Health Grade 10

DEPED COPYREAL LIFE STORIES: YANI’S EXPERIENCE A couple of times over the last few years, I tried to diet. It would usually start during New Year’s Day when I would make a resolution to lose the extra weight I was carrying. For a few weeks, I would try to cut out desserts, avoid second servings, and eat lower fat food. At times when I would weigh myself, even if I thought I had really followed my routine well, the scale still wouldn’t show any difference, which was really discouraging. Sometimes when I lost a few pounds, I would look in the mirror, but I still look flabby. I didn’t consider adding any exercise to my training routine because I hate to sweat a lot. I hate being out of breath, and I hate feeling bad because I’m not able to keep up with other, more fit people. Besides, after a long day of classes and homework, I would rather spend my free time updating Facebook, playing video games, or watching TV. But when I tried-out for my school’s varsity team , I learned about how important exercise was for proper weight management. I got motivated when I started to get serious with our basketball training. I started to lift weights, walk and jogging in the gym. I tried to ignore how my teammates could lift more or run so much faster than me. Gradually my fitness level improved. Now, several months later, my efforts have really paid off. So far I have lost more than 30 pounds. And what’s more, getting regular exercise has helped me to be more positive and has made me feel stronger and more energetic during basketball games. I am pretty sure that exercise is going to be a lifetime habit and I will never want to go back to my couch potato ways.Before introducing the next topic to the class, do the following activities: 1. Discuss in class the listed weight loss strategies and explain how they can help in managing the students’ weight properly. 2. Ask the following questions to the students: a. How many among the strategies do you use to help you maintain recommended body weight? b. Do you feel that any of these strategies specifically help you manage body weight more effectively? If so, explain why. c. What did you realize after knowing the different weight loss strategies? 3. Give the class an assignment. a. Collect pictures of food items they enjoy eating from magazines, newspapers and advertisements. b. Have the students make flash cards on the different pictures collected to represent the Food Guide Pyramid. On the front of the card, students should glue a picture of one food item. On the back of the card, let the students write the kilocalories and the number of fat grams for the food item. c. “The Calorie Game” may then be played by participants who guess or state the number of kilocalories and/or fat grams in the food item. d. Give simple prizes to the winners who can guess the exact number of kilocalories in the guessing game. 68 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.

DEPED COPY Weight Loss Strategies 99 Make a commitment to change. You must accept that you have a problem and decide by yourself whether you really wanted to change. 99 Incorporate exercise into the program. Choosing enjoyable activities, places, time, equipment, and friends to work out with will help you get motivated. 99 Avoid automatic eating. Many people associate certain daily activities with eating, for example cooking, watching television, or reading. Most foods consumed in these situations lack nutritional value or are high in sugar and fat. 99 Stay busy. People tend to eat more when they sit around and do nothing. 99 Try “junior size” instead of “super size”. People who are served larger portions eat more, whether they are hungry or not. Use smaller plates, bowls, cups, and glasses. 99 Eat slowly and at the table only. Eating at the table encourages people to take time out to eat and deters snacking between meals. After eating do not sit around the table but rather, clean up and put away the food to avoid snacking. 99 Cut unnecessary items from your diet. Substituting water for a daily can of soda would cut calories from your diet. 99 Do not serve more food than you should eat. Measure food in portions and keep serving dishes away from the table. 99 Think positive. Avoid negative thoughts about how difficult changing past behaviors might be. Instead think of the benefits you will reap, such as feeling, looking, and functioning better, plus enjoying better health and improving the quality of life. End the activity by emphasizing that proper nutrition involves understanding what nutrients are available in foods and how your body uses them. Proper nutrition is closely associated with good health and freedom from disease. Readings: Overweight Versus Obesity Overweight and obesity are not the same thing. Many overweight people (who weigh about 10 to 20 pounds over the recommended weight) are not obese. People with excessive body fat who have type 2 diabetes and other cardiovascular risk factors (elevated blood lipids, high blood pressure, physical inactivity, and poor eating habits) benefit from losing weight. People who have a few extra pounds of weight but are otherwise healthy and physically active, exercise regularly, and eat a healthy diet, may not be at higher risk for early death. Such is not the case, however with obese individuals. Research indicates that individuals who are 30 or more pounds overweight during middle age lose about 7 years of life, whereas being 10 to 20 pounds overweight decreases the lifespan by about 3 years. Severe obesity (BMI greater than 45) at a young age nonetheless, may cut up to 20 years off one’s life. Individuals at recommended body weight are able to participate in a wide variety of moderate-to- vigorous activities without functional limitations. These people have the freedom to 69 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.

DEPED COPYenjoy most of life’s recreational activities to the fullest of their potentials. Excessive body weight does not afford an individual the fitness level to enjoy many lifetime fitness activities such as basketball, soccer, mountain climbing, hiking or surfing. Maintaining high fitness and the recommended body weight gives a person a degree of independence throughout life that most people in the developed nations no longer enjoy. Source: “The disease burden associated with overweight and obesity,” Journal of the American Medical Association 282 (2009)Activity 4: Weight Management: Measuring Progress The activity will measure the progress of the students in managing their weight. I. Objective: a. Prepare and monitor behavioral changes for weight management. b. Describe eating and their associated medical problems. c. Explain the role of lifetime exercise program as the key to a successful weight loss. And weight management program. II. Procedure: Ask the students to answer the following questions to know their weightmanagement progress. Let them write their answers in their activity book. 1. State your own feelings regarding your current body weight, your target body composition, and a completion date for this goal. 2. Do you think you have issues about how or what you eat? If so, express your feelings about it. 3. Is your present diet adequate according to the nutrient analysis? 4. State dietary changes necessary to achieve a balanced diet and/or to lose weight . List specific foods that will help you improve in areas where you may have deficiencies and food items to avoid or consume in moderation to help you achieve better nutrition. Changes to make: _________________________________________________________ Foods that will help ________________________________________________________ Foods to avoid: ________________________________________________________ • Ask the students to get a partner and share their answers. • Allow them to share for 3 minutes • Let them share their discussion. 70 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.

DEPED COPYCritical Thinking Do you consider yourself overweight? If so, how long have you had a weight concern, what attempts have you made to lose weight, and what has worked best for you? Emphasize that the risk of being obese and overweight will bring lots of health problems to many individuals. Read the health consequences accompanied by being obese. One should manage his/her weight properly while they are still young and influence the people around by setting good examples on how they can be fit and healthy always. Discuss and explain to the class the health consequences of excessive body weight eating disorders that many people do or practice. Health Consequences of Excessive Body Weight Being overweight or obese increases the risk for: • high blood pressure • type 2 diabetes • congestive heart failure • obstructive sleep apnea and respiratory problems • poor female reproductive health (menstrual irregularities) • psychological disorders (depression, eating disorders, distorted body image, discrimination, and low self-esteem} • shortened life expectancy • decreased quality of life • gallbladder diseases • stroke • gout Eating disorders Eating disorders are illnesses that involve crucial disturbances in eating behaviors thought to stem from some environmental pressures. These disorders are characterized by an intense fear of becoming fat, which does not disappear even when the person is losing weight in extreme amounts. Take a look at the following eating disorders: • Anorexia nervosa – an eating disorder characterized by self-imposed starvation to lose and maintain very low body weight due to a false/distorted perception of being fat. • Bulimia nervosa – an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and/or maintain low body weight. • Binge-eating disorder – an eating disorder characterized by uncontrollable episodes of eating excessive amounts of food within a relatively short time. • Emotional eating – the consumption of large quantities of food to suppress negative emotions. 71 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.

Now that the students have learned the many factors that can affect one’slifestyle and weight management, they should be aware of the importance ofengaging in a regular recreation and fitness activities. Introduce the concept ofactive recreation.ACTIVITY 5: Word Association The activity will allow the students to be creative in defining and explainingthe concept of active recreation.I. Objective: To understand the concept and importance of active recreation To come up with a list of suggested fitness and recreational activities that they can do at home with family membersII. Materials: • pen • meta stripsIII. Procedure: 1. Ask the class to form three (3) groups and assign a leader. 2. Group members will be given “meta-strips”. Write a word or phrase that can be associated with the term “ACTIVE RECREATION”. 3. Post the meta-strips on the board. 4. Summarize all the statements and come-up with a definition of “ACTIVE RECREATION”.After discussing the concept of active recreation ask the students to reflect onthe benefits listed below. Allow them to share the benefits with family membersand come-up with a list of recreational activities they would want to do everyweekend.Definitions of Leisure, Play, and RecreationDEPED COPY Concept DefinitionLeisure as timeLeisure as activity Leisure is time free from obligations, work, (paid and unpaid),Play and tasks required for existing (sleeping, eating)Recreation Leisure is a set of activities that people engage in during free time – activities that are not work-oriented or that do not involve life maintenance tasks such as housecleaning or sleeping. Play is an imaginative, intrinsically motivated, non-serious, freely chosen, and actively engaging activity. Recreation is an activity that people engage in during their free time, that people enjoy, and that people recognize as having socially redeeming values and generates a general sense of well being. 72 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.

