Health Grade 10

DEPED COPY Table of Contents HEALTH Unit 3: Health Trends, Issues, and Concerns (Global level).....................................243 Introduction................................................................................................................244 Learning Competencies ............................................................................................245 Pre-Test.....................................................................................................................245 Summary ..................................................................................................................259 Glossary of Terms...................................................................................................260 References ...............................................................................................................275 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 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 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 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 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 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 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 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 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 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 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 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 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 Unit 3 :Active Recreation (Street dance and hip-hop dance) 115 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.

Module No. : 3 Number of Sessions: 8I. Defining Learning OutcomesGrade Level Standard: The learner demonstrates understanding of societalfitness in promoting an active lifestyle.CONTENT STANDARD PERFORMANCE STANDARDThe learner . . . The learner . . .• demonstrates understanding of lifestyle • maintains an active lifestyleand weight management to promote to influence the communitysocietal fitness. an society to participate in physical activities.DEPED COPY • practices healthy eating habits that support an active lifestyle.II. Learning Competencies: In this module the learners are expected to: • assess your physical activities, exercise, and eating habits; • determine risk factors related to lifestyle diseases (obesity, diabetes, heart disease); • engage in moderate to vigorous physical activities for at least 60 minutes a day, in and out of school; • apply correct techniques to minimize risk of injuries; • analyze the effects of media and technology on fitness and physical activity; • critique (verify and validate) media information on fitness and physical activity issues; • express a sense of purpose and belongingness by participating in community services and programs that deal with physical fitness; and • recognize the needs of others and how to help in meaningful ways. 116 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.

III. Planning for Assessment Product/ Assessment at the level of Assessment at the level Performance understanding of product/performanceThe learner . . . Application Product• maintains an • Perform a a 5-8 minute active lifestyle costumed, choreographed • Give to influence the flash mob, street or hip-hop recommendations physical activity dance in an area in the and create a fitness participation of the community and school or community. program for a person/ people seeking for society. Interpretation and fitness advice.• DEPED COPYpractices healthyExplanation eating habits that • Create own formula on Performance support an active lifestyle how one will attain lifelong fitness and wellness. Justify • Conduct a dance answer by giving a brief training-workshop explanation. to the youth of the Self-Knowledge community and/or to • Guided with the FITT other students of the school. principle, create a fitness plan that will improve/ sustain one’s fitness based on the fitness assessment results. Empathy • Considering oneself as a dance enthusiast and health advocate, write a short speech/message about one’s insights on the importance of maintaining a healthy lifestyle. Perspective • Create a four-line rap stating one’s view of some teenagers who make dancing as their source of income and end up with poor academic performance, or worse, stop schooling. 117 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.

IV. Introduction Recreation is a therapeutic refreshment or relaxation of one’s body and mind.Activities done for this purpose are called recreational activities. Its main objective isto revitalize the physical, mental, social, and emotional aspects of a person. In today’s world which is full of stress and pressures, we all need to engage inrecreational activities to relieve our tensions. Dance is a recreational activity that can develop our physical, mental, social,and emotional health. Dancing as part of our lifestyle can surely sustain our fitness.But it should be coupled with proper eating habits and weight management in order fora person to live a healthy life. In this unit, you will perform hip-hop and street dances. You will also discoverhow these dances can revitalize your body and mind, and sustain fitness. At the end of this module, you will consider dancing to be one of your recreationalactivities, combining it with healthy eating habits to sustain lifelong fitness.Pre-Assessment This activity aims to check on the student’s prior knowledge. Results shall berecorded for the purpose of tracking the student’s progress but should not be part ofthe student’s grade.DEPED COPYA. Write AGREE if you think the statement is correct and DISAGREE if otherwise.1. An RPE of 10 means that the activity is very light.2. Swimming and playing basketball are vigorous activities.3. Street and hip-hip dances are active recreational activities.4. Proper execution of dance steps increases the risk of injuries.5. A normal nutritional status means that weight is proportional to the height.6. Physical inactivity and an unhealthy diet are risk factors for heart disease.7. Brisk walking and dancing are activities which are of moderate intensity.8. One can help the community by sharing his/her knowledge and skills in dancing.9. Surfing the Internet and playing computer games greatly improve one’s fitness.10. A physically active person engages in 5-10 minutes of moderately vigorous physical activity three or more times a week.Answer Key 3. Agree 5. Agree 7. Disagree 9. Disagree 4. Disagree 6. Agree 8. Agree 10. Disagree 1. Disagree 2. Agree 118 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.

