Grade 10 TG Mapeh-Health Quarter 3

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Health
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Teachers Guide
Unit 3
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
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Physical Educationand Health Grade 10
Teachers Guide
First Edition 2015
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INTRODUCTION
As a teacher, you are faced with greater demands for quality and the
challenge to impart the necessary 21st 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 module 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
learners material, this module follows the same instructional design but the
approach relies on how you will implement the different learning tasks found
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in the learners material. Furthermore, each activity is provided with key
answers to guide you in the assessment process.
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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 learners engagement in the learning process
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will continue in the never-ending journey of self-learning. So lets 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
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References ............................................................................................................... 275
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Unit 3 :Active Recreation
(Street dance and hip-hop dance)
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Module No. : 3 Number of Sessions: 8
I. Defining Learning Outcomes
Grade Level Standard: The learner demonstrates understanding of societal

fitness 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 influence the community
societal fitness. an society to participate in
physical activities.
practices healthy eating
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habits that support an
active lifestyle.
II. Learning Competencies:
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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);
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engage in moderate to vigorous physical activities for at least 60 minutes a
day, in and out of school;
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apply correct techniques to minimize risk of injuries;
analyze the effects of media and technology on fitness and physical activity;
critique (verify and validate) media information on fitness and physical
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activity issues;
express a sense of purpose and belongingness by participating in
community services and programs that deal with physical fitness; and
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recognize the needs of others and how to help in meaningful ways.

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III. Planning for Assessment
Product/ Assessment at the level of Assessment at the level

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

sustain ones fitness based
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on the fitness assessment
results.
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Empathy
Considering oneself as
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a dance enthusiast and

health advocate, write a
short speech/message
about ones insights on the
importance of maintaining a
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healthy lifestyle.
Perspective
Create a four-line rap
stating ones view of
some teenagers who
make dancing as their
source of income and end
up with poor academic
performance, or worse,
stop schooling.
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IV. Introduction

Recreation is a therapeutic refreshment or relaxation of ones 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 todays 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 fitness.
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 fitness.
At the end of this module, you will consider dancing to be one of your recreational
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activities, combining it with healthy eating habits to sustain lifelong fitness.
Pre-Assessment
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This activity aims to check on the students prior knowledge. Results shall be
recorded for the purpose of tracking the students progress but should not be part of
the students grade.
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A. Write AGREE if you think the statement is correct and DISAGREE if otherwise.
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1. An RPE of 10 means that the activity is very light.

2. Swimming and playing basketball are vigorous activities.
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3. Street and hip-hip dances are active recreational activities.

4. Proper execution of dance steps increases the risk of injuries.
5. A normal nutritional status means that weight is proportional to the height.
6. Physical inactivity and an unhealthy diet are risk factors for heart disease.
7. Brisk walking and dancing are activities which are of moderate intensity.
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8. One can help the community by sharing his/her knowledge and skills in
dancing.
9. Surfing the Internet and playing computer games greatly improve ones
fitness.
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 3. Agree 5. Agree 7. Disagree 9. Disagree
2. Agree 4. Disagree 6. Agree 8. Agree 10. Disagree
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What does your score tell you? Refer to the table.
Score Interpretation
You have a very deep knowledge and understanding about fitness, lifestyle, and
9-10 weight management. You only need very little guidance from your teacher and peers
to fully grasp the content and essential understanding of this module.
You have a deep knowledge and understanding about fitness, lifestyle, and weight
6-8 management but you need a little guidance from your teacher and peers to fully
grasp the content and essential understanding of this module.
You have knowledge and understanding about fitness, lifestyle, and weight
3-5 management but you need more guidance from your teacher and peers to fully
grasp the content and essential understanding of this module.
You lack knowledge and understanding about fitness, lifestyle, and weight
0-2 management and you need full guidance from your teacher and peers to fully grasp
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the content and essential understanding of this module.
B. Draw if you think you can confidently do the task and if you cannot.
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_____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.
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_____I examine media information on fitness 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
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our health.
Refer to the table to know what your answers mean.
All
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You possess all the skills expected of you in this module and will have little
difficulty in accomplishing the tasks.
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One or
more You possess some of the skills expected of you in this module and might have
some difficulty in accomplishing the tasks but willingness and enthusiasm will
surely help.
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INSTRUCTIONAL ACTIVITIES
Part I: WHAT TO KNOW
This is the first part of the lesson on street dance and hip-
hop 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.
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Activity 1: BE OR BE
This activity aims to check if your students have a full understanding of what
activities sustain fitness and wellness and for you to discover based on their facial
expression what activities they like and do not like doing.
I. Objectives:
To determine what the physical activities can sustain fitness

To share thoughts on how media and technology affect the physical activity
and fitness of a person
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II. Procedure:
1. Dictate various physical activities one by one.