DEPED COPYBenefits of Recreational Activities: • enhances personal growth • helps to build self-esteem and confidence • reduces tension and anxiety • encourages spiritual renewal and personal growth • increases mental relaxation • generates a general sense of well being • teaches positive conflict resolution skills • provides alternatives to self-destructive behaviors Emphasize that having fun is not the ONLY reason to engage in recreational activities! Understanding the benefits is an essential component in building one’s fitness and good health. Part II: WHAT TO PROCESS The lessons and activities in this phase will provide the students with a variety of differentiated learning activities to validate their understanding and appreciation of the importance of being physically active in fitness and recreation. The activities in this module will offer an opportunity to improve their fitness level and enhance their social skills as well. Start the lesson by discussing the FITT principle in class. Let them recall when they first encountered this. Emphasize the importance of following the proper dosage in exercise to ensure a safe and effective physical activity. The Good Dose in Exercise You should increase the dose or amount of physical activity or exercise to see changes in your fitness level. This is the overload principle, which is guided by the FITT Principle, composed of the following: a. Frequency refers to how often you involve yourself in regular physical activity or exercise. b. Intensity refers to how hard you should exercise or the difficulty of your physical activity. c. Time refers to how long you should engage in a specific physical activity. d. Type refers to the kind of exercise or physical activity you should engage in. Ask the students to read and observe the following exercise tips given below: • Wear appropriate attire such as rubber shoes, socks, t-shirts, shorts, and jogging pants. • Warm up first before performing the different fitness tests and physical activities. • Follow the buddy system in performing the fitness activities. The buddy system is a partnership between the person doing the test and the person administering the test. 73 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.

DEPED COPY• Check the availability and accessibility of the equipment to be used for the fitness tests. • Make sure that the facility is safe for the administration of the test.Let’s be Energized! Directions: 1. Ask the students to form 8 lines 2. Assign an exercise leader who would lead the warm-up exercise. 3. Ask the students to observe proper posture and correct execution of the different exercises. 4. Correct wrong body posture if seen or observed. 5. Perform the following warm-up and stretching exercises to the beat of the music a. jog around the gym or field for 5 minutes. b. neck rotation exercises c. isometric neck exercises d. chin tuck e. upper trapezius stretch f. lateral arm stretch g. tricep stretch h. calf-muscle stretch i. hamstring stretch j. inner thigh stretch k. buttocks stretch l. lower back stretch m. pelvic tiltACTIVITY 1: Listen to Your Heart! This activity will help the students monitor their heart rate when doing vigorousphysical activity or workout.I. Objective:To determine your resting heart rate and the highest rate one’s heart is capable ofattaining.II. Materials: • pen • stopwatch • calculatorIII. Procedure: 1. Discuss and explain to class how the heart functions. 2. Explain the difference between resting heart rate, maximum heart rate, and target heart rate; and how to compute for each. 3. Ask the students to record their resting heart rate at home. 74 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. Ask the students the following questions: • What do you know about your heart? • How can you train your heart to improve its efficiency?5. Ask the students to read a recent magazine or newspaper article related to one of the following topics: • heart disease • heart attacks • hypertension • stroke6. Ask them to write a summary of the article with attention given to the prevention of these conditions.7. Have volunteers share their summaries with rest of the class.8. Ask the students to accomplish the form below by recording their resting heart rate, maximum heart rate, and target heart rate.DEPED COPY Types Beats per Minute Date1. Resting Heart Rate2. Maximum Heart Rate3. Target Heart Rate ZoneTo get your resting heart rate Purpose: To set the base or standard for evaluation purposes Directions: The best time to get it is when you wake up in the morning. Locate your radial, temporal, femoral (groin), or carotid artery with your index and middle finger. Take the rate within 6 seconds and multiply this by 10 to complete the 1 minute requirement. Record this.2. To get your maximum heart rate (MHR) Purpose: To determine the highest rate your heart is capable of attaining Directions: Subtract your age from 220. Example: If you are 16 years old, your maximum heart rate is (220-16) = 204 bpm3. To get your target heart rate zone Purpose: To determine your aerobic intensity according to a straight percentage of your maximum heart rate, usually within 60 to 90% Directions: Get the maximum heart rate. Multiply it by 60% (0.60) to get the lower limit. Multiply by 90% (0.90) to get the upper limit. Record your target heart rate zone. Example: • If you are 16 years old, your MHR is 204 bpm. • Determine the lower limit. (204 x 0.6) = 122.4 beat per minute • Determine the upper limit. (204 x 0.9) = 183.6 beats per minute • Thus your target heart rate for training is between 122.4 to 183.6 beats per minute. 75 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.

DEPED COPYEnd the activity by emphasizing that most of the exercises and physicalactivities involve the heart and the lungs, and so it is necessary to monitor how theheart is doing especially during a vigorous exercise or physical activity. Many lives aretaken simply because people do not know the capacity or limits of their heart. Before conducting the next physical activity, perform warm-up and stretchingexercises first. Make sure the materials needed are all prepared for this activity.Activity 2: Physical Fitness Assessment This activity will assess the current fitness level of the students and will allowsetting reasonable fitness goals and planning not only suitable but enjoying fitnessrecreational activities for the students. I. Objective: To assess the performance of the students in the different fitness tests II. Procedure: 1. Form five (5) groups with 8-10 members each. 2. Assign a leader to facilitate the administration of the different fitness tests. 3. Perform the following warm-up exercises before performing the fitness tests: a. jog around the gym or field for 5 minutes. b. isometric neck exercises c. chin tuck d. upper trapezius stretch e. lateral arm stretch f. tricep stretch g. calf-muscle stretch h. hamstring stretch i. inner thigh stretch j. buttocks stretch k. lower back stretch l. side hurdle stretch m. achilles tendon stretch 4. Assign 2 students to administer first the different fitness tests guided by the teacher. Observe the correct form and execution of the tests and the proper recording of scores or results. 5. Do the fitness tests in circuit training. 6. Allow the students to reflect on the verbal interpretations of their scores. 7. Perform cool-down exercises after administering the fitness tests. 76 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.

My Fitness Profile in Health and Skill-Related Physical FitnessPart AName: _______________________ Year and Section ______ Date _________Age: _______ Height ______ Weight______ Resting Heart Rate ____________Maximum Heart Rate ______________________ Target Zone Heart Rate ______Part B Pre-Test Inter- Date Post-Test Interpre- Date Re-Fitness Score preta- Score tation of marksTest tion of Trial Trial Trial Trial Score 12 Score 12DEPED COPYCurl-up *Push-up *Trunk Lift50-YardDash *1-FootStand*Trial 2 is not necessary in this testA. Curl-up TestPurpose: To measure muscular endurance of the abdominal muscles.Equipment: exercise mat, a measuring strip that is 30 inches long and 4.5 inches wide.Procedure: 1. Lie flat on your back with your knees bent at 140 degrees angle. Feet flat on the floor and legs slightly apart. The arms should be straight, in line with your trunk, and palms resting on the mat. 2. Have one of your partners place the measuring strip under your knees on the mat so that your fingertips rest on the edge of the measuring strip. 3. Start to curl up your torso using your abdominal muscles until your fingers reach the other side of the measuring strip. Keep your heels in contact with the mat. 4. Do as many curl-ups as you can with a maximum of seventy-five. You must have about 1 curl-up every 3 seconds. 5. Record your results. 77 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.

DEPED COPYInterpretation of ScoresAge Number of Curl-ups Boys Girls15 16-35 18-3216+ 18-35 18-35Scores below the healthy zone are considered low.Source: Rainey and Murray (2007)B. Push-upPurpose: To measure the strength of the arms and the shoulder girdleEquipment: stopwatchProcedure:1. Boys: Begin with the common push-up position. The body is supported by the hands and toes. Keep your upper body straight. Girls: Begin with the push-up position with the weight placed on hands and knees. Push with the arms until these are fully extended.2. Try to lower your body until your chin or chest touches the floor. Perform as many as you can in one minute. Boys Girls 78 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.