What does your score tell you? Refer to the table. Score Interpretation You have a very deep knowledge and understanding about fitness, lifestyle, and 9-10 weight management. You only need very little guidance from your teacher and peers to fully grasp the content and essential understanding of this module. You have a deep knowledge and understanding about fitness, lifestyle, and weight 6-8 management but you need a little guidance from your teacher and peers to fully grasp the content and essential understanding of this module. You have knowledge and understanding about fitness, lifestyle, and weight 3-5 management but you need more guidance from your teacher and peers to fully grasp the content and essential understanding of this module. You lack knowledge and understanding about fitness, lifestyle, and weight 0-2 management and you need full guidance from your teacher and peers to fully grasp the content and essential understanding of this module.DEPED COPYB. Draw if you think you can confidently do the task and if you cannot. _____I can identify the risk factors related to heart diseases. _____I engage in moderate to vigorous activities regularly. _____I recognize that I have responsibilities in my community. _____I examine media information on fitness before trusting them. _____I am aware of the needs of others, and I am willing to help them. _____I can assess the level of my physical activity participation and readiness. _____I know that media and technology have advantages and disadvantages to our health.Refer to the table to know what your answers mean. All You possess all the skills expected of you in this module and will have little difficulty in accomplishing the tasks.One or You possess some of the skills expected of you in this module and might have more some difficulty in accomplishing the tasks but willingness and enthusiasm will surely help. INSTRUCTIONAL ACTIVITIES Part I: WHAT TO KNOW This is the first part of the lesson on street dance and hip- hop dance. In this phase, various activities and challenges will enable the students to review and reveal their knowledge in the previous and upcoming lessons. This part will surely stimulate their excitement to perform street dance and hip-hop dance as they get to understand them deeply. Remember to let them accomplish every activity so that they will have excellent performance in the next stages. 119 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 1: BE OR BE This activity aims to check if your students have a full understanding of whatactivities sustain fitness and wellness and for you to discover based on their facialexpression what activities they like and do not like doing.I. Objectives: To determine what the physical activities can sustain fitness To share thoughts on how media and technology affect the physical activity and fitness of a personDEPED COPYII. Procedure: 1. Dictate various physical activities one by one. 2. Instruct them to choose and act one the following actions on your signal, based on the activity dictated.Activity sustain Feelings when Actionfitness? you do activity?yes happy jump forward 5 times and show a happy faceyes sad jump forward 5 times and show a sad faceno happy sit and show a happy faceno sad sit and show a sad face3. Immediately correct the wrong answer of the students except for their facial expressions because it depends on how they feel about each activity. Sustains Fitness Does not sustain fitness jumping jacks surfing on the internet running playing computer games playing badminton reading books hip-hop dancing movie marathon jogging watching television folk dancing street dancing playing basketball scrubbing the floor fetching a pail of water 120 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 COPYProcess the activity with the following questions: • What are the activities that can help improve our fitness? Why do you say so? • What are the activities that are sedentary in nature? Why do you say so? • How do surfing on the internet and playing computer games affect our physical activity and fitness? • Which of these activities can you make as your lifetime hobby? Why? Activity 2: SINE MO ‘TO presents: SITIO KATAMAKAWAN This activity aims to let the students have a better view of what would happen if a person is not physically active. This allows them also to realize the risk factors of lifestyle diseases. I. Objectives: To determine the risk factors related to lifestyle diseases To suggest ways on how to improve one’s physical activity and fitness II. Materials/Equipment: • pen and notebook • copy of the story about Sitio Katamakawan Sitio Katamakawan is a community of lazy and gluttonous people. They sit or lie all day and eat everything their mouth desires. Each family has a housemaid to take care of all the household chores. The children of this community are addicted to playing computer games although they maintain their passing grades. They are not allowed to play outside to prevent accidents. Most of the time, the teenagers surf on the internet. Most of the parents are overweight because after their office work, they watch television while having night snacks. Some men are into smoking and drinking alcohol. On the other hand, during weekends, each family goes to church and watches movies together. They maintain their strong family bonds. Values such as respect to elders and obedience are also preserved in this community. III. Procedures: 1. Read or let some students dramatize the story about Sitio Katamakawan. 2. Process the activity with the following questions:  Describe the lifestyle of the people of this community? The people of the community are lazy and gluttonous. They do not have physical activities. They do not eat a balanced diet. Some men engage in vices.  Would you like to live in this community? Why? Answers depend on the students’ reason and justification. 121 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  Which health dimensions are sustained and which need improvement in this community? Spiritual, moral, and, emotional dimensions are sustained but physical and social dimensions need to improve.  Do the people live a physically active and healthy lifestyle? No, because they do not engage in sports, exercises, or any physical activity. Some men also have vices which are not good for the health.  