performed in a hip-hop music and had evolved from a hip-hop culture. Level 6

1970

New York

 

African-American

 

Latin-American

RIGINO FO POH-PIH  Answer: Origin of Hip-Hop Hip-Hop originated in 1970 in New York City among African-American and 126  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

some inuence of Latin-American. Level 7

   Y    P   O   C    D    E    P    E    D Krumping

Tutting

Locking

 

B-boying

PIH-OPH EDNAC YESTLS

 Answer: Hip-Hop dance styles Krumping, tutting, locking, and b-boying are some of the hip-hop dance styles.  Activity 4: CINEMA 1: NOW SHOWING-STEP UP 4

This activity allows the students to see a real street and hip-hop dance. If the school has an audio-visual room, you may have this activity in the audio-visual room. If none, the teacher may use his/her own computer, LCD projector, LCD monitor or let students search and watch this movie in their respective homes. I.

Objectives: To describe street dance and hip-hop dances, and their dance styles To share the contribution of street dance and hip-hop dances to tness

II. Materials/Equipment: • dvd copy of step up 4 movie • audio-visual set • pen and notebook

III. Procedure: 1. Let the students watch carefully the movie “Step Up 4”. 2. Give them the following guiding questions: 

What dance form is shown in the movie Street dance and hip-hop dance

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

What is street dance? Street dances are dance moves performed outside of the dance studios.



What is hip-hop dance? Hip-hop dance is a street dance evolved from a hip-hop culture and  performed with a hip-hop music.



What particular movements/steps strike you? Show them.

   Y    P   O   C    D    E    P    E    D  Answers depend on the students.



Can street dance and hip-hop dance improve tness? How?

Yes, because it improves cardiovascular endurance, exibility and other tness components.



Can we use street dance and hip-hop dance as our recreation activity? Why and how? Yes, through making it an exercise during our leisure time.

Think of this... What recreational activity did you discover in this stage? Can you make it as your lifetime hobby? •

Points to remember… Street dance refers to dance styles that have evolved outside of dance studios. It is performed in streets, dance parties, parks, school yards, or in any available space. It is often improvisational and social in nature, encouraging interaction and contact with spectators and other dancers.  A full street dance is a collection of the various similar dance moves and styles collected into one practice and regarded as the same dance. Hip-hop is a cultural movement best known for its impact on music in the form of the musical genre of the same name. It has its origins in the Bronx, in New York City, during the 1970s, mostly among African Americans and some inuence of Latin Americans. Hip-hop culture is composed of the pillars such as DJ-ing, rapping, breakdancing, and grafti art. Hip-hop dance, on the other hand, refers to street dance styles primarily  performed to hip-hop music or that have evolved as part of hip-hop culture. Hip-hop music incorporates a number of iconic elements, most notably DJing and rapping, along with things like beat boxing, sampling, and juggling beats on turntables.

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STREET AND HIP-HOP DANCE STYLES B-BOYINGB-boying or breaking, also called breakdancing, is a style of street dance and the rst hip-hop dance style that originated among Black and Puerto Rican youths in New York City during the early 1970s. A practitioner of this dance is called a b-boy, b-girl, or breaker. Although the term breakdance  is frequently used to refer to the dance, b-boying  and breaking  are the original terms.

   Y    P   O   C    D    E    P    E    D

Four Movements: Toprock - footwork-oriented steps performed while standing up Downrock - footwork performed with both hands and feet on the oor  Freezes - stylish poses done on your hands Power moves - comprise full-body spins and rotations that give the illusion of defying gravity

POPPING

Popping was popularized by Samuel Boogaloo Sam Solomon and his crew the Electric Boogaloos. It is based on the technique of quickly contracting and relaxing muscles to cause a jerk in a dancer’s body. Popping forces parts of your body outwards, similar to an explosion within parts of your body. Popping also contracts muscles, but it is followed by relaxation that gives it the jerking appearance of popping. LOCKING

Locking or campbellocking, was created by Don Campbellock  Campbell in 1969 in Los Angeles, California. It was popularized by his crew The Lockers. Locking can be identied by its distinctive stops. It is usually performed by stopping the fast movement that you are doing, locking your body into a position, holding it, and then continuing at the same speed as before. In locking, dancers hold their positions longer. The lock is the primary move used in locking. It is similar to a freeze or a sudden pause. A locker’s dancing is characterized by frequently locking in place and after a brief freeze moving again. KRUMPING Krumping is a form of dancing that originated in the African-American community of South Central Los Angeles, California and is a relatively new form of the “Urban” Black dance movement. It is free, expressive and highly energetic. Most people paint their faces in different designs. Krumping is a dance style releasing anger. It is reported that gang riots in the United States was minimized because of krumping style. 129

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TUTTING It is a creative way of making geometric shapes forming right angle using your body parts. The style was originally practiced by young funk dancers. It is derived from the positions people were drawn in during the days of the Ancient Egyptians. It is the positions seen in these portraits that have been adopted by dancers today. Tutting is still a greatly respected move and King Tut aka Mark Benson is widely acclaimed for pioneering the style.