2. Instruct them to choose and act one the following actions on your signal,
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based on the activity dictated.
Activity sustain Feelings when

fitness? you do activity?
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yes happy jump forward 5 times and show a happy face

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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
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3. Immediately correct the wrong answer of the students except for their facial
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expressions because it depends on how they feel about each activity.
Sustains Fitness Does not sustain fitness

jumping jacks surfing on the internet
running playing computer games
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playing badminton reading books

hip-hop dancing movie marathon
jogging watching television
folk dancing
street dancing
playing basketball
scrubbing the floor
fetching a pail of water
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Process the activity with the following questions:
What are the activities that can help improve our fitness? Why do you say
so?
What are the activities that are sedentary in nature? Why do you say so?
How do surfing on the internet and playing computer games affect our
physical activity and fitness?
Which of these activities can you make as your lifetime hobby? Why?
Activity 2: SINE MO TO presents: SITIO KATAMAKAWAN
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.
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I. Objectives:
To determine the risk factors related to lifestyle diseases
To suggest ways on how to improve ones physical activity and fitness
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II. Materials/Equipment:
pen and notebook
copy of the story about Sitio Katamakawan
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Sitio Katamakawan is a community of lazy and gluttonous people. They sit or lie
all day and eat everything their mouth desires. Each family has a housemaid to take
care of all the household chores. The children of this community are addicted to playing
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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 office work, they watch television
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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
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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 with the following questions:
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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 justification.
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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.
What are the possible diseases that the people of this community
might have?
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Diabetes, heart attack, stroke, high blood pressure, arthritis, and other
lifestyle diseases related to inactivity
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What are the risk factors of these diseases?
physical inactivity and lifestyle

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

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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 has lessened our time to
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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 definition 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 teachers 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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pen and notebook
pictures of a DJ, person who is rapping,a person who is breakdancing,
and graffiti art
videos of dancers doing the breaking,locking, andpopping
pictures of dancers dancing in streets, dance parties,block parties, parks,
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school yards,raves, and nightclubs
III. Procedure:
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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.
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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.
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Level 1
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dancing on the street dancing in the yard
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dancing at the park dancing at the Rave
RETEST ANDCE
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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
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B-boying Shuffling Popping Locking
ERSETT DENAC SELYTS
Answer: Street Dance Styles

B-boying, shuffling, popping, and locking are examples of street dance styles.
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Level 3
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House Dance Rave Dance Punk Dance Hip-Hop Dance
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LESMAXPE OF TEREST DENCAS
Answer: Examples of Street Dances

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Examples of street dances are house, rave, punk, and hip-hop
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DJ Rapping Breakdance Graffiti Art
PIH-POH LUCTURE
Answer: Hip-hop Culture

Hip-hop culture is composed of a Dj, rapping, breakdancing and graffiti art.
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Level 5
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Hip-hop music Hip-hop culture dance styles dance styles
Answer: Hip-hop Dance

POH-IHP DANCE
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Hip-hop dance is a dance style performed in a hip-hop music and had
evolved from a hip-hop culture.
Level 6
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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
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some influence of Latin-American.
Level 7
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Krumping Tutting Locking B-boying
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Answer: Hip-Hop dance styles

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

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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.
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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.
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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 fitness
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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.
Answers depend on the students.
Can street dance and hip-hop dance improve fitness? How?
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Yes, because it improves cardiovascular endurance, flexibility and
other fitness components.
Can we use street dance and hip-hop dance as our recreation activity?
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Why and how?
Yes, through making it an exercise during our leisure time.
Think of this...
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What recreational activity did you discover in this stage? Can you make it as
your lifetime hobby?
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Points to remember
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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
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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.
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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 influence of
Latin Americans. Hip-hop culture is composed of the pillars such as DJ-ing, rapping,
breakdancing, and graffiti 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-BOYING-
B-boying or breaking, also called breakdancing, is a style of street dance and

the first 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.

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

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POPPING
Popping was popularized by Samuel Boogaloo Sam Solomon and his crew the
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Electric Boogaloos. It is based on the technique of quickly contracting and relaxing
muscles to cause a jerk in a dancers body.