3. Count the number of repeated push-ups done correctly. Record the results. Interpretation of Scores:Age Number of Push-ups Boys Girls15 16-35 7-1516+ 18-35Scores below the healthy zone are considered low.Source: Rainey and Murray (2007)DEPED COPYC. Trunk LiftPurpose: To measure the upper back and trunk flexibilityEquipment: exercise mat, rulerProcedure:1. Begin by lying in prone position. Your legs should be straight and your hands are under your thighs.2. Extend your arms forward with one hand placed on top of the other.3. Lift your chin slowly (as high as possible) while your partner holds your legs. Hold this position for about 3 seconds.4. Another classmate will measure (using a ruler) the distance between your chin and the floor. You may have 2 trials and record the best result. 79 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.

Interpretation of Scores: Age Number of Trunk lifts Boys Girls 15 9 - 12 inches (healthy zone) 16+ Scores below the healthy zone are considered low. Source: Rainey and Murray (2007)D. 50-Yard DashPurpose: To evaluate speedEquipment: measuring tape and a flat surface 70 yards or longerProcedure:1. Mark off a safe course 50 yards long.2. Position the starter at the finish line with a stopwatch. The starter timer will shout “ready”, “get set” and “go”.3. At the “Go” signal, sprint as fast as you can to the finish line.4. Record your time.DEPED COPYInterpretation of Scores:Skill Level Speed Scores ( in seconds) Boys GirlsGood to better 6.3 - 7 7-7.9Average 7.1 – 7.5 8-8.7Fair 7.6 – 8.5 8.8 -10.3Low 8.6+ 10.4+ Source: Rainey and Murray (2007) 80 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.

E. One foot StandPurpose: To evaluate balance by holding the position for a maximum of 60 secondsEquipment: stopwatch and a flat surfaceProcedure:1. Test your balance by standing on one foot. Bend the other leg and place the other foot on the inside of the supporting leg.2. Place your hands on waist. Raise the heel of the supporting foot off the floor at a given signal. Maintain balance as long as you can.3. Stop this test if you lose your balance of if 60 seconds is over.4. Record your score.DEPED COPYInterpretation of ScoresSkill Level Balance Scores (in seconds) Boys GirlsGood to better 37 or longer 23 or longerAverage 15-36 8-22Fair 5-14 3-7Low 0-4 0-2 Source: Rainey and Murray (2007) After performing the different fitness tests, allow the students to share theiranswers to the following questions: 1. Are you pleased with your current fitness level? Why? 2. What are the reasons behind your fitness test results? 3. Do you think you can improve your scores? How? Introduce the next activity by discussing the different benefits of walking andfrequently asked questions about it. 81 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.

DEPED COPY Fitness Walking Walking is generally considered a moderate physical activity, but it is effective in promoting metabolic fitness and overall health. To achieve cardiovascular fitness, walking must be done intensely enough to elevate the heart rate to target zone levels. Take a look at its health and fitness benefits: 20 Benefits of Walking 1. helps with weight management 2. accessible to everyone 3. doesn’t require special equipment 4. one of the easiest ways to get more active 5. reduces symptoms of depression and anxiety 6. a low impact exercise 7. lowers low-density lipoprotein (ldl) cholesterol (the “bad” cholesterol) 8. raises high-density lipoprotein (hdl) cholesterol (the “good” cholesterol) 9. lowers blood pressure 10. reduces the risk of some cancers 11. helps reduce risk and/or aids with the management of type 2 diabetes 12. helps maintains strong bones 13. reduces the risk of heart attack 14. less likely to lead to injuries 15. reduces stress 16. reduces the risk of heart disease 17. you don’t have to pay for it 18. builds aerobic fitness 19. helps maintain lean muscle tissueFrequently Asked Questions:How does walking compare to running? Walking can provide you the same benefits as a running program. General health benefits are acquired from walking. For cardiovascular benefits, the key is walking fast enough to get your heart rate up.What should I look for in walking shoes? • low heels • flexible sole • lightweight and breathable fabric • great fitHow can I prevent shin pain? Painful or aching shins are very common for new walkers. It can also be a problem when increasing speed or distance. 82 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.

To avoid aching shins: • increase speed and distance gradually • wear good, flexible, walking shoes with a low heel • perform ankle circles and toe points before and after your walks • stretch your calves and shins well after your walk.How many calories are burned when walking one mile? An average 100 calories per mile. It varies depending on the individual, speed, terrain, etc.What should I eat before doing a walking activity? Eat something high in carbohydrates, whole grain cereal, whole wheat bread, and banana. Do not eat anything heavy, fatty, or that might upset your stomach (this will be different for each individual). Whatever you eat should be something you have previously tried, so you know how to react on it. so you know how you react to it. Be sure to drink water during and after the walk.Ask learners the following processing questions 1. In what ways can a walking activity enhance your health, challenge you, and provide enjoyment and social interaction? 2. What fitness components are needed when engaging in a walking activity? 3. Why should you do a regular walking activity?DEPED COPYActivity 3 Walking for Fitness and Fun I. Objective: To appreciate walking as a good form of exercise in developing one’s cardio-respiratory endurance.II. Procedure:1. Divide the class into 5 groups. Assign a leader per group.2. Discuss the benefits of fitness walking and some tips to consider inmaking walking routine fun and enjoying.3. Perform the following stretching and warm-up exercise before starting anywalking activity:a. Lower Back Stretch h. Knee Bends/Squatb. Hamstring Stretch i. Hip Circlesc. Quadricep Stretch j. Knee liftsd. Shin Stretch k. Jog in placee. Outer Thigh Stretch l. Jumping Jacksf. Inner Thigh Stretch m. Breathing Exerciseg. Calf Stretch 83 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.

Walking for Fun Warm Up Target HR Zone Cool Down Total TimeWeek 1 Walk 5 min. Walk briskly 5 min. Walk 5 min. 15 min.Week 2Week 3 Walk 5 min. Walk briskly 7 min. Walk 5 min. 17 min.Week 4 Walk 5 min. Walk briskly 9 min. Walk 5 min. 19 min. Walk 5 min. Walk briskly 11 min. Walk 5 min. 21 min. Week 5 and on: Check your pulse periodically to see if you are exercisingwithin your target heart rate. As you become more fit, try exercising within theupper range of your target heart rate. Gradually increase your brisk walkingtime to 20-30 minutes, 3-4 times a week. Remember that your goal is to get thebenefits you are seeking and to enjoy your activity. DEPED COPY Tips to Enjoy your Walking Routine• Pass the talk test. If you can’t talk while walking, you are exercising too hard. Slow down.• Walk before you run. Starting a running program might be painful, and pain is no fun. Become a walker first. Condition your body with a low-impact activity and later on you will be better prepared for higher-impact exercises such as running.• Wear bright clothing. Strive to be seen, not part of an accident scene.• Warm-up before you walk and cool-down after.• Change your route. Explore other walking trails or route in your vicinity.• Listen while you walk. Listen to your favorite music while walking to be motivated to finish. You can use an electronic device to play music.• Walk with a friend. Invite a friend or a family member to join your fitness walking.• Meditation or prayer. Use your walking time to meditate or pray.• Join a walking club. Plan attending a big walking event like “Walk for a Cause” to add some excitement and variety to your walking.• Crosstrain. Alternate walking days with biking, swimming, playing badminton or other exercise to maintain a healthy heart. 84 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.