   Y    P   O   C    D    E    P    E    D

SHUFFLING

The Melbourne Shufe (also known as Rocking or simply The Shufe) is a rave and club dance that originated in the late 1980s in the underground rave music scene in Melbourne, Australia. The basic movements in the dance are a fast heel-andtoe action with a style suitable for various types of electronic music. Some variants incorporate arm movements. People who dance the shufe are often referred to as rockers, due in part to the popularity of shufing to rock music in the early 1990s. WAACKING

Waacking” is an African American form of street dance originating from the 1970’s disco era of the underground club scenes in Los Angeles and New York City. Waacking consists of stylized posing and fast synchronized arm movements to the beat of the music. Today, waacking is a popular element of hip hop dance. Let the students answer this formative assessment. CHECK UP

1. What dance styles, formally known as vernacular dances, refer to dances that evolved outside of dance studios? (Street dance) 2. What form of street dance is performed impromptu in large crowds? (Punk dance) 3. What culture is created by DJing, rapping, breakdancing, and grafti art? (Hip-hop culture) 4. What dance style is primarily performed to hip-hop music and have evolved as part of hip-hop culture? (Hip-hop dance) 5. What hiphop style is based on the technique of quickly contracting and relaxing muscles to cause a jerk in a dancer ’s body? (popping)

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Part II: WHAT TO PROCESS Congratulate the students for successfully nishing the rst stage! Tell them that in the rst part of this stage, they will assess themselves on how prepared they are for the next moderately vigorous activity. Remind them that they have to take these assessments honestly to prevent harm. Then, they will try to experience street and hip-hop dancing by executing some of their dance styles and creating a simple choreographed routine.

   Y    P   O   C    D    E    P    E    D

 Activity 5a: LET’S TALK ABOUT YOUR PHYSICAL ACTIVITIES?

This short activity assesses the student’s physical activity participation. They will discover if they are physical active or inactive based on the Filipino Pyramid Activity Guide. I.

Objectives: To assess your own level of participation and readiness in physical activity To assess your eating habits

II. Materials/Equipment: • Physical Activity Assessment form • pen and notebook • interpretation of results

III. Procedure: 1. Let them answer the Physical Activity Assessment honestly. Physical Activity Assessment Put a tick (/) mark on how often you do the following activities. Minimal

Activities

(A few times a month)

Often

Regular 

Habitual

(2-3 times a week at least 30-45 minutes or longer)

(3-5 times a week at least 30-45 minutes or longer)

(Daily for at least 30-45 minutes or longer)

Never 

Sit / lie around

Watch television Sit and do needle work

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Minimal Activities

(A few times a month)

Often

Regular 

Habitual

(2-3 times a week at least 30-45 minutes or longer)

(3-5 times a week at least 30-45 minutes or longer)

(Daily for at least 30-45 minutes or longer)

Never 

Indulge in computer games and surng Exercise for strength and exibility

   Y    P   O   C    D    E    P    E    D

Yoga

Tai Chi

Resistance training Go mallstrolling

Play golf 

Go bowling

 Active Recreational  Activities Ballroom dancing

Badminton, basketball, softball Skating, Roller blading Tennis

Brisk walking

Running/  jogging Bicycling  Aerobic dancing 132  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Minimal Activities

(A few times a month)

Often

Regular 

Habitual

(2-3 times a week at least 30-45 minutes or longer)

(3-5 times a week at least 30-45 minutes or longer)

(Daily for at least 30-45 minutes or longer)

Never 

Swimming  Aero-kick Boxing

   Y    P   O   C    D    E    P    E    D Parking your car farther away from entrance of a mall

 Adding extra steps to your daily routes Doing household chores Running errands

Grocery shopping

Taking the stairs instead of the elevator 

Taking longer routes when walking back home Walking to the store, church, or banks

2. Let them compare their answers with the Filipino Pyramid Activity Guide. 3. Process the discussion with the following questions: a. What does the result of your PAA tell you? b. How do you feel about the result? c. Do you think you are ready for your next activities? 133  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

THE FILIPINO PYRAMID ACTIVITY GUIDE ROSA ALLYN G. SY. MD. FPCP CARDINAL SANTOS MEDICAL CENTER

   Y    P   O   C    D    E    P    E    D • Sit or lie • around • Be a couch • potato • Play cards/ • Watch TV • Play cards / mahjong • Sit and do needle work • Indulge in computer games and surng (0.3Kcal/min/KG BW)

• Go Mall-Strolling • Play Golf  • Go Bowling

(0.4-0.09Kcal/min/ KG BW)

• Brisk walking • Running / Jogging • Bicycling • Aerobic Dancing • Swimming • Aero and Kick Boxing

(0.08-0.23Kcal/min/KG BW)

• Stretching • Yoga • Tai Chi • Resistance training

(0.03-0.12 Kcal/min/KG BW)

• Ballroom Dancing • Badminton, Basketball • Softball • Skatng / Roller Blading • Tennis • Pko, Sipa, Patintero

(0.05-0.14 Kcal/min/KG BW)

• Taking the stairs instead of the elevator  • Adding extra steps to your daily routine • Taking longer routes • Taking stretch breaks at home or work • Walking to the store, church, banks, • Doing household chores or mailbox • Running errands • Parking your car farther away • Grocery shopping 0.04 - 0.10 Kcal/min/Kg BW)

Source: www.diabetesphil.org/journals/Year%20XVIII1.pdf 

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The base of the pyramid includes activities that are easy, convenient and accessible to everyone. These activities, part of our daily routines, when performed habitually or daily for a minimum of 30 minutes, even 10 minutes at a time will provide metabolic efciency by increasing total energy expenditure. So if you are diabetic, obese, with poor sugar control and have never engaged in any form of exercise before, activities like walking, climbing the stairs, and doing household chores may be a good start. It is important to note that for beginners, the amount of cumulative activity time is more important than the specic type and manner of activity. Aerobic exercises like jogging, brisk walking, swimming, aerobic dancing, and recreational activities like ballroom dancing, badminton, tennis burn more calories per minute per body weight and are advised for those who want to lose more weight. To get the most benet from the activity, it has to be done 3-5 times a week for at least 30-45 minutes. These activities will also improve your cardiovascular endurance.