Popping forces parts of your body outwards, similar to an explosion within
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parts of your body. Popping also contracts muscles, but it is followed by relaxation that
gives it the jerking appearance of popping.
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LOCKING
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Locking or campbellocking, was created byDon Campbellock Campbellin 1969

in Los Angeles, California. It was popularized by his crewThe Lockers. Locking can be
identified 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. Thelockis
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the primary move used in locking. It is similar to a freeze or a sudden pause. A lockers
dancing is characterized by frequentlylockingin 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.
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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.
SHUFFLING
The Melbourne Shuffle (also known as Rocking or simply The Shuffle) is
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araveandclubdance that originated in the late 1980s in the underground rave music
scene inMelbourne,Australia. The basic movements in the dance are a fast heel-and-
toe action with a style suitable for various types ofelectronic music. Some variants
incorporate arm movements. People who dance the shuffle are often referred to as
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rockers, due in part to the popularity of shuffling to rock music in the early 1990s.
WAACKING
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Waacking is an African American form of street dance originating from the
1970s 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
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beat of the music.Today, waacking is a popular element of hip hop dance.

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Let the students answer this formative assessment.

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CHECK UP
1. What dance styles, formally known asvernacular dances, refer to dances

that evolved outside ofdance studios? (Street dance)
2. What form of street dance is performedimpromptuin large crowds? (Punk
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dance)
3. What culture is created by DJing, rapping,breakdancing, and graffiti art?
(Hip-hop culture)
4. What dance style is primarily performed tohip-hop musicand have evolved
as part ofhip-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 dancers body? (popping)
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Part II: WHAT TO PROCESS

Congratulate the students for successfully finishing the
first stage! Tell them that in the first 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.
Activity 5a: LETS TALK ABOUT YOUR PHYSICAL ACTIVITIES?
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This short activity assesses the students physical activity participation. They
will discover if they are physical active or inactive based on the Filipino Pyramid Activity
Guide.

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I. Objectives:
To assess your own level of participation and readiness in physical activity
To assess your eating habits
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Physical Activity Assessment form
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pen and notebook
interpretation of results
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III. Procedure:
1. Let them answer the Physical Activity Assessment honestly.
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Physical Activity Assessment

Put a tick (/) mark on how often you do the following activities.
Often Regular Habitual
Minimal (2-3 times a (3-5 times a (Daily for at
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Activities (A few times week at least week at least least 30-45 Never
a month) 30-45 minutes 30-45 minutes minutes or
or longer) or longer) longer)
Sit / lie
around
Watch
television
Sit and do
needle work
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Indulge in
computer
games and
surfing
Exercise for
strength and
flexibility
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Yoga
Tai Chi
Resistance
training
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Go mall-
strolling C
Play golf
Go bowling
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Active
Recreational
Activities
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Ballroom
dancing
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Badminton,
basketball,
softball
Skating,
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Roller
blading
Tennis
Brisk
walking
Running/
jogging
Bicycling
Aerobic
dancing
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Swimming
Aero-kick
Boxing
Parking your
car farther
away from
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entrance of
a mall
Adding extra
steps to
your daily
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routes
Doing
household
chores
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Running
errands
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Grocery
shopping
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Taking
the stairs
instead of
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the elevator
Taking
longer
routes when
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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?
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THE FILIPINO PYRAMID ACTIVITY GUIDE
ROSA ALLYN G. SY. MD. FPCP
CARDINAL SANTOS MEDICAL CENTER
Sit or lie
around
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Be a couch
potato
Play cards/
Watch TV
Play cards / mahjong
Sit and do needle work
Indulge in computer
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games and surfing
(0.3Kcal/min/KG BW)
C
Go Mall-Strolling
Stretching
Play Golf
Yoga
Go Bowling
Tai Chi
Resistance
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(0.4-0.09Kcal/min/ training
KG BW)
(0.03-0.12 Kcal/min/KG BW)
E
Brisk walking
Running / Jogging Ballroom Dancing
EP
Bicycling Badminton, Basketball