Running for FitnessWarm Up Target HR Zone Cool Down Total TimeWeek 1 Walk 5 min., Walk 5 min., run 1 min, Walk 3 min., then 20 min. then stretch walk 3 min, run 1 min. stretch 2 minWeek 2 Walk 5 min., Walk 5 min., run 1 min, Walk 3 min., then 22 min. then stretch walk 5 min, run 1 min. stretch 2 minWeek 3 Walk 5 min., Walk 5 min., run 3 min, Walk 3 min., then 26 min. then stretch walk 5 min, run 3 min. stretch 2 minDEPED COPYWeek 4 Walk 5 min., Walk 4 min., run 4 min, Walk 3 min., then 28 min. then stretch walk 5 min, run 5 min. stretch 2 min Week 5 and on: Check your pulse periodically to see if you are exercising withinyour target heart rate. As you become more fit, try exercising within the upper rangeof your target heart rate. Gradually increase your jogging/running time from 20-30minutes (or more, up to 60 min.), three to four times a week.Ask learners the following processing questions: 1. What did you notice about your heart rate? Do you think it is necessary to check your heart rate after walking or running? 2. What are the benefits of walking and running activities to you? 3. What did you discover about your health after engaging in walking and running activities? After the activity, emphasize the importance of knowing the many benefits ofwalking and running activities in maintaining a healthy heart. Introduce the next activity by discussing the benefits of strength training andexercise safety guidelines.What are the Benefits of Strength Training 1. Increased muscle strength, endurance and power 2. Weight loss: muscle burns more calories than fat because of the higher rate of metabolism within the muscle tissues. 3. Strong bones and toned muscles 4. Range of motion and flexibility increases 5. Increased self-confidence, self-image, self-perception, and outward self- projection 6. Increased intellectual capacity and productivity 7. Improved digestion and elimination processes 8. Body fat percentage decreases 85 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.

DEPED COPY Discuss the exercise safety guidelines for a safe and effective strengthtraining program. Exercise Safety Guidelines 1. Select exercises that will involve all major muscle groups: chest, shoulders, back, legs, arms, hip, and trunk. 2. Select exercises that will strengthen the core. Use controlled movements and start with the light-to moderate resistance. 3. Never lift weights alone. Always have someone work out with you in case you need a spotter or help with an injury. 4. Warm-up properly before performing a light-to moderate intensity aerobic activity (5 to 7 minutes) and some gentle stretches for a few minutes. 5. Maintain proper body balance that involves good posture, a stable body position and correct posture in seating, lying and other exercise positions. 6. Breathe naturally. Inhale during the eccentric phase (bringing the weight down) and exhale during the concentric phase (lifting or pushing the weight up) 7. At the end of each strength-training workout, stretch out for a few minutes to help your muscles return to their normal resting length and to minimize muscle soreness and risk for injury.Activity 4 Let’s Stretch and Be Flexible I. Objectives: • To develop the level of flexibility of the learners. • Discuss the benefits of developing and maintaining good to better levels of flexibility. II. Procedure: 1. Ask the students to form 8 lines with 8 to 10 members 2. Emphasize the importance of observing proper form in performing flexibility exercises. 3. Perform the following flexibility exercises with an upbeat music. 86 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.

DEPED COPY Exercise 1: Neck Stretches Action: Slowly and gently tilt the head laterally. You may increase the degree of the stretch by gently pulling with one hand. You may also turn the head about 30 degrees to one side and stretch the neck by raising your head toward the ceiling. Do not extend your head backward, instead look straight forward. Areas Stretched: Neck flexors and extensors; ligaments of the cervical spine. Exercise 2: Arms Circles Action: Gently circle your arms all the way around. Conduct the exercise in both directions. Areas Stretched: Shoulder muscles and ligaments. Exercise 3: Side Stretch Action: Stand upright, feet separated to shoulder-width, and hands on your waist. Now bend the upper body to the right, with the left arm extends over the head, towards the right. Hold the final stretch for a few seconds. Repeat on the other side. Areas Stretched: Muscle and ligaments in the pelvic region. Exercise 4: Body Rotation Action: Place your arms slightly away from the body and rotate the trunk as far as possible, holding the final position for several seconds. Conduct the exercise for both the right and left sides of the body. Areas Stretched: Hip, abdominal, chest back, neck and shoulder muscles, hip and spinal ligaments 87 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.

DEPED COPYExercise 5: Chest Stretch Action: Stand opposite your partner about an arm’s length apart, facing each other. Place your hands on your partner’s shoulders. Let your partner do the same. Bend down together at the waist without losing hold of each other’s shoulders until your upper body is a parallel to the floor. Hold the final position for a few seconds. Areas Stretched: Chest (pectoral) muscles and shoulder ligaments. Exercise 6: Shoulder Hyperextension Stretch Action: Have a partner grasp your arms from behind by the wrist and slowly push them upward. Hold the final position for a few seconds. Areas Stretched: Deltoid and pectoral muscles; ligaments of the shoulder joint. Exercise 7 Quad Stretch Action: Lie on your side and move one foot back by flexing the knee. Grasp the front of the lower leg and pull the ankle toward the gluteal region. Hold for several seconds. Repeat with the other leg. Areas Stretched: Quadriceps muscle, Knee and ankle ligaments Exercise 8: Heel Cord Stretch Action: Stand against the wall or at the edge of a step and stretch the heel downward, alternating legs. Hold the stretched position for a few seconds. Areas Stretched: Heel cord (Achilles tendon) Gastrocnemius and soleus muscles 88 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.

DEPED COPYLet the learners answer the processing questions: 1. What are the benefits of strength training and flexibility exercises to young teenagers like you? 2. Do you think you can improve your level of flexibility? What should you do in order to increase your level of flexibility? Activity 5 The Novice Challenge - Strength Training without Weights I. Objective: To be able to assess the muscular strength and observe the importance of proper execution of exercise for safety. II. Materials: exercise mats III. Procedure: 1. Perform stretching and warm-up exercises before performing the series of strength training exercises. 2. Ask the students to listen to the instruction of the teacher. 3. Ask the students to observe the safe and proper execution of exercises to avoid injury. 4. Instruct them to cool down after performing the exercises. A. Flatten your Abs 1. Twisting Crunches 2. Leg raises 89 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.

DEPED COPYB. Strengthen your Chest Muscles 1. Push-Up 2. Decline Push-Up 3. Knee Push-UpBuild your Lower Body Strength 1. Walking Lunge 2. Side Lunge 90 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.

DEPED COPY 3. Tricep Dip 4. Squat 5. Prone Hold Let the learners answer the processing questions: 1. Are these exercises beneficial in improving your muscular strength? What other exercises or activities can you suggest in order to maintain your level of fitness? 2. Did monitoring your exercises help you in keeping track of your improvement? Why? 3. Do you think you can use these exercises for regular or physical activity to improve your fitness level? Why? Introduce the next topic on strength training and its many myths. This activity will allow the learners to provide a more challenging learning experience Activity 6 Strength Training and Its Many Myths I. Objective: To orient learners on the truth about the different myths on strength training. II. Materials: • pictures of people lifting weights and doing strength exercises • pen and paper • flash cards 91 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.

DEPED COPYIII. Procedure: 1. Discuss and explain the myths associated with weight and strength training. 2. Ask the students to read an article on steroids in a newspaper, magazine, or encyclopedia and answer the following questions: a. Do you agree with the idea that the use of steroids gives the athlete an advantage in performing well in their sports activities? b. What are the dangers in using steroids? 3. Discuss each of the 10 myths and explain why they are not true. 4. Ask the learners to do a simple research on the truth about the different myths. 5. Divide the class into 5 groups. Ask each group to conduct a survey of adults in school or in the community to determine the extent to which the myths are thought to be true. 6. Compile the results of the survey along with the recommendations on how the myths can be corrected. Myths and Fallacies about Weight and Strength Training Myth 1: Females who lift weights will develop big, bulky, muscles like those of males. Myth 2: Muscle can turn to fat if a person stops lifting weights. Myth 3: Strength training reduces flexibility. Myth 4: Strength and weight training will make you slower and less coordinated. Myth 5: Elderly people should avoid strength training. Myth 6: Weight training is a good way to improve cardiovascular fitness. Myth 7: Strength training is harmful to the growth and development of adolescents. Myth 8: Female muscles will not develop strength. Myth 9: Strength training has few benefits for women and will only detract from their personal appearance. Myth 10: Strength training slows down the aging process of men more than women.Let the learners answer the processing questions: 1. What truth did you discover about the myths on weight and strength training? 2. Will you still continue engaging in strength or weight training programs even if you grow old. Why? 3. I now realize that strength training is _________________________________ End the session by letting the learners share their personal observations onsome of the misconceptions or fallacies about strength training they experienced.Process their answers and emphasize the truth about the myths and fallacies discussedin class. 92 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 7 The Multi Challenge - Experience the Wonder of Yoga ExerciseBenefits of Yoga Exercise The Many Benefits of Yoga Exercise 1. It increases respiratory efficiency . 2. It improves posture and balance. 3. It increases one’s endurance and energy. 4. It improves one’s memory, concentration, mood and self- actualization. 5. It decreases anxiety and depression. 6. It is relaxing. It has slow dynamic and static movements. 7. It has a low risk of injuring the muscles and the ligaments. 8. It increases one’s flexibility and is good for muscle toning. 9. It is the best way to build core strength. 10. It tests mental endurance and physical stamina. 11. It is a good form of meditation.Experience the wonder of Yoga Exercise!DEPED COPY In this activity, learners will be given opportunities to learn basic movementsand positions of Yoga. Mastering the poses will help them strengthen and stretch theirmuscles, improve your posture, and prevent workout injuriesI. Objective: To perform the different basic yoga poses safely and easily avoiding muscle injuriesII. Materials:• CD/VCD/DVD Player• Speaker• Yoga Music/Instrumental Music• Pen• Notebook• Illustrations showing the basic movements and Yoga posesIII. Procedure:1. Discuss in class the benefits of yoga exercises to one’s health.2. Ask the students to watch basic Yoga videos3. Ask the students to listen to the step-by-step instruction of the teacherbefore performing the movements to avoid muscle injury.4. Ask the students to perform the following warm-up and stretching exercisesbefore performing the basic yoga movements.a. Neck stretches e. Inner thigh stretchb. Tricep Stretch f. Hamstring stretchc. Upper back and side g. Groin stretch stretches h. Calf stretchd. Lower back stretches 93 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.