   Y    P   O   C    D    E    P    E    D

Leisure activities like bowling and playing golf burn approximately 0.04-0.09 kcal/min/kg BW. Though these activities are enjoyable and are associated with energy expenditure, they are not recommended as part of our daily activities. This is because cardiovascular benet is achieved only if we can sustain our heart rates at 60-75% of our target heart rate.

Strengthening and exibility exercises on the other hand are intended to improve bone and muscle strength and improve resilience of our connective tissue.  Although you may do it every day, performing it 2-3 times per week may be enough to provide you with its maximum benets.  Activities that burn the least calories should be avoided. The top of the pyramid refers to activities that are frequently performed by most children and adults who are overweight. These activities are believed to be responsible for the progressive rise in obesity and diabetes in the country. Regular activity is no doubt benecial to everyone. No one is too old to enjoy the benets of regular physical activity. To maintain health, one would need to burn 700-1000 kcal per week. For a 60 kg female walking briskly for 30 minutes (150 kcal) 5 days a week will burn 900 kcal.  To lose weight, one has to burn 2000-3000 kcal per week so that a 75 kg male walking briskly for 45 minutes (338 kcal) 6 days a week will burn 2,028 kcal and is expected to lose 0.5 pound a week if he keeps his food intake within the recommended range. The FILIPINO PYRAMID ACTIVITY GUIDE is intended to be a guide that should help everyone select activity that best ts his lifestyle and health needs. Just 30 minutes of the different activities over the course of a day is healthy and rewarding! Start getting your rewards, start your EXERCISE NOW!

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 Ask learners these processing questions: •

•

• •

Which of these activities do you do for at least 10 minutes at a time for 30 minutes a day for at least 5 days a week? Based on the Filipino Pyramid Activity Guide, do you consider yourself as an active or inactive person? Why? How much time do you engage in dancing? If you do not like to engage in dancing, which of the activities in the Filipino Pyramid Activity Guide will you choose as your hobby?

 Activity 5b: ARE YOU READY TO DANCE?  This 10-minute dance activity aims to let the students discover if they can endure dancing for a long period of time. Based on the Rate of Perceived Exertion (RPE) Chart, they will nd out the intensity of dancing to them.

   Y    P   O   C    D    E    P    E    D

Perform the following movements with a step close to the right and left alternately (moving forward or backward) for 10 minutes to a 24 time music. After 10 minutes, identify the intensity of the activity based on the Rate of Perceived Exertion (RPE) chart. Figures

Step Pattern

Repetition

Close and Open

R and L arm in second position (ct 1), R and L arm in rst position (ct 2)

32 measures

Raise both arms high (cts 1,2)

32 measures

Punch R (cts 1,2) Punch L (cts 1,2)

32 measures

Sway both arms high to the R (cts 1,2) Sway both arms high to the L (cts 1,2)

32 measures

 Arm Raise Punch

 Arm Sway

RPE CHART

Rate of Perceived Exertion

10 9

Max Effort Activity Feels almost impossible to keep going Completely out of breathe, unable to talk

Very Hard Activity Very difcult to maintain exercise intensity Can barely breathe and speak a single word

7-8

Vigorous Activity On the verge of becoming uncomfortable Short of breathe, can speak a sentence

4-6

Moderate Activity Feels like you can exercise for hours Breathing heavily, can hold a short conversation

2-3

Light Activity Feels like you can maintain for hours Easy to breathe and carry on a conversation

1

Very Light Activity  Anything other than sleeping, watching TV, riding a car, etc. GPP Synertness @ rewindiet.com

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1. 2. 3. 4.

Processing Questions: What is your RPE after the activity? What does the result tell you? How do you feel about the result? Do you think you are ready for your next activity?

 Activity 5c: HOW ABOUT YOUR DIET?  This activity checks and reminds students of their daily nutritional needs.

   Y    P   O   C    D    E    P    E    D Recall your nutritional status when you had your height and weight measurement. What was your nutritional status? 137  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Processing Questions: 1. Are you eating the right amount of food needed by your body? 2. Explain the interplay of food and weight. 3. What is the importance of eating a balanced diet to lifelong tness?  Activity 6: IT’S STREET DANCE TIME!  This is the meat of the lesson, in which students will perform street dance and hip-hop dance. Remind the students to be careful when practicing and performing to avoid injury. Be sure to perform warm-up and cool-down exercises.

   Y    P   O   C    D    E    P    E    D

If you can dance, you may execute the dance steps; but if you cannot dance, you may request your students or some members of the dance troupe in your school to perform a demonstration. I.