What are the possible diseases that the people of this community might have? Diabetes, heart attack, stroke, high blood pressure, arthritis, and other lifestyle diseases related to inactivity  What are the risk factors of these diseases? physical inactivity and lifestyle  If you are a friend to one of the members of this community, what will you advise her/him to achieve fitness? To engage themselves in physical activities such as sports, games, active recreation, dance aerobics, and zumba.  What are the advantages and disadvantages of media and technology to our health? Through media and technology, we can discuss new information on how to prevent diseases. We know how to have access to new services pertaining to health care but some technology has lessened our time to do physical activities.  What recreational physical activities can you suggest to the children, teenagers and adult members of Sitio Katamakawan? Sports, games, active recreation, dancing 122 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 3: 4 PICS, 1 WORD This activity introduces the definition of street and hip-hop dance, their originand dance styles. Each level reveals important facts and information about streetdance and hip-hop dance. The teacher’s role is to facilitate the answers of the studentsand elaborate if there is a need to.I. Objectives: To describe street dance and hip-hop dance, To identify the dance style of street dance and hip-hop dance To trace the origin of street dance and hip-hop danceII. Materials/Equipment: • pen and notebook • pictures of a DJ, person who is rapping, a person who is breakdancing, and graffiti art • videos of dancers doing the breaking, locking, and popping • pictures of dancers dancing in streets, dance parties, block parties, parks, school yards, raves, and nightclubsIII. Procedure: 1. Let the students look at each picture closely and arrange the scrambled letters to form the word/s that collectively describe them. Let them write their answer on their activity/lecture notebook. 2. After unscrambling the letter to form the correct word, let them come up with a statement that would relate the pictures to the formed word. 3. Let them present their answer to the class.Level 1DEPED COPYdancing on the street dancing in the yard 123 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.

dancing at the park dancing at the RaveDEPED COPY RETEST ANDCEAnswer: Street Dance Street dances are dances performed on the street, in the yard, at the park orrave or any open space outside of the dance studios.Level 2B-boying Shuffling Popping Locking ERSETT DENAC SELYTSAnswer: Street Dance Styles B-boying, shuffling, popping, and locking are examples of street dance styles. 124 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Level 3DEPED COPYHouse DanceRave DancePunk DanceHip-Hop Dance LESMAXPE OF TEREST DENCASAnswer: Examples of Street Dances Examples of street dances are house, rave, punk, and hip-hopLevel 4 DJ Rapping Breakdance Graffiti Art PIH-POH LUCTURE Answer: Hip-hop Culture Hip-hop culture is composed of a Dj, rapping, breakdancing and graffiti art. 125 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Level 5DEPED COPYHip-hop musicHip-hop culture dance styles dance stylesAnswer: Hip-hop Dance POH-IHP DANCE Hip-hop dance is a dance style performed in a hip-hop music and hadevolved from a hip-hop culture.Level 61970 New York African-American Latin-American RIGINO FO POH-PIHAnswer: Origin of Hip-Hop Hip-Hop originated in 1970 in New York City among African-American and 126 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

some influence of Latin-American.Level 7DEPED COPYKrumpingTutting Locking B-boying PIH-OPH EDNAC YESTLSAnswer: Hip-Hop dance styles Krumping, tutting, locking, and b-boying are some of the hip-hop dance styles.Activity 4: CINEMA 1: NOW SHOWING-STEP UP 4 This activity allows the students to see a real street and hip-hop dance. If theschool has an audio-visual room, you may have this activity in the audio-visual room. If none, the teacher may use his/her own computer, LCD projector, LCD monitor or letstudents search and watch this movie in their respective homes.I. Objectives: To describe street dance and hip-hop dances, and their dance styles To share the contribution of street dance and hip-hop dances to fitnessII. Materials/Equipment: • dvd copy of step up 4 movie • audio-visual set • pen and notebookIII. Procedure: 1. Let the students watch carefully the movie “Step Up 4”. 2. Give them the following guiding questions:  What dance form is shown in the movie Street dance and hip-hop dance 127 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  What is street dance? Street dances are dance moves performed outside of the dance studios.  What is hip-hop dance? Hip-hop dance is a street dance evolved from a hip-hop culture and performed with a hip-hop music.  What particular movements/steps strike you? Show them. Answers depend on the students.  Can street dance and hip-hop dance improve fitness? How? Yes, because it improves cardiovascular endurance, flexibility and other fitness components.  Can we use street dance and hip-hop dance as our recreation activity? Why and how? Yes, through making it an exercise during our leisure time.Think of this... • What recreational activity did you discover in this stage? Can you make it as your lifetime hobby?Points to remember… Street dance refers to dance styles that have evolved outside of dance studios.It is performed in streets, dance parties, parks, school yards, or in any available space.It is often improvisational and social in nature, encouraging interaction and contactwith spectators and other dancers. A full street dance is a collection of the various similar dance moves and stylescollected into one practice and regarded as the same dance. Hip-hop is a cultural movement best known for its impact on music in theform of the musical genre of the same name. It has its origins in the Bronx, in NewYork City, during the 1970s, mostly among African Americans and some influence ofLatin Americans. Hip-hop culture is composed of the pillars such as DJ-ing, rapping,breakdancing, and graffiti art. Hip-hop dance, on the other hand, refers to street dance styles primarilyperformed to hip-hop music or that have evolved as part of hip-hop culture. Hip-hopmusic incorporates a number of iconic elements, most notably DJing and rapping,along with things like beat boxing, sampling, and juggling beats on turntables. 128 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.