DEPED COPYLet’s Get Started! Study and perform the eight foundation postures presented in thislesson. 1. Downward Facing Dog Position • Stand with your feet hip-distance apart on a yoga mat with your arms at your sides • Keep your back straight, hinge forward at the waist and plant your palms flat on the floor, fingers pointing forward and spread apart. If necessary, bend your knees. • Press your chest toward your knees, keep your eyes focused on your toes and press your heels toward the floor. 2. Mountain Pose • Stand on the yoga mat with your feet together. • Gently rock back and forth on the balls of your feet and your heels to spread your weight evenly across the base of your feet. • Bend your knees slightly and then straighten them again to help loosen your joints.  • Curl your pelvic bone up slightly so that your tailbone continues the straight line of your spine. Your goal is to align your hips so that you’re not putting any extra pressure on your back or your knees. • Extend your spine upward by lifting the chest away from the stomach. Lengthen the back of your neck and press down into the floor with your feet and rest in this neutral position. • Raise your arms to the ceiling and gaze forward. 3. Warrior Pose I • Step your left foot toward the back of your mat to come into warrior pose • Bring the left heel to the floor and turn the left toes out to about a 45-degree angle. Begin to bend the right knee over the right ankle. • As you inhale, bring your arms up over your head. The arm position can vary according to the mobility in your shoulders. • The classic position is with the palms touching over head, but you may choose to keep the palms separated at a shoulder-distance apart or even bent at the elbows and opened like a cactus 94 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.

DEPED COPY 4. Warrior Pose II • Step or lightly jump your feet 3 1/2 to 4 feet apart. Raise your arms parallel to the floor and reach them actively out to the sides, shoulder blades wide, palms down. • Exhale and bend your left knee over the left ankle, so that the shin is perpendicular to the floor • Stretch the arms away from the space between the shoulder blades, parallel to the floor. Keep the sides of the torso equally long and the shoulders directly over the pelvis. Press the tailbone slightly toward the pubis. Turn the head to the left and look out over the fingers • Stay for 30 seconds to 1 minute. Inhale to come up. Repeat using the right leg and repeat for the same length of time. 5. Extended Side Angle • From downward facing dog, bring your right foot to the front of your mat, placing it on the inside side of your right hand. • Drop your left heel down to the floor. Angle your heel toward the center of your mat. • Bend your right knee so that your calf and thigh form a right angle with your thigh parallel to the floor. • Bring your gaze up towards your right hand. To keep the body in balance, repeat with your left foot forward. 6. Triangle Pose • Step your feet wide apart. Hips are facing to the front and lengthen your body, opening up the front of your hips. • Turn your right leg, including your thigh, knee and foot, out by 90 degrees. • Raise your arms to shoulder level with your palms facing down towards the floor.  • Place your right hand on your right shin, as far down as you can reach comfortably.  • Raise your left arm towards the ceiling, with your palm facing forward. Gaze at your outstretched hand. • Inhale and allow your body to come to standing 95 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.

DEPED COPY7. Cat-Cow Stretch • Begin on your hands and knees. Shoulders should be directly over the wrists, and hips directly over the knees.  • Curl your toes under to stretch your foot arches. Inhale and slowly arch your back (Cow), lifting the chest up and away from the belly and extending your tailbone toward the ceiling.  • Release your feet to neutral so the tops are resting on the floor. On the exhale round the lower back (Cat), gently contracting the belly. Repeat six times and increase your range of motion with each repetition.  8. Staff Pose • Sit with the legs straight out in front of you on the floor. The feet are hips-width apart. • Activate the leg muscles by pressing out through the ball of the foot and the, inner and outer heel. Drop the shoulder blades down the back. • Inhale and lengthen the spine all the way out the crown of the head. • Tuck the chin in slightly. Stretch the abdominal muscles away from the lift of the chest. Bring the gaze directly in front of you and breath normally.Let the learners answer the processing questions: 1. How well did you perform the different yoga poses? Did you feel the strengthening of your muscles? 2. Will you recommend yoga to your family and friends as a good form of slow dynamic and static exercise? Why? 3. What benefits can you gain as you engage yourself in doing basic yoga movements? 96 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.

DEPED COPYActivity 8: The Extra Challenge - Do the Hip-Hop Cardio Workout Hip hop aerobics get your heart pumping and your body moving. Do some street style dancing while you kick up your cardio with popping and locking, breaking, top rockin’, jerking, freezes, spins and slides. Benefits of Hip-Hop Aerobics • Calorie and fat burning workout • Improve coordination, flexibility, and agility • Increase aerobic fitness • Improve stamina and endurance • Encourage confidence • Develop social skills and values • Having a positive mind • Improve mental functioning This activity will allow the students to appreciate hip-hop aerobic routine as an enjoying and effective recreation and fitness activity. I. Objective: To perform simple hip-hop aerobic routine to improve cardio-vascular endurance. II. Materials: • cd player • hip-hop music • videos of hip-hop aero routine III. Procedure: 1. Discuss in class the benefits of hip-hop aerobics. 2. Ask the students to enumerate the different dance genres that can be considered hip-hop in style. 3. Ask the students to watch a video of a hip-hop areo routine such as the MTV Hip-Hop Aerobic Grind Workout w/ Erick Nies. 4. Ask the students to perform the following warm-up exercises using an upbeat hip-hop music (e.g. On the Floor, Where Have you Been, Timber, Treasure, or Blurred Lines) 97 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.

DEPED COPY a. Head Encircling b. Shoulder Isolation c. Shoulder Rolls d. Side Arm Stretch (upward and sideward) e. Hip Isolation f. Squats g. Side Steps h. Slide steps i. Hop Steps j. Jumping Jacks k. Breathing Exercise 5. Form 5 groups in class. Assign a leader per group. 6. Ask each group to perform simple hip-hop steps from the video for fun and fitness. 7. Allow them to groove and perform some steps from video for fun and fitness. 8. Ask the students to perform the following basic hip-hop dance steps with the help of the teacher. 9. Ask each group to interpret the step-by-step instruction given below and enjoy the hip-hop moves with an upbeat music. 10. The teacher will go around and supervise the practice of the steps. 11. Ask each group to create a 2-minute basic hip-hop aero routine. 12. Allow them to practice in 30 minutes. 13. Ask each group to perform their hip-hop routine in class for critiquing. 14. Ask the group to prepare for a practical next meeting. 15. Explain the guidelines or mechanics for the practical test.Basic Hip-Hop Steps 1. Glide Step • Starting with the R foot, slide to the right then slide to the left starting with left foot. • Make it single-single-double slide step. • Extend arms sideward left when sliding to the R then reverse direction 2. Box Step • Cross right foot over left foot, cross left foot over right (cts. 1,2) . Pull right foot back then pull left foot back (cts. 3 & 4) • Stomp right foot then punch right arm downward then reverse side (cts. 5,6) • Round arms from chest (cts. 7, 8). 3. Pump Step • Starting with right foot, step side then close left foot to right foot with arms pumping at chest level (cts. 1,2,3,4). 4. Pull Down • Starting with the right foot, slide to the right and push down right arm and pull left leg up. (cts. 1,2) • Repeat starting with the left foot. (cts. 3 & 4) 98 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.