Objective: To execute some of the street dance styles

II. Materials/Equipment: street dance music audio set Here are the instructions to the students. • •

III. Procedure: 1. Let the learners copy the table in their notebook.

Table 1: Record of Heart Rate

Activity

Heart Rate (before)

Heart Rate (after)

RPE

Practice for Street Dance

Performance of Street dance Practice for Hip-Hop Dance

Performance of Hip-hop dance Practice for Flash Mob

Performance of Flash Mob

2. Let them group themselves into 6-8 members. 3. Allow them to discuss with their group the possible injuries that might occur with the following situations: • not doing warm-up and stretching activties • not executing properly • not observing safety measures at all times 138  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

4. Teach the class the common styles in street dancing like b-boying, popping and locking and let them follow you. 5. Instruct them to create a simple dance routine (2-3minutes) applying common styles in street dance like b-boying, popping and locking. 6. Allow them to practice for 20 minutes, observing utmost care while doing the activity to avoid injuries. 7. Let them present it to the class.

   Y    P   O   C    D    E    P    E    D

8. Their performance will be rated according to the following criteria: attitude, respect, initiative and participation, dependability, execution and observance of safety.

Criteria

Advanced (4)

Approaching Prociency (2)

Procient (3)

Developing (1)

Attitude

Positive attitude;  Always willing to try

Positive attitude; Inconsistent most often attitude; willing to try needs some encouragement

Poor attitude; Does not respond to encouragement

Respect

 Always courteous and respectful of others

Often courteous and respectful of others

Sometimes courteous and respectful of others

Disrespectful of others

Initiative and participation

Consistently attends, prepares, and participates in the activities

Often attends, prepares, and participates in the activities

Sometimes attends, prepares, and participates in the activities

Does not attend, prepare, and participate in the activities

Inconsistently dependable

Not dependable

Often executes the movements properly

Sometimes executes the movements properly

Does not execute the movements properly

Often practices safety precautions

Sometimes practices safety precautions

Does not practice safety precautions

Dependability   Very

Dependable

 

dependable

Execution

 Always executes the movements properly

Observance of  Always practices Safety

safety precautions

Reminder:  Let them get their heart rate before and after the practice and  performance and record the data in your   Record of Heart Rate (Table 1). Identify the intensity of the activity based on the RPE Chart.

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Processing Questions: 1. Did your heart rate increase after your practice and performance? 2. What does it tell you? 3. What tness components are being improved when you dance? 4. Did you have fun while doing the activity? 5. Why it is important to observe safety measures when dancing?

   Y    P   O   C    D    E    P    E    D

 Activity 7: IT’S HIP-HOP TIME!  I.

Objective:

To execute some of the hip-hop dance styles

II. Materials/Equipment: • hip-hop dance music • audio set

III. Procedure: 1. Let them group themselves into 6-8 members.

2. Allow them to discuss with their group the possible injuries that might occur with the following situations: • not doing warm-up and stretching activties • not executing properly • not observing safety measures at all times 3. Teach the class the common styles in street dancing like b-boying, popping and locking and let them follow you. 4. Instruct them to create a simple dance routine (2-3minutes) applying common styles in street dance like b-boying, popping and locking. 5. Allow them to practice for 20 minutes, observing utmost care while doing the activity to avoid injuries. 6. Let them present it to the class.

7. Their performance will be rated according to the following criteria: attitude, respect, initiative and participation, dependability, execution and observance of safety.

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Criteria

Advanced (4)

Procient (3)

Approaching Prociency (2)

Developing (1)

Attitude

Positive attitude;  Always willing to try

Positive attitude; most often willing to try

Inconsistent attitude; need some encouragement

Poor attitude; Does not respond to encouragement

Respect

 Always courteous and respectful of others

Often courteous and respectful of others

Sometimes courteous and respectful of others

Disrespectful of others

Initiative and Consistently participation attends, prepares and participates in the activities

Often attends, prepares, and participates in the activities

Sometimes attends, prepares, and participates in the activities

Does not attend, prepare, and participate in the activities

   Y    P   O   C    D    E    P    E    D Dependability

Very dependable

Often dependable

Inconsistently dependable

Not dependable

Execution

 Always executes the movements properly

Often executes the movements properly

Sometimes executes the movements properly

Does not execute the movements properly

Often practices safety precautions

Sometimes practices safety precautions

Does not practice safety precautions

Observance  Always of Safety practices safety precautions

Reminder:  Let them get their heart rate before and after the practice and  performance and record the data in your   Record of Heart Rate (Table 1). Identify the intensity of the activity based on the RPE Chart.

Questions: 1. Did your heart rate increase after your practice and dance performance? 2. What does it tell you? 3. What tness components are being improved when you dance? 4. Did you have fun while doing the activity? 5. Why is it important to observe safety measure when dancing?

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 Activity 8: PHILIPPINE PRIDE!  This activity integrates values and social issues in the lesson. This may be given as assignment/home task to save time. Be sure to give the guide questions to the students. I.

Objectives: To develop a sense of pride in being Filipino To suggest ways on how to maintain normal nutritional status

II. Materials/Equipment: video of a hip-hop dance performed by street dance groups in the Philippines who have won international awards such as Philippine All Star  audio set

   Y    P   O   C    D    E    P    E    D •

•

III. Procedure: 1. Let the learners watch carefully the performance of a street dance group in the Philippines who has received international acclaim such as Philippine  All-Star . 2. Describe the waistlines, body gures, and body mass index of the dancers. 3.  Ask the learners the following questions:

• • •

What do you feel about Filipino dancers competing worldwide? How do these dancers sustain their tness? How can one maintain a normal nutritional status?