Aerobic Dancing Softball
Swimming Skatng / Roller Blading
Aero and Kick Boxing Tennis
Pko, Sipa, Patintero
(0.08-0.23Kcal/min/KG BW) (0.05-0.14 Kcal/min/KG BW)
D
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 efficiency 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 specific 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 benefit
PY
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.
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
O
expenditure, they are not recommended as part of our daily activities. This is because
cardiovascular benefit is achieved only if we can sustain our heart rates at 60-75% of
our target heart rate.
C
Strengthening and flexibility 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
D
provide you with its maximum benefits.
Activities that burn the least calories should be avoided. The top of the pyramid
E
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.
EP
Regular activity is no doubt beneficial to everyone. No one is too old to enjoy

the benefits of regular physical activity.
To maintain health, one would need to burn 700-1000 kcal per week. For a 60
D
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 fits 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!
135
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 find out the intensity of dancing to them.
PY
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
O
Close and Open R and L arm in second position (ct 1), R and 32 measures
L arm in first position (ct 2)
Arm Raise Raise both arms high (cts 1,2) 32 measures
Punch Punch R (cts 1,2)
C 32 measures
Punch L (cts 1,2)
Arm Sway Sway both arms high to the R (cts 1,2) 32 measures
D
Sway both arms high to the L (cts 1,2)
RPE CHART
E
Rate of Perceived Exertion
10 Max Effort Activity

Feels almost impossible to keep going
EP
Completely out of breathe, unable to talk
9 Very Hard Activity

Very difficult to maintain exercise intensity
Can barely breathe and speak a single word
7-8 Vigorous Activity

D
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 Synerfitness @ rewindiet.com
136
Processing Questions:
1. What is your RPE after the activity?
2. What does the result tell you?
3. How do you feel about the result?
4. 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.
PY
O
C
E D
EP
D
Recall your nutritional status when you had your height and weight measurement.
What was your nutritional status?
137
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 fitness?
Activity 6: ITS 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.
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
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to perform a demonstration.
I. Objective:
To execute some of the street dance styles
O
street dance music
audio set
Here are the instructions to the students.
C
III. Procedure:
D
1. Let the learners copy the table in their notebook.
Table 1: Record of Heart Rate

E
Activity Heart Rate Heart Rate RPE

(before) (after)
EP
Practice for Street Dance

Performance of Street dance
Practice for Hip-Hop Dance
D
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
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.
8. Their performance will be rated according to the following criteria:

attitude, respect, initiative and participation, dependability, execution and
PY
observance of safety.
Approaching
Criteria Advanced Proficient Proficiency Developing
(4) (3) (2) (1)
O
Attitude Positive Positive attitude; Inconsistent Poor attitude;
attitude; most often attitude; Does not
Always willing
to try
C willing to try needs some
encouragement
respond to
encouragement
Respect Always Often courteous Sometimes Disrespectful of
courteous and and respectful courteous and others
D
respectful of of others respectful of
others others
Initiative and Consistently Often attends, Sometimes Does not attend,
E
participation attends, prepares, and attends, prepare, and

prepares, and participates in prepares, and participate in the
participates in the activities participates in the activities
EP
the activities activities

Dependability Very Dependable Inconsistently Not dependable
dependable dependable
Execution Always Often executes Sometimes Does not
executes the the movements executes the execute the
D
movements properly movements movements

properly properly properly
Observance of Always Often practices Sometimes Does not
Safety practices safety practices safety practice safety
safety precautions precautions precautions
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.
139
1. Did your heart rate increase after your practice and performance?
2. What does it tell you?
3. What fitness 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?
Activity 7: ITS HIP-HOP TIME!
I. Objective:

PY
To execute some of the hip-hop dance styles
hip-hop dance music
audio set
O
III. Procedure:
1. Let them group themselves into 6-8 members.
C
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
D
not executing properly
not observing safety measures at all times
E
3. Teach the class the common styles in street dancing like b-boying, popping
and locking and let them follow you.
EP
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
D
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.
140
Approaching
(4) (3) (2) (1)
Attitude Positive Positive Inconsistent Poor attitude;
attitude; attitude; most attitude; Does not
Always willing often willing need some respond to
to try to try encouragement encouragement
Respect Always Often Sometimes Disrespectful of
courteous and courteous and courteous and others
respectful of respectful of respectful of
others others others
Initiative and Consistently Often attends, Sometimes Does not attend,
PY
participation attends, prepares, and attends, prepare, and
prepares and participates in prepares, and participate in the
participates in the activities participates in activities
the activities the activities
Depen- Very Often Inconsistently Not dependable
O
dability dependable dependable dependable
Execution Always Often Sometimes Does not
executes the
C executes the executes the execute the
movements movements movements movements
properly properly properly properly
Observance Always Often Sometimes Does not
D
of Safety practices practices practices safety practice safety
safety safety precautions precautions
E
precautions precautions
Reminder: Let them get their heart rate before and after the practice and
EP
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:
D
1. Did your heart rate increase after your practice and dance performance?
2. What does it tell you?
3. What fitness 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?
141
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
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
PY
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 .
O
2. Describe the waistlines, body figures, and body mass index of the dancers.
3. Ask the learners the following questions:
C
What do you feel about Filipino dancers competing worldwide?
How do these dancers sustain their fitness?
How can one maintain a normal nutritional status?
D
Activity 9: BELIEVE IT OR NOT?
E
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.
EP
I. Objective:
To critique media information on fitness and physical activity issues
print ads on gaining and losing weight and other fitness programs
D
audio-visual set
pen and notebook
III. Procedure:
1. Instruct them to read the print advertisements on fitness 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 fitness-related
products/programs?
142
Think of this
What generalization can you make about diet and fitness in this part
of the lesson?
Points to remember
Health Benefits of Dancing
Dancing as a recreational activity can be a way to stay fit for
PY
people of all ages, shapes, and sizes. It has a wide range of
physical and mental benefits including:
improved condition of your heart and lungs