DEPED COPY 5. The Turn Step • Starting with the right foot, do a 3-step turn to the right and snap both fingers down (cts. 1,2,3,4) • Repeat starting with the left foot. (cts. 5,6,7,8) 6. Jumping Jack Changes • Jump out, extend both arms sideward, jump in extend both arms upward (repeat 2x) (cts. 1,2,3,4) • Cross right foot over left (ball change), repeat with left foot. (cts. 5,6,7,8) 7. Hip-hop Wave · Wave right arm upper up moving to the right (cts. 1,2), repeat moving to the left (cts. 3,4) · Repeat 2x 8. Cool Walk • Starting with the right foot, walk forward with knees slightly bouncing, swing left arm forward (as if your walking); repeat with left swinging right arm foot (cts. 1,2,3,4) • Repeat 4X 9. Shoe Tap • Start with a simple toe tap with the right foot moving forward closing left to right, then moving backward (cts. 1,2,3,4). • Repeat starting with the left foot (cts. 5,6,7,8) 10. Hip Roll • Bend both knees and push hips to the right then cross step left (ball change) (cts. 1,2,3,4). • Repeat moving to the left (cts. 5,6,7,8) Let the learners answer the processing questions: 1. How do you find the workout? Was it easy to perform? Why? 2. What other health benefits did you achieve performing the hip-hop aerobic? Were you satisfied with your performance? Why? 3. Will you suggest hip-hop aero to your friends and family members as a good form of exercise? Why? 99 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 9 Hi-Lo Cardio Workout for Fun Explain to the students that aerobics fitness requires some skill, but the mostimportant component to their workout is FUN! The workout should be enjoyable thatthe students will want to do it again. .I. Objective: To develop cardiorespiratory endurance, timing and coordination through simple hi-lo aerobic routine.II. Materials: • cd player • aerobics music (different tempo/speed)DEPED COPYIII. Procedure: 1. Gather the learners in a discussion class formation. 2. Discuss the importance of warming-up before engaging in aerobics activities. 3. Ask the students to perform the basic aerobic steps with your help. 4. Allow them to listen to different music tempos to be used in the hi-lo aerobic routine. 5. Ask the learners to perform stretching and warm-up exercises before executing the simple aerobic routine. 6. Allow the students to present the simple aerobic routine in class for practical test.Before starting with your workout, consider the five reasons why you should warm-up. 1. Warm-up gradually elevates your heart rate. 2. Warm-up prepares your muscle and joints. 3. Warm-up increases your core body temperature. 4. Warm-up increases your fluid circulation. 5. Warm-up prepares you psychologically and emotionally.Allow the learners to practice some of the low and high impact aerobicmovements to prepare for the class routine presentation. Low Impact Aerobic High Impact Aerobic Movements MovementsMarch HopTouch Step R JackV-Step JogLunge JumpStep Touch R Knee liftGrapevine Lunge hopShuffle SlideSquat Power SquatCha-cha Hamstring curlMambo 100 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.

Routine Counts Hi-Lo Aerobic Workout Upper body 1 1-8 Lower body Open and cross X 4 9-16 Double punch up and 2 17-32 Step Touch (travel forward) X 4 down for 2 sets 33-64 March back X 8 Punch forward (R,L, then Lunge (S,S,D) X 2 both 1-8 Reverse all (Left foot Lead) Clap 4 X 9-16 Open and cross X 4 17-24 Lunge hop ( forward) X 4 Bicep curl X 4 33-64 Step touch rear X 4 Alternate bicep curl X 8 Hamstring curl X 4 Twist (travel back to face front) x8DEPED COPY1-8 Double Grapevine (travel R) Punch down X 3 and3 Double grapevine (travel L) clap for 2 sets V-step (L lead) 4 X Punch down X 3 and Reverse all (L lead) clap for 2 sets Lateral deltoid raise X 84 1-4 Jog forward 4 X Overhead press and clap 5-8 Slide (travel R) X 4 X2 9-12 Jog Backward X 4 Small circles X 4 13-16 Slide (travel L) Overhead press and clap 17-24 Alternate knee lift X 4 X2 25-32 Jack X 4 Small circles X 4 33-64 Reverse all (Left foot Lead) Big circles X 4 Lateral deltoid raise X 4Below is a Self-Assessment tool to be used to assess their own performance in thedifferent fitness and aerobic activities in this lesson. NAME:_________________________________ Yr./Sec.:_______Date:_____ Indicators of Performance O VS S NI P 543211. Performs the step patterns correctly with mastery.2. Performs the step patterns correctly, with mastery, coordination, and proper counting.3. Displays proper bodylines while doing the movements.4. Fosters positive attitude towards the activity. 101 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.

Performance Indicators:O - Outstanding Performs without any assistance from anybody yet with masteryVS - Very Satisfactory Performs without any assistance from anybody but with minimal errorsS - Satisfactory Performs with little assistance from teacher and/or classmates and with minimal errorsNI - Needs Improvement Performs with little assistance from teacher and/or classmates and with many errorsP - Poor Shows no interest in coping up with the challenges in the activities givenDEPED COPYAfter their presentation, give appreciation to the best group as well as those groupswho presented a complete and creative workout and has performed their routine withhigh energy levels.Let the learners answer the processing questions: Part III. WHAT TO REFLECT and UNDERSTAND In this part of the lesson, learners will be given opportunities to reflect and understand more the importance of active recreation to their fitness and well-being. Activities will be provided for them to integrate weight management, healthy lifestyle and active participation in a variety of fitness recreation activities which will in turn be beneficial for them, their family and community as well.Activity 1: Fitness and Wellness Lifestyle Self-EvaluationI. Objective: To assess the learners level of understanding on the importance of active participation in a variety of fitness recreational activities to maintain fitness and wellness.II. Materials: • pen • notebook • reading materials on fitness and wellnessIII. Procedure: 1. Ask the learners to read the instructions given by the teacher for the activity. 2. Instruct them to copy and answer the questions In their notebook. 3. Let them explain the exercise and recreational program that they implemented for the entire school year. Allow them to express their feelings 102 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.

DEPED COPY about the outcomes of the program and how well they accomplished their fitness goals. 4. Instruct them to list nutrition or dietary changes that they were able to implement and the effects of these changes on their body composition and personal wellness. 5. Let them briefly evaluate the activities presented in this module and its impact on their quality life. Emphasize that what they feel now will be needed for them to continue to adhere to an active and healthy lifestyle. Let the learners answer the processing questions: 1. Has your level of physical activity increased as compared to the beginning of the school year? 2. Do you participate in a regular fitness and exercise program that includes cardiorespiratory endurance, muscular strength, and flexibility training? 3. Is your diet healthier now, compared to a few weeks ago? 4. Are you able to take pride in the lifestyle changes that you have implemented over the last several weeks? Have you rewarded yourself for your accomplishments? Activity 2: Be a Health and Fitness Expert! In this activity, learners will get involved in recommending exercises and activities that will enhance their understanding of health and nutritional needs. I. Objective: To apply understanding on nutritional needs and the importance in observing proper and balanced diet at all times. II. Materials: • reading materials • food pyramid guide chart • pen and paper • reference materials III. Procedure: 1. Ask the students to read daily diets of three teenagers with different activities or lifestyles stated below. 2. Allow them to analyze if the diet suits the nutritional needs of the teenagers. 3. Ask the students to give their comments and suggestions regarding the proper diet for adolescents’ nutritional need. 4. Allow them to share in class their analyses and suggestions. Situations: 1. Jason is a tennis player. He wants to maintain his weight for an upcoming competition, and starts curbing his diet by eating only bread and water. He is training daily and works hard to master the skills required in the support. 103 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.

DEPED COPY2. Juliana is a teenager who doesn’t have much activities except watching the television and reading books and magazines. She eats large amounts of food in one sitting, and watches television while eating junk food. She is gaining so much weight but doesn’t indulge in any sport or exercises. 3. Guia is a gymnast who maintains an ideal weight. She eats a lot of vegetables and fruits, and consumes fats, sugar, and sodium in moderation. She avoids junk foods, eats a balanced diet with complex carbohydrates, and plenty of water.Let the learners answer the processing questions: 1. What did you consider in giving your advices and recommendations? 2. How did your understanding and knowledge on proper diet and nutrition affect your actions and suggestions? 3. Were you satisfied with your suggestions? What were your insights and learning from the different situations presented?ACTIVITY 3: Yoga to the Beat (Moves You Can Do on Your Own) In this activity learners will be given opportunity to create their own basic yogaroutine as an example of a fitness recreational activity.I. Objective: Ask the students to create simple yoga routine based on the basic foundations or poses they have learned from the previous lesson.II. Materials: • exercise mats • videos of yoga exercises • cd player/mp3 player • instrumental music • rubricIII. Procedure: 1. Divide the class into 5 groups and choose a leader. 2. Ask the students to review the basic yoga poses. 3. Ask them to create 5 to 8 creative yoga exercises. 4. Allow them to choose an instrumental or meditative music. 5. Allow them to practice the yoga workout per group. 6. Ask them to perform the creative routine in class in practical test. 104 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.