 Activity 9: BELIEVE IT OR NOT? 

This activity allows students to critique media information and apply knowledge gained in consumer health. This activity should not be skipped since this is one of the learning competencies in this component. I.

Objective: To critique media information on tness and physical activity issues

II. Materials/Equipment: • print ads on gaining and losing weight and other tness programs • audio-visual set • pen and notebook

III. Procedure: 1. Instruct them to read the print advertisements on tness programs and food on gaining and losing weight. 2. Let them answer the following questions: •  Applying your knowledge on consumer health, which of the advertisements convinced you the most, in terms of losing weight fast? Why? • What should a wise consumer do before patronizing tness-related products/programs? 142  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Think of this… What generalization can you make about diet and tness in this part of the lesson?

Points to remember…

   Y    P   O   C    D    E    P    E    D Health Benets of Dancing 

Dancing as a recreational activity can be a way to stay t for  people of all ages, shapes, and sizes. It has a wide range of  physical and mental benets including:             

improved condition of your heart and lungs increased muscular strength, endurance, and motor tness increased aerobic tness improved muscle tone and strength weight management  stronger bones and reduced risk of osteoporosis better coordination, agility, and exibility  improved balance and spatial awareness increased physical condence improved mental functions improved general and psychological well-being  greater self-condence and self-esteem better social skills.

http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Dance_health_ benets?open

Let the learners gauge their knowledge and skills in the different dance styles through the Check Up activity. Part III: WHAT TO REFLECT and UNDERSTAND

Sincerely recognize the effort of the students for a great  job done in the previous activities. At this juncture, they will express and manifest their understanding at a higher level. This will certainly be more fun because they will experience things that they have not experienced before.

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Let the students choose one from any of the activities.  Activity 10: FORMULATE!  I.

Objective: To create a tness formula as a guide to sustain tness

II. Materials/Equipment: • pen and paper 

   Y    P   O   C    D    E    P    E    D

III. Procedure:

1. The following are the essential words in this module. Instruct them to create your own formula on how you will attain lifelong tness and wellness. Ex: dancing + proper nutrition + healthy lifestyle = lifelong tness and wellness sports media and technology healthy lifestyle physical activities safety proper nutrition

balanced diet weight management recreational activities lifelong tness and wellness household chores dancing

2. Justify your answer by giving a brief explanation.

 Activity 11: LIFESTYLE DISEASES…NO!NO!NO!  I.

Objectives: To give a perspective on the causes of death among Filipinos To persuade others on the importance of practicing a healthy lifestyle

II. Materials/Equipment: pen and paper  handout • •

III. Procedure: 1. Let the learners read the article 5 out of 10 Filipinos die of heart disease. 2. Instruct them to write a short speech/message about their insights, if they are dance enthusiasts and/or health advocates on the importance of maintaining a healthy lifestyle. 3. Give each student 1-2 minutes to speak. 4. Let them be guided with the following criteria:

144  All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Criteria

Advanced (4)

Procient (3)

Position Statement

The position statement provides a clear, strong statement.

The position statement provides a clear statement.

Approaching Prociency (2)

 A position statement is present, but does not make the position clear.

Developing (1)

There is no position statement.

   Y    P   O   C    D    E    P    E    D Correctness of ideas

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 pieces of evidence (facts, statistics, examples, real-life experiences) that supports the position statement.

No evidence (facts, statistics, examples, real-life experiences) that supports the statement.

Accuracy

 All supportive facts and statistics are reported accurately.

 Almost all supportive facts and statistics are reported accurately.

Some supportive facts and statistics are reported accurately.

Most supportive facts and statistics are inaccurately reported.

Sentence Structure

 All sentences are wellconstructed with varied structure.

Most sentences are wellconstructed and there is some varied sentence structure in the essay.

Some sentences are well constructed, but there is no variation is structure.

Most sentences are not wellconstructed or varied.

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5 out of 10 Filipinos die of heart disease – NSO By Ruth Sindico (The Philippine Star) J uly 9, 2012  MANILA, Philippines - Recent data from the National Statistics Ofce (NSO) showed that ve out of 10 deaths in the country were of cardiovascular causes.

The NSO reported that 100,908 people died of heart diseases in 2009. This accounted for 21 percent of all deaths in the country. It was followed by cerebrovascular disease, which claimed 56,670 lives in the same year. It accounted for 11.8 percent of all deaths in 2009.

   Y    P   O   C    D    E    P    E    D

Malignant neoplasm (cancer), pneumonia and tuberculosis rounded up the top ve leading causes of death in the country.

“Within three years (2007-2009), the top ve causes of deaths remained on their posts and proved to be fatal among other causes of deaths,” the NSO said.

  The World Health Organization (WHO) has said that an estimated 17 million people die of cardiovascular diseases every year. Most of these were heart attacks and strokes.

  “A substantial number of these deaths can be attributed to tobacco smoking, which increases the risk of dying from coronary heart disease and cerebrovascular disease 2–3 fold. Physical inactivity and unhealthy diet are other main risk factors which increase individual risks to cardiovascular diseases,” the WHO said. The NSO also reported that most females die in their older age compared to their male counterparts. It was noted that the most number of deaths was at the age of 80 and over with 85,705 or 17.8 percent. From these, 59.6 percent (51,074) were females while the remaining 40 percent (34,631) were males,” the NSO said.  The age group 10 to 14 had the least number of deaths, accounting for only 1 percent of all total deaths.