increased muscular strength, endurance, and motor fitness

O
increased aerobic fitness

improved muscle tone and strength

weight management

C
stronger bones and reduced risk of osteoporosis

better coordination, agility, and flexibility

improved balance and spatial awareness

increased physical confidence

D
improved mental functions

improved general and psychological well-being

greater self-confidence and self-esteem

E
better social skills.

http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Dance_health_
EP
benefits?open
Let the learners gauge their knowledge and skills in the different dance styles
through the Check Up activity.
D
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.
143
Let the students choose one from any of the activities.
Activity 10: FORMULATE!
I. Objective:

To create a fitness formula as a guide to sustain fitness
pen and paper
III. Procedure:
PY
1. The following are the essential words in this module. Instruct them to create
your own formula on how you will attain lifelong fitness and wellness.
Ex: dancing + proper nutrition + healthy lifestyle = lifelong fitness and wellness
O
sports balanced diet
media and technology weight management
healthy lifestyle recreational activities
C
physical activities lifelong fitness and wellness
safety household chores
proper nutrition dancing
D
2. Justify your answer by giving a brief explanation.
E
Activity 11: LIFESTYLE DISEASESNO!NO!NO!
I. Objectives:
EP
To give a perspective on the causes of death among Filipinos

To persuade others on the importance of practicing a healthy lifestyle
pen and paper
D
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
Approaching
(4) (3) (2) (1)
Position The position The position A position There is
Statement statement statement statement no position
provides a provides is present, statement.
clear, strong a clear but does not
statement. statement. make the
position clear.
Correctness Includes 3 or Includes 2 or Includes 1 No evidence
of ideas more pieces of more pieces pieces of (facts,
evidence (facts, of evidence evidence statistics,
PY
statistics, (facts, (facts, examples,
examples, statistics, statistics, real-life
real-life examples, examples, experiences)
experiences) real-life real-life that supports
that support experiences) experiences) the statement.
O
the position that support that supports
statement. the position the position
statement. statement.
Accuracy All supportive
C Almost all Some Most
facts and supportive supportive supportive
statistics facts and facts and facts and
D
are reported statistics statistics statistics are
accurately. are reported are reported inaccurately
accurately. accurately. reported.
E
Sentence All sentences Most Some Most

Structure are well- sentences sentences sentences
EP
constructed are well- are well are not well-

with varied constructed constructed, constructed or
structure. and there is but there is varied.
some varied no variation is
sentence structure.
D
structure in the
essay.
145
5 out of 10 Filipinos die of heart disease NSO
By Ruth Sindico(The Philippine Star) July 9, 2012
MANILA, Philippines - Recent data from the National Statistics Office (NSO) showed
that five 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.
Malignant neoplasm (cancer), pneumonia and tuberculosis rounded up the top
five leading causes of death in the country.
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Within three years (2007-2009), the top five 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
O
and strokes.
A substantial number of these deaths can be attributed to tobacco smoking,
C
which increases the risk of dying from coronary heart disease and cerebrovascular
disease 23 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
D
male counterparts.
It was noted that the most number of deaths was at the age of 80 and over with
E
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.
EP
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
D
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.
146
Activity 12: WHAT IS YOUR PERSONAL VIEW?
I. Objective:
To express ones 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.
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
PY
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.
O
3. Let them be guided with the following criteria:
Approaching
Criteria Advanced
C Proficient Proficiency Developing
(4) (3) (2) (1)
Presentation Song is Song Vague No concept
of concepts explained. Tied explained explanation given. Song
D
well to genre. but not tied given. not explained.
Thorough well to genre/ Concepts not
E
context is assignment. explained.