DEPED COPYLet the learners answer the processing questions: 1. How do you feel about the activity? We’re you able to perform the activity with confidence? 2. What do you think should one possess to be able to perform the different movements you and your classmates performed? Why? 3. How do the foods we eat and activities we do influence our performance in performing the Yoga routine? ACTIVITY 4: Complete Me In this activity, the learners’ knowledge will be assessed through the given completion statements. They are encouraged to come up with their own ideas based on their own understanding of the fitness concepts in the previous lessons and activities to complete the given statements. Ask them to copy the worksheet below in their notebook. NAME:__________________________ Yr./Sec.:___________Date:________ Active recreation helps you in _________________________. Regular participation in any physical activity will enhances one’s ______________________ to perform _________________________. Walking and running has many benefits like _________________, ________________, ______________. On the other hand, strength training can also develop your ___________ and _________. _____________ can be developed if one engages in ____________. ________ and _____________. Health and fitness can also improve if one engages in ____________ and ___________ regularly. The _______________ can guide one as to what kinds of food to eat to maintain or improve weight too. My favorite among the fitness activities in this lesson is_________________ because______________________. I believe that with my participation in active recreation, I will improve my fitness, ___________________ and may eventually help me in influencing my _____________________ to improve their fitness too. Activity 5: Process your Understanding I. Objective: To explain the importance of being physically active, and the causes and effect of a sedentary lifestyle to young teenagers II. Procedure: 1. Ask the students to bring out a whole sheet of pad paper and a pen. 2. In three to five paragraphs, ask them to come up with their own explanation about the causes and effects of a sedentary lifestyle. 3. Their output will be rated according to the following criteria: relevance, adequacy, and comprehensiveness. 105 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.

Part IV: WHAT TO TRANSFER In this phase, learners will be challenged to apply whatever things they have learned about the lessons on active recreation. The activities will allow them to transfer the different concepts and skills in a new or different context and evaluation of products and performances will be done as well.Activity 1: RATE YOUR HEALTH AND FITNESS PRACTICESDEPED COPYI. Objective: To assess and describe their health and fitness activities and practices.II. Materials: • pen and paper • checklist • rubricsIII. Procedure:Choose and tick the box that best describe your activities and practices.1. I play different sports regularly. 2. I enjoy participating in recreational activities. 3. I eat a balanced diet everyday. 4. I express my emotions in healthy ways. 5. I sleep early at night and get up early in the morning. 6. I enjoy discovering new things. 7. I face life challenges positively. 8. I share my thoughts and feelings with my parents and siblings.9. I don’t smoke and engage in other vices. 10. I enjoy doing hobbies either alone or with my family or friends. 11. I can decide for myself. 12. I welcome and appreciate constructive criticisms. Let the learners answer the processing questions: 1. What did you discover about your own health choices and involvement in physical activity now? 2. What do you plan to do with what you discovered? Why? 3. How can the concepts and principles of active recreation and fitness you have learned help you achieve a lifelong wellness? 106 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.

DEPED COPYActivity 2: “MY WELLNESS PLAN” I. Objective: To prepare a wellness plan in order to maintain present fitness level. II. Materials: • pen • paper • format of wellness plan • reading materials • rubrics • task cards III. Procedure: 1. Ask the students to prepare a wellness plan based on the results of their fitness assessment. 2. Instruct them to write the plans they wish to attain after engaging in various fitness and recreation activities. 3. Challenge them to be creative. Those who are good in writing and arts can make acoustic poem using the word “Wellness” and create a collage or poster illustrating the wellness theme. 4. Their creative product or output will be displayed in class. 5. Have a discussion on ways to stay fit and healthy. 6. Process their answers and emphasize the importance of planning a wellness program while they are still young to live a healthier and productive life. Sample format of Wellness Plan Areas I will improve/maintain My fitness test results Activities I will indulge in Activity 3: COMMUNITY OUTREACH PROGRAM I. Objectives: To organize a recreation fitness activity for the school community. To recognize the importance of active recreational activities in developing the health and fitness of the community. To influence the community’s awareness of the value of fitness through project COP (Community Outreach Program) II. Materials: • CD/VCD/DVD player/s • CDs/VCDs/DVDs of different dance aerobics • speaker and microphone • working committees template 107 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.

Procedure:1. Learners will allow to extend their fitness commitment to the community as required for them to accomplish. The teacher will assist in realizing their goals in this activity.Goal: Maintains an active lifestyle to influence the physical activity participation of the school community.Role: Fitness Recreation ManagerAudience: School CommunitySituation: An inter-class aerobic dance competition is initiated by the MAPEH Department in reinforcement of the fitness program of the school. They need a PE or fitness instructor to guide them in their preparations.Product: A polished Aerobic dance routine ready for competition during the inter-class aerobic dance competition.Standard: your work will be rated according to the following criteria: § teamwork (sense of community) § proficiency and display of high level fitness § creativity and resourcefulnessDEPED COPY2. For them to be guided especially on their role in the activity, let’s first allow them to group themselves into their own respective committees, namely: • Program, Communication, and Coordination (Takes charge of all communications incljuding request for approval of the principal regarding the conduct of the activity, issuance and retrieval of parents’ waivers, letters coordinating the activity to the class adviser/ MAPEH teacher) • Registration, Attendance, and Certificates (Takes charge of registration of participants, checking of attendance and cerrtificatess of recognition to the training team and particpation to the participants) • Choreography and Aerobic Training (Takes charge of the training aspect which includes the teaching of the aerobic dance routine and choreography) • Documentation (Comes up with a narrative accomplishment report relative to the conduct of the activity attaching all copies of communications made and pictorials taken)3. See to it that assigned members of each committee enumerated above can perform the duties and responsibilities relative to the committee where they belong. Group them according to their interest and expertise. 108 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.

DEPED COPY 4. Thorough planning is needed to make sure this outreach program achieve its goals and for it to be successful you need to prepare everything beforehand and make the necessary coordinations and communications for proper dissemination. Let the learners answer the processing questions: • What went well? What could be improved? • Considering everything that took place, could you have done it better? How? • What do you think were factors that hindered you from doing better? • How important is promoting active lifestyle in the school, at home and in the community? • Given the opportunity to participate in such activity regularly, how do you think can active recreation contribute to the attainment of fitness and well-being? • Now that you have deeper understanding and skills in active recreation, how do you think can you influence others in your community to stay fit and healthy? SUMMARY Now that you have learned the concept of active recreation and how it can maintain and improve your life, it’s now your turn to share what you have learned with your family, friends and immediate community. The true measure of your understanding of the concepts and principles of active recreation, fitness, and a healthy lifestyle is your capacity to apply it into your experiences in real life. Reading more about health, fitness and wellness, specifically on lifestyle and weight management at the same time keeping yourself engaged in such activities, will probably make you physically fit and a more healthy individual. No one would ever understand the importance of recreation until you experience the its benefits. It is fun, embodied in the form of fitness activities to refresh one’s body and mind. It is only through your personal experience that you can influence others to participate and commit to improving their own health and fitness practices. Fitness is contagious. It makes you more energetic, and keeps your mind healthy, fresh, and stress-free. So what are you waiting for? Go on and influence your community! If everyone is fit enough to carry out their daily routines then they are also capable of becoming more productive members of the community and contribute in the development of our nation and make our environment a healthy place to live in. SUMMATIVE TEST Your final challenge is to pass the following test. It will assess the knowledge, processes, and understanding you have acquired in active recreation and fitness. So, grab a pen, bring out a whole sheet of paper, and to accomplish this job. Good luck! 109 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.