STREET AND HIP-HOP DANCE STYLESB-BOYING- B-boying or breaking, also called breakdancing, is a style of street dance andthe first hip-hop dance style that originated among Black and Puerto Rican youths inNew York City during the early 1970s. A practitioner of this dance is called a b-boy,b-girl, or breaker. Although the term breakdance is frequently used to refer to thedance, b-boying and breaking are the original terms. Four Movements: Toprock - footwork-oriented steps performed while standing upDEPED COPY Downrock - footwork performed with both hands and feet on the floor Freezes - stylish poses done on your hands Power moves - comprise full-body spins and rotations that give the illusion of defying gravity POPPING Popping was popularized by Samuel Boogaloo Sam Solomon and his crew theElectric Boogaloos. It is based on the technique of quickly contracting and relaxingmuscles to cause a jerk in a dancer’s body. Popping forces parts of your body outwards, similar to an explosion withinparts of your body. Popping also contracts muscles, but it is followed by relaxation thatgives it the jerking appearance of popping.LOCKING Locking or campbellocking, was created by Don Campbellock Campbell in 1969in Los Angeles, California. It was popularized by his crew The Lockers. Locking can beidentified by its distinctive stops. It is usually performed by stopping the fast movementthat you are doing, locking your body into a position, holding it, and then continuing atthe same speed as before. In locking, dancers hold their positions longer. The lock isthe primary move used in locking. It is similar to a freeze or a sudden pause. A locker’sdancing is characterized by frequently locking in place and after a brief freeze movingagain.KRUMPING Krumping is a form of dancing that originated in the African-American communityof South Central Los Angeles, California and is a relatively new form of the “Urban”Black dance movement. It is free, expressive and highly energetic. Most people painttheir faces in different designs. Krumping is a dance style releasing anger. It is reportedthat gang riots in the United States was minimized because of krumping style. 129 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 COPYTUTTING It is a creative way of making geometric shapes forming right angle using yourbody parts. The style was originally practiced by young funk dancers. It is derived fromthe positions people were drawn in during the days of the Ancient Egyptians. It is thepositions seen in these portraits that have been adopted by dancers today. Tutting isstill a greatly respected move and King Tut aka Mark Benson is widely acclaimed forpioneering the style.SHUFFLING The  Melbourne Shuffle  (also known as  Rocking  or simply  The Shuffle) isa rave and club dance that originated in the late 1980s in the underground rave musicscene in Melbourne, Australia. The basic movements in the dance are a fast heel-and-toe action with a style suitable for various types of electronic music. Some variantsincorporate arm movements. People who dance the shuffle are often referred to asrockers, due in part to the popularity of shuffling to rock music in the early 1990s.WAACKING Waacking” is an African American form of street dance originating from the1970’s disco era of the underground club scenes in Los Angeles and New York City.Waacking consists of stylized posing and fast synchronized arm movements to thebeat of the music. Today, waacking is a popular element of hip hop dance. Let the students answer this formative assessment.CHECK UP 1. What dance styles, formally known as vernacular dances, refer to dances that evolved outside of dance studios? (Street dance) 2. What form of street dance is performed impromptu in large crowds? (Punk dance) 3. What culture is created by DJing, rapping, breakdancing, and graffiti art? (Hip-hop culture) 4. What dance style is primarily performed to hip-hop music and have evolved as part of hip-hop culture? (Hip-hop dance) 5. What hiphop style is based on the technique of quickly contracting and relaxing muscles to cause a jerk in a dancer’s body? (popping) 130 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 II: WHAT TO PROCESS Congratulate the students for successfully finishing the first stage! Tell them that in the first part of this stage, they will assess themselves on how prepared they are for the next moderately vigorous activity. Remind them that they have to take these assessments honestly to prevent harm.Then, they will try to experience street and hip-hop dancing by executing some of theirdance styles and creating a simple choreographed routine.Activity 5a: LET’S TALK ABOUT YOUR PHYSICAL ACTIVITIES? DEPED COPY This short activity assesses the student’s physical activity participation. Theywill discover if they are physical active or inactive based on the Filipino Pyramid ActivityGuide. I. Objectives: To assess your own level of participation and readiness in physical activity To assess your eating habitsII. Materials/Equipment: • Physical Activity Assessment form • pen and notebook • interpretation of resultsIII. Procedure: 1. Let them answer the Physical Activity Assessment honestly. Physical Activity AssessmentPut a tick (/) mark on how often you do the following activities.Activities Minimal Often Regular Habitual Never (A few times (2-3 times a (3-5 times a (Daily for at a month) week at least week at least least 30-45 30-45 minutes 30-45 minutes minutes or or longer) or longer) longer)Sit / liearound Watchtelevision Sit and doneedle work 131 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.