given. Some context
given.
EP
Performance Taken Taken Developing; Inadequate/

seriously, seriously; not taken very weak
while having performed seriously performance;
fun; very well well with some not taken
D
performed (no mistakes seriously

mistakes) (consider level
of difficulty)
Effort Went above Put in Effort put in No effort put in
and beyond significant only as asked
effort and really effort but not in class
took project necessarily
seriously above what
was asked
147
Activity 13: MY LIFE PLAN
I. Objective:
To create a fitness program that can be used for a lifetime
II. Materials:
record of PA, PF and PAR assessments
pen and short bond paper
III. Procedure
1. Guided by the FITT principle, create a fitness plan that will improve/sustain
your fitness. You may follow the format or create your own as long as you
PY
meet the required elements of your plan.
O
MY FITNESS PLAN
Name: Grade/Section: Date:

Height:
C
Weight: Target Weight:
BMI: Target BMI:
D
Nutritional Status: Target Nutritional Status:
General Goals:
E
EP
Specific Goals:
Active Frequency Intensity Time(Duration) Type

D
Recreational
Activities
148
2. Be guided by these criteria:
Approaching
(4) (3) (2) (1)
Attainability All goals and 1 of the goals and 2 of the goals and Many of the goals
activities are very activities planned activities planned and activities
much attainable in is not attainable in are not attainable planned are not
the specified time. the specified time. in the specified attainable in the
time. specified time.
Realistic All activities in the 1 activity in the 2 or more activities All activities in the
activities fitness plan could fitness plan could in the fitness fitness plan could
be conducted at not be conducted plan could not not be conducted
PY
home, in school, at home, in be conducted at at home, in
or in any place. school, or in any home, in school, school, or in any
place. or in any place. place.
Variety of The fitness plan The fitness plan The fitness plan The fitness plan
Activities contains 7 or more contains 5-6 contains 3-4 contains 2 or less
different activities. different activities. different activities. different activities.
O
Think of this
C
Why is it important to have a balanced lifestyle?
E D
Points to remember
Our lifestyle is the way we live. It is composed of a variety of elements and

EP
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 confrontedwith the changes and challenges of life.
D
A balanced lifestyle is the way in which we live and reflects 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 confirmed 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 scientific studies and references
149
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 significantly 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 fitness, 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
PY
financial stability, as well as developing a sense of purpose and meaning in life.
In order to be able to take meaningful actions and make effective changes

to your lifestyle and improve your health and well-being significantly, it may be very
useful to look at the different elements that define your lifestyle. This will allow you
O
to set pertinent and reasonable goals and adopt more effective strategies specific
to each element. C
Lifestyle is often defined by the following six components: physical, mental,
emotional, social, financial 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
D
others. The good news is that improvement in one element will also have a positive
effect on all the others.
E
Source: http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/
EP
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
D
this final stage, they can transfer their learning to others and
influence 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.
150
Activity 14: SINCE YOU BELONG
To conduct a dance training-workshop for the youth of your

GOAL
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
There is group of people who want to learn and experience dancing

SITUATION
hip-hop. You are to conduct a training-workshop for them.
PY
a choreographed hip-hop dance routine ready to be used as an
PRODUCT
exercise.
Your work will be rated according to the following standard:
O
Organization
STANDARD
Doability
Cooperation
C
Procedure:
D
1. This is a class work.
E
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, certificates,
EP
registration, food, finance, 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.
D
4. Let them submit accomplished report to your teacher.
151
Activity 15: BE A FITNESS ADVISER!
To give recommendations to a person/people seeking advice on

GOAL
fitness
ROLE a fitness adviser/guru
AUDIENCE clients seeking advice on fitness
PY
There are several people who are unfit and need advice in order
SITUATION
for them to achieve their desired level of fitness.
PRODUCT a fitness dance program specifically designed for them
STANDARD
to clients need (10).
O
The criteria are accuracy (10), appropriateness (10) and sensitivity
C
Procedure:
1. This is an individual work.
D
2. Instruct them to do the following:
a. Identify an unfit person (someone who has difficulty in doing his/her
E
daily task efficiently or effectively) from your family or community.