“It has been observed that as the age increases, the rate of dying also increases. From age group 10 onwards it shows that the number of deaths continuously increase though a slight decrease were seen at ages 75-79 then it went up again at age 80 and over,” the NSO said.  Deaths in 2009 reached 480,820, which was 4.2 percent higher than the previous year.

The most number of deaths in the country occurred in the National Capital Region, which accounted for 75,019 or 15.6 percent of all deaths in the country.

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 Activity 12: WHAT IS YOUR PERSONAL VIEW?  I.

Objective: To express one’s personal point of view on balancing life dimensions

II. Materials: • pen and notebook III. Procedure: 1. Let them read the statement and give their personal point of view.

   Y    P   O   C    D    E    P    E    D

It is said that the youth is the hope of the nation. But some teenagers enjoy dancing while making it as their source of income and they end up having poor academic performance; or worse they stop schooling. Is this a sound decision?

2. Instruct them to create a four-line rap stating their view. 3. Let them be guided with the following criteria: Approaching Prociency (2)

Criteria

Advanced (4)

Presentation of concepts

Song is explained. Tied well to genre. Thorough context is given.

Song explained but not tied well to genre/ assignment. Some context given.

Vague explanation given. Concepts not explained.

No concept given. Song not explained.

Performance

Taken seriously, while having fun; very well performed (no mistakes)

Taken seriously; performed well with some mistakes (consider level of difculty)

Developing; not taken very seriously

Inadequate/ weak performance; not taken seriously

Effort

Went above and beyond effort and really took project seriously

Put in signicant effort but not necessarily above what was asked

Effort put in only as asked in class

No effort put in

Procient (3)

Developing (1)

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 Activity 13: MY LIFE PLAN  I.

Objective: To create a tness program that can be used for a lifetime

II. Materials: • record of PA, PF and PAR assessments • pen and short bond paper 

   Y    P   O   C    D    E    P    E    D

III. Procedure 1. Guided by the FITT principle, create a tness plan that will improve/sustain your tness. You may follow the format or create your own as long as you meet the required elements of your plan.

MY FITNESS PLAN

Name:

Grade/Section:

Date:

Height:

Weight:

Target Weight:

BMI:

Target BMI:

Nutritional Status:

Target Nutritional Status:

General Goals:

Specic Goals:

Active Recreational Activities

Frequency

Intensity

Time(Duration)

Type

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2. Be guided by these criteria:

Criteria Aainability

Advanced (4)

Procient (3)

All goals and acvies are very much aainable in the specied me.

1 of the goals and acvies planned is not aainable in the specied me.

Approaching Prociency (2)

Developing (1)

2 of the goals and acvies planned are not aainable in the specied me.

Many of the goals and acvies planned are not aainable in the specied me.

2 or more acvies in the tness plan could not be conducted at home, in school, or in any place.

All acvies in the tness plan could not be conducted at home, in school, or in any place.

   Y    P   O   C    D    E    P    E    D Realisc acvies

All acvies in the tness plan could be conducted at home, in school, or in any place.

Variety of Acvies

The tness plan The tness plan The tness plan contains 7 or more contains 5-6 contains 3-4 diferent acvies. diferent acvies. diferent acvies.

1 acvity in the tness plan could not be conducted at home, in school, or in any place.

The tness plan contains 2 or less diferent acvies.

Think of this…

Why is it important to have a balanced lifestyle?

Points to remember…

Our lifestyle is the way we live. It is composed of a variety of elements and habits: what we eat, what we drink, our level of exercise, how well we sleep, how well we manage stress and adapt to stressful situations, our behaviour and how we interact with people, not forgetting our sense of belonging and purpose in life. It is also affected by how we think and how we see life in general and by our attitude and the choices we make when confronted with the changes and challenges of life.  A balanced lifestyle is the way in which we live and reects that the different elements of our life are in the right amount and proportion. Adopting a balanced lifestyle is of growing importance because it has immediate and long-term effects on our health and well-being. This is conrmed by many recent studies, which clearly show that conditions such as heart diseases, stroke, cancer, diabetes, as well as many other chronic diseases may be preventable and even reversible by changing our diet and adopting new attitudes and lifestyle.  A balanced lifestyle will have positive effects on our longevity as well. In his exceptional book, “Defy Aging”, Michael Brickey, (PhD) has reviewed and put together the conclusions of thousands of scientic studies and references 149

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about longevity. One of the important conclusions of this extensive review is this: “Researchers estimate that 30% of longevity is due to heredity and that 70% is the consequence of our beliefs, attitudes, coping skills and lifestyle”.  Adopting and maintaining a healthy and balanced lifestyle is our own responsibility. By maintaining a balanced lifestyle, we are increasing our chances of living a signicantly longer, better, and happier life.  A balanced lifestyle is the corner stone of your well-being, and it encompasses elements such as developing and maintaining good physical health and tness, maintaining a good level of energy and vitality, having the ability to express your creativity, enjoying emotional and psychological stability, entertaining harmonious relationships, feeling and expressing your love toward people and life, acquiring effective stress management strategies and coping skills, achieving nancial stability, as well as developing a sense of purpose and meaning in life.