TEST I: Mark a check on each (/) if the statement is correct and mark (x) if it is wrong.( ) 1. Physical fitness is the ability to carry out everyday tasks effectively, with enough energy reserves for recreational pursuits and unforeseen events.( ) 2. Health and fitness is one’s important objective in life that requires a temporary commitment.( ) 3. The best health is more than a freedom from a disease.( ) 4. Warm-up exercises raise the heart rate gradually while causing a slight rise in muscle temperature.( ) 5. It is not advisable to postpone the exercise just because one has body soreness.( ) 6. Anorexia nervosa is an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and maintain low body weight.( ) 7. Walking is considered a high impact physical activity and is effective in promoting metabolic fitness and overall health( ) 8. Recreation is an activity that people engage in during free time recognizing as having socially redeeming values and generates a general sense of well being.( ) 9. Regular aerobic exercise is associated with increase in HDL cholesterol.( )10. One must increase the dose or amount of physical activity or exercise to enhance his/her fitness level.DEPED COPYTEST II: Multiple Choice1. Which of the following, aside from fitness, can be developed if one engages inrecreational activities?a. social benefits c. refills energyb. b. refresh senses d. all of the above2. The following are reasons why fitness is a universal concern EXCEPT ONE: a. We face different challenges everyday and it’s just but proper to keep ourselves fit all the time if we are to overcome them. b. Everyone needs to be physically fit to meet daily physical challenges. c. One can effectively influence the consciousness of the community on fitness if he or she fosters fitness and well-being. d. to be a good athlete or player in a certain sport3. What happens if one doesn’t have a physically active lifestyle? a. He/she is prone to weight gain or obesity which may lead to diabetes and other cardio-vascular diseases. b. He/she will not be physically fit. c. He/she will become sickly. d. He/she will become fat. e. All of the above 110 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.

DEPED COPY 4. The following are the benefits of yoga exercise EXCEPT ONE: a. improves posture and balance b. increases one’s flexibility and is good for muscle toning c. intense cardiovascular and fat burning workout d. low risk of injury of muscles and ligaments. 5. Christian is considering a strength training program. Which of the following should he consider before developing his goals? a. his current level of strength b. his daily schedule c. past injuries d. all of the above e. a and c only Test III. Critical Thinking 1. Develop a list of fitness and recreation activities that you do now or would like to do in the future. Explain why you enjoy them and how they can help you develop and maintain your personal fitness levels. 2. List and explain the changes in physical functioning that your parents and grandparents are facing as they age. How might staying physically active and eating a healthy diet help them cope with these changes? 3. Compare your eating habits with those of a family member. Which one of you is making a wiser food choices and why? 4. Evaluate your self-esteem. Do you think that living a physically active lifestyle can have a positive influence on your self-esteem? Why or why not? Test IV. Case Study Read the case study below. Based on the concepts they have learned from the previous lessons, ask them to list some suggestions on how Diane can improve her fitness level. Case Study - Diane’s Fitness Level Diane is a sixteen-year old high school student. When she was thirteen to fifteen years old, she was very active. However, in the past year, she has become very inactive because she was very busy with the school paper as the editor-in-chief. Diane has noticed that her aerobic fitness level has dropped. She gets tired almost everyday and feels she has low levels of energy. Although Diane used to participate regularly in aerobic dance, walking, and swimming, she has stopped doing these activities because of her busy schedule, and no one advised her on the importance of personal fitness. Therefore, she needs the help of someone knowledgeable about designing and implementing fitness programs – someone like you! 111 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.

Here’s what the learners will do: • Assume you are Diane’s friend and she asks you for some help with her plans of returning to active lifestyle. What are the list of things you would consider to help her evaluate her current fitness level? • What are your recommendations as to what fitness and physical activities she should again engage in to increase her fitness level? • Design a personalized fitness plan for Diane, covering the concepts of overload, progression, frequency, intensity, time/duration and type of activities.Key to Correction:Test 1 Test IIDEPED COPY 1. d1. / 6. X 2. d 3. e2. X 7. X 4. c. 5. d3. / 8. /4. / 9. /5. X 10. / 112 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.

DEPED COPYGLOSSARY Aerobic exercise a style of physical movement designed to increase heart rate and improve oxygenation throughout the body Anorexia nervosa eating disorder characterized by self-imposed starvation to lose and maintain very low body weight, due to a false or distorted perception of being fat Binge-eating disorder eating disorder characterized by uncontrollable episodes of eating excessive amounts of food within a relatively short time. Bulimia nervosa an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and/or maintain low body weight. Emotional eating the consumption of large quantities of food to suppress negative emotions. Frequency refers to how often you involve yourself in regular physical activity or exercise. Hip-hop Aerobics an exciting combination of intense cardiovascular exercises incorporating hip-hop moves and upbeat music to get your heart pumping Intensity refers to how hard you should exercise or the difficulty of your physical activity. Recreation an activity that people engage in during free time, that people enjoy, and that people recognize as having socially redeeming values and generates a general sense of well being Time refers to how long you should engage in a specific physical activity. Type refers to the kind of exercise or physical activities you should engage in. 113 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.

DEPED COPYReferences: Corbin, Charles et al. (2008). Concepts of Physical Fitness: Active Lifestyles for Wellness. Mc Graw Hill Co. Inc. U.S.A. Kennedy C. and Yoke Y. (2008). Methods of Group Exercise Instruction. Human Kinetics Publishers Inc. Champaign, Il. Werner W.K. & Hoeger A.S. (2007) Lifetime Physical Fitness and Wellness. 9th Edition. Thomson Learning Inc. CA. U.S.A. Werner W.K. Hoeger A.S. (2013) Fitness and Wellness 10th Edition. Wadsworth, Cengage Learning Wojtek J. Chodzko-Zajko (2014) ACSM’s Exercise for Older Adults Lipincott Williams & Wilkins, Baltimore, MD 21201 Wuest, Deborah A. (2012) . Foundations of Physical Education, Exercise Science and Sport. McGraw Hill Co. Inc. U.S.A.Sources (Web-based): GRASPS Template retrieved from: http://opi.mt.gov/PDF/CurriculumGuides/ Curriculum-Development-Guide/GRASP.pdf The Grind Hip-Hop Aerobics retrieved from: www.youtube.com/ watch?v=PYHEjFb3fq0 Step-Up Revolution: Hip-Hop Cardio Jam Fitness Workout retrieved from: www.youtube.com/watch?v=SRJN5mVIGcU Hip-Hop Aerobics: Drop it Low retrieved from: www.youtube.com/ watch?v=iwE8xhk0LxU Yoga for Beginners retrieved from: www.youtube.com/watch?v=H3vLZqPZxZE Video: Aerobic Hip-Hop Dance Moves retrieved from: www.ehow.com › Arts & Entertainment Yoga for Complete Beginners - Yoga Class 20 minutes retrieved from: www. youtube.com/watch?v=0o0kNeOyH98 Step-by-step Yoga for Beginners retrieved from: www.yogaglo.com/beginner- center.php 10-Minute Jump Start Cardio Workout Video retrieved from: www.sparkpeople. com/resource/videos-detail.asp?video=87 Hi-Lo Impact Group Fitness Class retrieved from: www.youtube.com/ watch?v=OFpHULW4CUw Hi-Lo Aerobics with Breakdown retrieved from:www.youtube.com/ watch?v=Yqr1bymA3 114 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.

VISIT DEPED TAMBAYANhttp://richardrrr.blogspot.com/1. Center of top breaking headlines and current events related to Department of Education.2. Offers free K-12 Materials you can use and share 10DEPED COPY Health 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]. We value your feedback and recommendations. Department of Education Republic of the Philippines 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.

Physical Educationand Health – Grade 10Teacher’s GuideFirst Edition 2015ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice 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 ofroyalties. 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 seekingpermission to use these materials from their respective copyright owners. All means havebeen exhausted in seeking permission to use these materials. The publisher and authors donot represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLSand only within the agreed framework may copy from this Teacher’s Guide. Those who havenot entered in an agreement with FILCOLS must, if they wish to copy, contact the publishersand authors directly. Authors and publishers may contact FILCOLS at [email protected] or (02) 439-2204.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhDDEPED COPY Development Team of the Teacher’s GuideConsultant: Grace Reyes-Sumayo and Hercules CallantaAuthors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. GreciaEditor: Mercedes ManguerraReviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio VergaraLayout Artist: Aileen N. Ilagan, Donna G. RomeroIllustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. MendozaManagement Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. CraususPrinted in the Philippines by ____________Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] 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.

DEPED COPY 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. 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 learner’s material, this module follows the same 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. So let’s get started and make some difference in the lives of your students. 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.