EP
b. Explain to him/her the purpose of your task. Be sensitive to his/her

needs.
c. Assess the persons physical activity, participation, readiness and

nutritional status.
D
d. Create a fitness dance program
e. You may follow the format of the fitness plan format you have done.
f. Submit to your teacher your fitness dance program first before giving it
to the concerned person.
152
SUMMARY
Sustaining fitness and wellness is important because it allows the person

to live life to the fullest. A fit 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 fitness and wellness. Dancing as a lifetime habit will surely help in sustaining
fitness. But this should be combined with proper eating habits.
PY
O
C
E D
EP
D
153
SUMMATIVE ASSESSMENT
This assessment measures students learning after the series of teaching-

learning process. Results shall be recorded and graded under the specified level of
assessment.
Knowledge (Paper and Pencil Test)

A. Identification. Write your answer on the blank provided.
________________1. What dance form evolved from a culture of DJ-ing, rapping,

breakdancing, and making graffiti art?
PY
________________2. What dance form refers to dances performed outside of
dance studios?
________________3. What dance style includes body spins and rotations?
O
________________4. What dance style is characterized by holding a certain
position? C
________________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?

D
________________7. What tool assesses ones level of readiness and physical

E
activity participation?
________________8. What scale identifies the intensity of a certain physical

EP
activity?
________________9. What term generally refers to activities primarily done to

refresh and revitalize ones body and mind?
D
________________10. What term refers to why and how people eat, which foods
they eat, and with whom they eat?
154
Process (Paper and Pencil Test)
B. Multiple Choice. Write the letter of the best answer.
1. Which of the following is a benefit 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
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
PY
c. to develop motor fitness, and endurance
d. to minimize risk of muscle and bone injuries
3. Which of the following is an active recreational activity?

a. gardening
O
b. playing basketball
c. both a and b
d. none of the above
C
4. Which of the following best describes media and technology and its
relationship to fitness and health?
a. Media and technology have no effect to fitness and health.
D
b. Media and technology reduce our physical activity participation.
c. Media and technology increase our physical activity participation.
E
d. Media and technology provide both advantages and disadvantages to

our fitness and health.
EP
5. What fitness component is best developed when you dance for an hour
regularly?
a. speed
b. body composition
c. muscular endurance
D
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.
155
7. After scrubbing the floor, 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
PY
9. Your overweight friend wants to lose weight. S/he is considering the diet
pills and fitness 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 fitness gym.
b. Tell her/him to try the best diet pills taken by popular artists.
O
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
fitness adviser.
C
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
D
c. because of media and technology
d. because of the availability of food that are rich in cholesterol
E
Answer Key:
EP
A. B.
1. Hip-hop dance 1. D
2. Street dance 2. D
3. B-boying 3. C
4. Locking 4. D
5. Risk factors 5. D
D
6. Lifestyle 6. C
7. PA (Physical Activity) Assessment 7. C
8. RPE Chart 8. C
9. Recreational Activity 9. D
10. Eating habits 10. B
156
Performance Task on Understanding (Facet: Application)
FLASH MOB
(Note: If flash mob is not possible, you may conduct interclass/interschool/inter-
barangay 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
audio-visual set
PY
III. Procedure:
1. As a class, perform (with costume) a 5-8 minute choreographed flash mob
street or hip-hop dance in an area of your school or community in any of
the following situations:
flag raising ceremony
recess time
O
lunch break
dismissal time
barangay events
C
2. Arrange the schedule with your teacher.
3. Take a video of your performance for class presentation.
4. Be guided with the following criteria:
D
Above Good/
Criteria Outstanding Average Average Fair Poor
E
(5pts) (4pts) (3pts) (2pts) (1pts)

Creativity and Extremely Excellent The music The music The music
Interpretation outstanding choice of was good somewhat did not
EP
choice of music in enough to expressed accurately

Ability to music that relation hold some the theme express the
incorporate accurately to theme relation to presented. theme
music that expresses presented, the theme presented.
D
goes in the theme but does not presented.

accordance presented. accurately
with the theme express
selection the theme
presented
.
157
Above Good/
Rhythm/ The group is The group The group The group The group
Tempo outstanding shows great shows a rarely shows attempts
and accurate under- good under- a basic to keep a
in beat, standing standing of understanding rhythm, but
Ability to stay tempo, of tempo tempo and of tempo and often gets
in time with the rhythms and and beat by beat but beat, but off beat and
music dance rarely getting periodically sometimes speeds up or
sequences. off beat or gets off beat falls behind falls behind.
making errors or makes and/or speeds Doesnt
PY
in rhythm. errors in up in places follow beat in
rhythm. or makes music.
errors in
rhythm.
Preparedness Group is Group seems Group is Group is not Group is not
O
completely prepared, somewhat prepared and prepared to
The dance prepared but could prepared, it is clear that perform at
was well and has have used a but could rehearsal all.
rehearsed. obviously couple more
C have used a was definitely
rehearsed. rehearsals. lot more lacking.
rehearsals.
D
Enthusiasm Facial Facial Facial Very little No use
expressions expressions expressions use of facial of facial
Involvement and body and body and body expressions expressions
E
in the emotion language are language are language are or body or body
or mood of the always used often used sometimes language. language.
EP
dance. to generate to generate used to Did not Did not

a strong a strong generate demonstrate demonstrate
interest and interest and emotions. much an interest in
enthusiasm. enthusiasm. interest in performance.
performance.
D
Member All members All members Most Some One member