   Y    P   O   C    D    E    P    E    D

In order to be able to take meaningful actions and make effective changes to your lifestyle and improve your health and well-being signicantly, it may be very useful to look at the different elements that dene your lifestyle. This will allow you to set pertinent and reasonable goals and adopt more effective strategies specic to each element. Lifestyle is often dened by the following six components: physical, mental, emotional, social, nancial and spiritual. These elements are all interrelated. We can say that we enjoy a truly balanced lifestyle when we are balanced with respect to all six components. Negligence or imbalance in any one of these affects all the others. The good news is that improvement in one element will also have a positive effect on all the others. Source: http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/

Part IV: WHAT TO TRANSFER

At this point, the students are now ready to manifest their understanding in a different form. It is expected that in this nal stage, they can transfer their learning to others and inuence them to also practice a balanced healthy lifestyle.

Let the students choose one from any of the activities.

Scores of the students shall be recorded and graded under product/performance.

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 Activity 14: SINCE YOU BELONG…

GOAL

To conduct a dance training-workshop for the youth of your community and/or to other students of your school

ROLE

dance instructor/member of a training committee

AUDIENCE

co-students or some members of your community

SITUATION

There is group of people who want to learn and experience dancing hip-hop. You are to conduct a training-workshop for them.

PRODUCT

a choreographed hip-hop dance routine ready to be used as an exercise.

STANDARD

Your work will be rated according to the following standard: Organization § Doability § Cooperation §

   Y    P   O   C    D    E    P    E    D Procedure:

1. This is a class work.

2. Let them discuss with their groupmates who will be the training manager of the workshop and have them delegate the different assignments/ tasks: invitation, program, communication, sound system, venue, certicates, registration, food, nance, documentation, choreography and other needed committees. 3. Let them set a date and send proper communications to the concerned people as well as coordinate with you so you will be guided accordingly. 4. Let them submit accomplished report to your teacher.

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 Activity 15: BE A FITNESS ADVISER! 

GOAL

To give recommendations to a person/people seeking advice on tness

ROLE

a tness adviser/guru

   Y    P   O   C    D    E    P    E    D

AUDIENCE

clients seeking advice on tness

SITUATION

There are several people who are unt and need advice in order for them to achieve their desired level of tness.

PRODUCT

a tness dance program specically designed for them

STANDARD

The criteria are accuracy (10), appropriateness (10) and sensitivity to clients’ need (10).

Procedure: 1. This is an individual work.

2. Instruct them to do the following: a. Identify an unt person (someone who has difculty in doing his/her daily task efciently or effectively) from your family or community. b. Explain to him/her the purpose of your task. Be sensitive to his/her needs. c. Assess the person’s physical activity, participation, readiness and nutritional status. d. Create a tness dance program

e. You may follow the format of the tness plan format you have done. f.

Submit to your teacher your tness dance program rst before giving it to the concerned person.

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SUMMARY Sustaining tness and wellness is important because it allows the person to live life to the fullest. A t individual can function optimally, is not prone to health problems, is strong enough to face life challenges and can adjust to different situations. Fitness and wellness are sustained through practicing a healthy lifestyle. This includes participating in physical activities, having proper eating habits and enjoying leisure. Street dance and hip-hop dance are good recreational activities that can sustain tness and wellness. Dancing as a lifetime habit will surely help in sustaining tness. But this should be combined with proper eating habits.

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SUMMATIVE ASSESSMENT This assessment measures students’ learning after the series of teachinglearning process. Results shall be recorded and graded under the specied level of assessment. Knowledge (Paper and Pencil Test) A. Identication. Write your answer on the blank provided.

   Y    P   O   C    D    E    P    E    D

 ________________1. What dance form evolved from a culture of DJ-ing, rapping, breakdancing, and making grafti art?  ________________2. What dance form refers to dances performed outside of dance studios?  ________________3. What dance style includes body spins and rotations?

 ________________4. What dance style is characterized by holding a certain position?

 ________________5. What is the general term for variables that increase the likelihood of developing a disease or injury?  ________________6. What term generally refers to the way we live?

 ________________7. What tool assesses one’s level of readiness and physical activity participation?  ________________8. What scale identies the intensity of a certain physical activity?

 ________________9. What term generally refers to activities primarily done to refresh and revitalize one’s body and mind?

 ________________10. What term refers to why and how people eat, which foods they eat, and with whom they eat?

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Process (Paper and Pencil Test) B. Multiple Choice. Write the letter of the best answer. 1. Which of the following is a benet of dancing? a. increases mental functions b. reduces the risk of osteoporosis c. improves the condition of heart and lungs d. all of the above

   Y    P   O   C    D    E    P    E    D

2. Why is it important to do warm-up and stretching activities before dancing? a. to increase body temperature b. to improve grace and proper execution c. to develop motor tness, and endurance d. to minimize risk of muscle and bone injuries 3. Which of the following is an active recreational activity? a. gardening b. playing basketball c. both a and b d. none of the above

4. Which of the following best describes media and technology and its relationship to tness and health? a. Media and technology have no effect to tness and health. b. Media and technology reduce our physical activity participation. c. Media and technology increase our physical activity participation. d. Media and technology provide both advantages and disadvantages to our tness and health. 5. What tness component is best developed when you dance for an hour regularly? a. speed b. body composition c. muscular endurance d. cardio-respiratory endurance 6. “You are what you eat” simply means that a. We only eat what we desire. b. We are healthy if we eat healthy foods. c. Our nutritional status depends on the food we take in. d. When we do not control what we eat, we will become overweight.