Activities Minimal Often Regular Habitual Never (A few times (2-3 times a (3-5 times a (Daily for at a month) week at least week at least least 30-45 30-45 minutes 30-45 minutes minutes or or longer) or longer) longer) Indulge in DEPED COPY computergames and surfingExercise forstrength and flexibility Yoga Tai ChiResistance trainingGo mall-strollingPlay golfGo bowling ActiveRecreational Activities Ballroom dancingBadminton, basketball, softball Skating, Roller blading Tennis Brisk walking Running/ jogging Bicycling Aerobic dancing 132 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activities Minimal Often Regular Habitual NeverSwimming (A few times (2-3 times a (3-5 times a (Daily for at a month) week at least week at least least 30-45 30-45 minutes 30-45 minutes minutes or or longer) or longer) longer)DEPED COPYAero-kick BoxingParking your car farther away fromentrance of a mallAdding extra steps to your daily routes Doing household chores Running errands Grocery shopping Taking the stairs instead ofthe elevator Taking longerroutes when walking back home Walking to the store, church, or banks2. Let them compare their answers with the Filipino Pyramid Activity Guide.3. Process the discussion with the following questions: a. What does the result of your PAA tell you? b. How do you feel about the result? c. Do you think you are ready for your next activities? 133 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

THE FILIPINO PYRAMID ACTIVITY GUIDE ROSA ALLYN G. SY. MD. FPCP CARDINAL SANTOS MEDICAL CENTERDEPED COPY • Sit or lie • around • Be a couch • potato • Play cards/ • Watch TV • Play cards / mahjong • Sit and do needle work • Indulge in computer games and surfing (0.3Kcal/min/KG BW)• Go Mall-Strolling • Stretching• Play Golf • Yoga• Go Bowling • Tai Chi • Resistance(0.4-0.09Kcal/min/KG BW) training (0.03-0.12 Kcal/min/KG BW)• Brisk walking • Ballroom Dancing• Running / Jogging • Badminton, Basketball• Bicycling • Softball• Aerobic Dancing • Skatng / Roller Blading• Swimming • Tennis• Aero and Kick Boxing • Pko, Sipa, Patintero(0.08-0.23Kcal/min/KG BW) (0.05-0.14 Kcal/min/KG BW)• Taking the stairs instead of the elevator • Adding extra steps to your daily routine• Taking longer routes • Taking stretch breaks at home or work• Walking to the store, church, banks, • Doing household choresor mailbox • Running errands• Parking your car farther away • Grocery shopping 0.04 - 0.10 Kcal/min/Kg BW)Source: www.diabetesphil.org/journals/Year%20XVIII1.pdf 134 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 The base of the pyramid includes activities that are easy, convenient and accessible to everyone. These activities, part of our daily routines, when performed habitually or daily for a minimum of 30 minutes, even 10 minutes at a time will provide metabolic efficiency by increasing total energy expenditure. So if you are diabetic, obese, with poor sugar control and have never engaged in any form of exercise before, activities like walking, climbing the stairs, and doing household chores may be a good start. It is important to note that for beginners, the amount of cumulative activity time is more important than the specific type and manner of activity. Aerobic exercises like jogging, brisk walking, swimming, aerobic dancing, and recreational activities like ballroom dancing, badminton, tennis burn more calories per minute per body weight and are advised for those who want to lose more weight. To get the most benefit from the activity, it has to be done 3-5 times a week for at least 30-45 minutes. These activities will also improve your cardiovascular endurance. Leisure activities like bowling and playing golf burn approximately 0.04-0.09 kcal/min/kg BW. Though these activities are enjoyable and are associated with energy expenditure, they are not recommended as part of our daily activities. This is because cardiovascular benefit is achieved only if we can sustain our heart rates at 60-75% of our target heart rate. Strengthening and flexibility exercises on the other hand are intended to improve bone and muscle strength and improve resilience of our connective tissue. Although you may do it every day, performing it 2-3 times per week may be enough to provide you with its maximum benefits. Activities that burn the least calories should be avoided. The top of the pyramid refers to activities that are frequently performed by most children and adults who are overweight. These activities are believed to be responsible for the progressive rise in obesity and diabetes in the country. Regular activity is no doubt beneficial to everyone. No one is too old to enjoy the benefits of regular physical activity. To maintain health, one would need to burn 700-1000 kcal per week. For a 60 kg female walking briskly for 30 minutes (150 kcal) 5 days a week will burn 900 kcal. To lose weight, one has to burn 2000-3000 kcal per week so that a 75 kg male walking briskly for 45 minutes (338 kcal) 6 days a week will burn 2,028 kcal and is expected to lose 0.5 pound a week if he keeps his food intake within the recommended range. The FILIPINO PYRAMID ACTIVITY GUIDE is intended to be a guide that should help everyone select activity that best fits his lifestyle and health needs. Just 30 minutes of the different activities over the course of a day is healthy and rewarding! Start getting your rewards, start your EXERCISE NOW! 135 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.