Participation participate in participate in members members participates
the dance. the dance. participate in participate in in the dance.
The members The group is The group the dance. the dance. The group is
of the group extremely is well put The group is The group a mess. No
participate well put together. put together is not put effort at all.
in the dance together. Good ok, but not together at
routine. Everyone is effort from everyone is all. Effort is
focused and everyone. trying. minimal.
on task.
158
Above Good/
Overall Group The group The group The group The group is The group is
Performance is focused, is pretty is somewhat not focused not focused
The overall enthusiastic, focused and focused, but is only going or ready to
level of and somewhat not really through the perform.
performance committed enthusiastic. enthusiastic. motions. Movements
from the to the Movements Movements Movements and timing
group. performance. and timing and timing and timing are are non-
Movements are well are okay. off. existent.
and executed.
PY
timing are
extremely
well
executed.
O
C
E D
EP
D
159
References:
Better Health Channel. (May 29, 2014). Dance health benefits. Retrieved
from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/
Dance_health_benefits?open
Food and Nutrition Research Institute
Marvin. (December 16, 2009). Daily Nutritional Guide Pyramid for Filipinos
Retrieved from http://www.foodrecap.net/health/food-guide-pyramid-for-
PY
filipinos/
Sindico, Ruth. (July 9, 2012). The Philippine Star.
http://en.wikipedia.org/wiki/Hip-hop_dance
O
http://en.wikipedia.org/wiki/History_of_hip-hop_dance
C
http://dance.about.com/od/hiphopdancing/tp/Elements-Of-Hip-Hop.htm
http://en.wikipedia.org/wiki/Street_dance
www.diabetesphil.org/journals/Year%20XVIII1.pdf
D
http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/
E
EP
D
160

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10

This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Published by the Department of Education

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

Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Layout Artist: Aileen N. Ilagan, Donna G. Romero

Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albao, Jason O. Villena,

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

(Street dance and hip-hop dance)

I. Defining Learning Outcomes

Grade Level Standard: The learner demonstrates understanding of societal

II. Learning Competencies:

recognize the needs of others and how to help in meaningful ways.

Product/ Assessment at the level of Assessment at the level

plan that will improve/

a dance enthusiast and

1. An RPE of 10 means that the activity is very light.

3. Street and hip-hip dances are active recreational activities.

Part I: WHAT TO KNOW

To determine what the physical activities can sustain fitness

1. Dictate various physical activities one by one.

Activity sustain Feelings when

yes happy jump forward 5 times and show a happy face

expressions because it depends on how they feel about each activity.

Sustains Fitness Does not sustain fitness

playing badminton reading books

Activity 2: SINE MO TO presents: SITIO KATAMAKAWAN

elders and obedience are also preserved in this community.

Describe the lifestyle of the people of this community?

Would you like to live in this community? Why?

Spiritual, moral, and, emotional dimensions are sustained but physical

Do the people live a physically active and healthy lifestyle?

No, because they do not engage in sports, exercises, or any physical

physical inactivity and lifestyle

What are the advantages and disadvantages of media and

technology to our health?

Through media and technology, we can discuss new information on

What recreational physical activities can you suggest to the

Sports, games, active recreation, dancing

dancing on the street dancing in the yard

B-boying Shuffling Popping Locking

ERSETT DENAC SELYTS

Answer: Street Dance Styles

Answer: Examples of Street Dances

DJ Rapping Breakdance Graffiti Art

Answer: Hip-hop Culture

Answer: Hip-hop Dance

1970 New York African-American Latin-American

Answer: Origin of Hip-Hop

O PIH-OPH EDNAC YESTLS

Answer: Hip-Hop dance styles

Activity 4: CINEMA 1: NOW SHOWING-STEP UP 4

dvd copy of step up 4 movie

What dance form is shown in the movie

Street dance and hip-hop dance

What is hip-hop dance?

Hip-hop dance is a street dance evolved from a hip-hop culture and

What particular movements/steps strike you? Show them.