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7.  After scrubbing the oor, student A feels like it is impossible to keep going, can hardly breathe and talk. This means that a. Scrubbing is a vigorous activity for student A. b. Scrubbing is a very light activity for student A. c. Scrubbing is a very vigorous activity for student A. d. Scrubbing is a moderately vigorous activity for student A. 8. When a certain activity increases our heart rate, this means that a. The activity is good for our heart and lungs. b. The activity increases our cardio-respiratory endurance. c. both a and b d. none of the above

   Y    P   O   C    D    E    P    E    D

9. Your overweight friend wants to lose weight. S/he is considering the diet pills and tness programs s/he saw on the newspaper and television. What is the best advice you can give to your friend? a. Tell her/him to enroll in a tness gym. b. Tell her/him to try the best diet pills taken by popular artists. c. Tell her/him to choose the most convincing advertisement. d. Tell her/him to verify all the information and seek advice from a genuine tness adviser. 10. Why is heart disease still the number one cause of death among Filipinos? a. because of physical inactivity b. because of an unhealthy lifestyle c. because of media and technology d. because of the availability of food that are rich in cholesterol

 Answer Key:

 A. 1. Hip-hop dance 2. Street dance 3. B-boying 4. Locking 5. Risk factors 6. Lifestyle 7. PA (Physical Activity) Assessment 8. RPE Chart 9. Recreational Activity 10. Eating habits

B. 1. D 2. D 3. C 4. D 5. D 6. C 7. C 8. C 9. D 10. B

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Performance Task on Understanding (Facet: Application) FLASH MOB (Note: If ash mob is not possible, you may conduct interclass/interschool/interbarangay hip-hop dance competitions) I.

Objectives: To apply the knowledge and skills learned about street dance and hip-hop dance To perform a polished choreographed dance routine

   Y    P   O   C    D    E    P    E    D II. Materials/Equipment: • audio-visual set

III. Procedure: 1.  As a class, perform (with costume) a 5-8 minute choreographed ash mob street or hip-hop dance in an area of your school or community in any of the following situations: • ag raising ceremony • recess time • lunch break • dismissal time • barangay events 2. Arrange the schedule with your teacher. 3. Take a video of your performance for class presentation. 4. Be guided with the following criteria:

Criteria

Outstanding (5pts)

Creativity and Extremely Interpretation outstanding choice of  Ability to music that incorporate accurately music that expresses goes in the theme accordance presented. with the theme selection

Above Average (4pts)

Excellent choice of music in relation to theme presented, but does not accurately express the theme presented .

Good/ Average (3pts)

The music was good enough to hold some relation to the theme presented.

Fair  (2pts)

The music somewhat expressed the theme presented.

Poor  (1pts)

The music did not accurately express the theme presented.

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Above Average (4pts)

Good/ Average (3pts)

The group is outstanding and accurate in beat,  Ability to stay tempo, in time with the rhythms and music dance sequences.

The group shows great understanding of tempo and beat by rarely getting off beat or making errors in rhythm.

Preparedness

Group is completely prepared and has obviously rehearsed.

Facial expressions and body language are always used to generate a strong interest and enthusiasm.

Criteria

Outstanding (5pts)

Fair  (2pts)

Poor  (1pts)

The group shows a good understanding of tempo and beat but periodically gets off beat or makes errors in rhythm.

The group rarely shows a basic understanding of tempo and beat, but sometimes falls behind and/or speeds up in places or makes errors in rhythm.

The group attempts to keep a rhythm, but often gets off beat and speeds up or falls behind. Doesn’t follow beat in music.

Group seems prepared, but could have used a couple more rehearsals.

Group is somewhat prepared, but could have used a lot more rehearsals.

Group is not prepared and it is clear that rehearsal was denitely lacking.

Group is not prepared to perform at all.

Facial expressions and body language are often used to generate a strong interest and enthusiasm.

Facial expressions and body language are sometimes used to generate emotions.

Very little use of facial expressions or body language. Did not demonstrate much interest in performance.

No use of facial expressions or body language. Did not demonstrate an interest in performance.

 All members  All members participate in participate in the dance. the dance. The group is The group extremely is well put well put together. together. Good Everyone is effort from focused and everyone. on task.

Most members participate in the dance. The group is put together ok, but not everyone is trying.

Some members participate in the dance. The group is not put together at all. Effort is minimal.

One member participates in the dance. The group is a mess. No effort at all.

Rhythm/ Tempo

   Y    P   O   C    D    E    P    E    D

The dance was well rehearsed.

Enthusiasm

Involvement in the emotion or mood of the dance.

Member Participation

The members of the group participate in the dance routine.

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Criteria

Outstanding (5pts)

Overall Group Performance The overall level of performance from the group.

The group is focused, enthusiastic, and committed to the performance. Movements and timing are extremely well executed.

Above Average (4pts)

Good/ Average (3pts)

Fair  (2pts)

The group is pretty focused and somewhat enthusiastic. Movements and timing are well executed.

The group is somewhat focused, but not really enthusiastic. Movements and timing are okay.

The group is not focused is only going through the motions. Movements and timing are off.

Poor  (1pts) The group is not focused or ready to perform. Movements and timing are nonexistent.

   Y    P   O   C    D    E    P    E    D 159

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