Ask learners these processing questions: • Which of these activities do you do for at least 10 minutes at a time for 30 minutes a day for at least 5 days a week? • Based on the Filipino Pyramid Activity Guide, do you consider yourself as an active or inactive person? Why? • How much time do you engage in dancing? • If you do not like to engage in dancing, which of the activities in the Filipino Pyramid Activity Guide will you choose as your hobby?Activity 5b: ARE YOU READY TO DANCE? This 10-minute dance activity aims to let the students discover if they canendure dancing for a long period of time. Based on the Rate of Perceived Exertion(RPE) Chart, they will find out the intensity of dancing to them.DEPED COPY Perform the following movements with a step close to the right and left Rtoaate2o4 tfimPeercmeuivseicd.alternately (moving forward or backward) for 10 minutes After 10minutes, identify the intensity of the activity based on the Exertion(RPE) chart.Figures Step Pattern RepetitionClose and Open R and L arm in second position (ct 1), R and 32 measures L arm in first position (ct 2)Arm Raise Raise both arms high (cts 1,2) 32 measuresPunch Punch R (cts 1,2) 32 measures Punch L (cts 1,2)Arm Sway Sway both arms high to the R (cts 1,2) 32 measures Sway both arms high to the L (cts 1,2)RPE CHARTRate of Perceived Exertion10 Max Effort Activity Feels almost impossible to keep going Completely out of breathe, unable to talk 9 Very Hard Activity Very difficult to maintain exercise intensity Can barely breathe and speak a single word7-8 Vigorous Activity On the verge of becoming uncomfortable Short of breathe, can speak a sentence4-6 Moderate Activity Feels like you can exercise for hours Breathing heavily, can hold a short conversation2-3 Light Activity Feels like you can maintain for hours Easy to breathe and carry on a conversation 1 Very Light Activity Anything other than sleeping, watching TV, riding a car, etc. GPP Synerfitness @ rewindiet.com 136 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 Processing Questions: 1. What is your RPE after the activity? 2. What does the result tell you? 3. How do you feel about the result? 4. Do you think you are ready for your next activity? Activity 5c: HOW ABOUT YOUR DIET? This activity checks and reminds students of their daily nutritional needs. Recall your nutritional status when you had your height and weight measurement. What was your nutritional status? 137 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Processing Questions: 1. Are you eating the right amount of food needed by your body? 2. Explain the interplay of food and weight. 3. What is the importance of eating a balanced diet to lifelong fitness?Activity 6: IT’S STREET DANCE TIME! This is the meat of the lesson, in which students will perform street dance andhip-hop dance. Remind the students to be careful when practicing and performing toavoid injury. Be sure to perform warm-up and cool-down exercises. If you can dance, you may execute the dance steps; but if you cannot dance,you may request your students or some members of the dance troupe in your schoolto perform a demonstration.DEPED COPYI. Objective: To execute some of the street dance stylesII. Materials/Equipment: • street dance music • audio setHere are the instructions to the students.III. Procedure: 1. Let the learners copy the table in their notebook. Table 1: Record of Heart Rate Activity Heart Rate Heart Rate RPEPractice for Street Dance (before) (after)Performance of Street dancePractice for Hip-Hop DancePerformance of Hip-hop dancePractice for Flash MobPerformance of Flash Mob 2. Let them group themselves into 6-8 members. 3. Allow them to discuss with their group the possible injuries that might occur with the following situations: • not doing warm-up and stretching activties • not executing properly • not observing safety measures at all times 138 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

4. Teach the class the common styles in street dancing like b-boying, popping and locking and let them follow you.5. Instruct them to create a simple dance routine (2-3minutes) applying common styles in street dance like b-boying, popping and locking.6. Allow them to practice for 20 minutes, observing utmost care while doing the activity to avoid injuries.7. Let them present it to the class.8. Their performance will be rated according to the following criteria: attitude, respect, initiative and participation, dependability, execution and observance of safety.DEPED COPY Criteria Advanced Proficient Approaching Developing Attitude (4) (3) Proficiency (1) Respect Positive Positive attitude; (2) Poor attitude; attitude; most often Does not Initiative and Always willing willing to try Inconsistent respond to participation to try attitude; encouragement Often courteous needs some Disrespectful ofDependability Always and respectful encouragement others Execution courteous and of others respectful of Sometimes Does not attend,Observance of others Often attends, courteous and prepare, and Safety prepares, and respectful of participate in the Consistently participates in others activities attends, the activities prepares, and Sometimes Not dependable participates in Dependable attends, the activities prepares, and Does not Often executes participates in the execute the Very the movements activities movements dependable properly properly Inconsistently Does not Always Often practices dependable practice safety executes the safety precautions movements precautions Sometimes properly executes the movements Always properly practices safety Sometimes precautions practices safety precautionsReminder: Let them get their heart rate before and after the practice andperformance and record the data in your Record of Heart Rate (Table 1).Identify the intensity of the activity based on the RPE Chart. 139 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 COPYProcessing Questions: 1. Did your heart rate increase after your practice and performance? 2. What does it tell you? 3. What fitness components are being improved when you dance? 4. Did you have fun while doing the activity? 5. Why it is important to observe safety measures when dancing?Activity 7: IT’S HIP-HOP TIME!I. Objective: To execute some of the hip-hop dance stylesII. Materials/Equipment: • hip-hop dance music • audio setIII. Procedure: 1. Let them group themselves into 6-8 members. 2. Allow them to discuss with their group the possible injuries that might occur with the following situations: • not doing warm-up and stretching activties • not executing properly • not observing safety measures at all times 3. Teach the class the common styles in street dancing like b-boying, popping and locking and let them follow you. 4. Instruct them to create a simple dance routine (2-3minutes) applying common styles in street dance like b-boying, popping and locking. 5. Allow them to practice for 20 minutes, observing utmost care while doing the activity to avoid injuries. 6. Let them present it to the class. 7. Their performance will be rated according to the following criteria: attitude, respect, initiative and participation, dependability, execution and observance of safety. 140 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Criteria Advanced Proficient Approaching Developing (4) (3) Proficiency (1) (2) Poor attitude; Does notAttitude Positive Positive Inconsistent respond to attitude; attitude; most attitude; encouragement Always willing often willing need some Disrespectful of to try to try encouragement othersRespect Always Often Sometimes Does not attend, courteous and prepare, and respectful of courteous and courteous and participate in the others activities respectful of respectful of Not dependable others others Does notInitiative and Consistently Often attends, Sometimes execute theparticipation attends, prepares, and attends, movements participates in prepares, and properly prepares and the activities participates in Does not participates in practice safety the activities the activities precautionsDEPED COPYDepen- Very Often Inconsistentlydability dependable dependable dependableExecution Always Often Sometimes executes the executes the executes the movements movements movements properly properly properlyObservance Always Often Sometimes of Safety practices practices practices safety safety safety precautions precautions precautionsReminder: Let them get their heart rate before and after the practice andperformance and record the data in your Record of Heart Rate (Table 1).Identify the intensity of the activity based on the RPE Chart.Questions: 1. Did your heart rate increase after your practice and dance performance? 2. What does it tell you? 3. What fitness components are being improved when you dance? 4. Did you have fun while doing the activity? 5. Why is it important to observe safety measure when dancing? 141 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: PHILIPPINE PRIDE! This activity integrates values and social issues in the lesson. This may begiven as assignment/home task to save time. Be sure to give the guide questions tothe students.I. Objectives: To develop a sense of pride in being Filipino To suggest ways on how to maintain normal nutritional statusII. Materials/Equipment: • video of a hip-hop dance performed by street dance groups in the Philippines who have won international awards such as Philippine All Star • audio setIII. Procedure: 1. Let the learners watch carefully the performance of a street dance group in the Philippines who has received international acclaim such as Philippine All-Star . 2. Describe the waistlines, body figures, and body mass index of the dancers. 3. Ask the learners the following questions: • What do you feel about Filipino dancers competing worldwide? • How do these dancers sustain their fitness? • How can one maintain a normal nutritional status?Activity 9: BELIEVE IT OR NOT? This activity allows students to critique media information and apply knowledgegained in consumer health. This activity should not be skipped since this is one of thelearning competencies in this component.I. Objective: To critique media information on fitness and physical activity issuesII. Materials/Equipment: • print ads on gaining and losing weight and other fitness programs • audio-visual set • pen and notebookIII. Procedure: 1. Instruct them to read the print advertisements on fitness programs and food on gaining and losing weight. 2. Let them answer the following questions: • Applying your knowledge on consumer health, which of the advertisements convinced you the most, in terms of losing weight fast? Why? • What should a wise consumer do before patronizing fitness-related products/programs? 142 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 Think of this… What generalization can you make about diet and fitness in this part of the lesson? Points to remember… Health Benefits of Dancing Dancing as a recreational activity can be a way to stay fit for people of all ages, shapes, and sizes. It has a wide range of physical and mental benefits including:  improved condition of your heart and lungs  increased muscular strength, endurance, and motor fitness  increased aerobic fitness  improved muscle tone and strength  weight management  stronger bones and reduced risk of osteoporosis  better coordination, agility, and flexibility  improved balance and spatial awareness  increased physical confidence  improved mental functions  improved general and psychological well-being  greater self-confidence and self-esteem  better social skills. http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Dance_health_ benefits?open Let the learners gauge their knowledge and skills in the different dance styles through the Check Up activity. Part III: WHAT TO REFLECT and UNDERSTAND Sincerely recognize the effort of the students for a great job done in the previous activities. At this juncture, they will express and manifest their understanding at a higher level. This will certainly be more fun because they will experience things that they have not experienced before. 143 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.

Let the students choose one from any of the activities.Activity 10: FORMULATE!I. Objective: To create a fitness formula as a guide to sustain fitnessII. Materials/Equipment: • pen and paperIII. Procedure: 1. The following are the essential words in this module. Instruct them to create your own formula on how you will attain lifelong fitness and wellness. Ex: dancing + proper nutrition + healthy lifestyle = lifelong fitness and wellnessDEPED COPYsports balanced dietmedia and technology weight managementhealthy lifestyle recreational activitiesphysical activities lifelong fitness and wellnesssafety household choresproper nutrition dancing2. Justify your answer by giving a brief explanation.Activity 11: LIFESTYLE DISEASES…NO!NO!NO!I. Objectives: To give a perspective on the causes of death among Filipinos To persuade others on the importance of practicing a healthy lifestyleII. Materials/Equipment: • pen and paper • handoutIII. Procedure: 1. Let the learners read the article 5 out of 10 Filipinos die of heart disease. 2. Instruct them to write a short speech/message about their insights, if they are dance enthusiasts and/or health advocates on the importance of maintaining a healthy lifestyle. 3. Give each student 1-2 minutes to speak. 4. Let them be guided with the following criteria: 144 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Criteria Advanced Proficient Approaching DevelopingPosition (4) (3) Proficiency (1)Statement The position The position (2) There isCorrectness statement statement no positionof ideas provides a provides A position statement. clear, strong a clear statementAccuracy statement. statement. is present, No evidence but does not (facts,Sentence Includes 3 or Includes 2 or make the statistics,Structure more pieces of more pieces position clear. examples, real-life evidence (facts, of evidence Includes 1 experiences)DEPED COPY pieces of that supports statistics, (facts, evidence the statement. (facts, examples, statistics, statistics, Most examples, supportive real-life examples, real-life facts and experiences) real-life experiences) statistics are that supports inaccurately that support experiences) the position reported. the position that support statement. Most sentences statement. the position Some are not well- statement. supportive constructed or facts and varied. All supportive Almost all statistics are reported facts and supportive accurately. statistics facts and Some are reported statistics sentences accurately. are reported are well constructed, accurately. but there is no variation is All sentences Most structure. are well- sentences constructed are well- with varied constructed structure. and there is some varied sentence structure in the essay. 145 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 out of 10 Filipinos die of heart disease – NSO By Ruth Sindico (The Philippine Star)  July 9, 2012 MANILA, Philippines - Recent data from the National Statistics Office (NSO) showed that five out of 10 deaths in the country were of cardiovascular causes.   The NSO reported that 100,908 people died of heart diseases in 2009. This accounted for 21 percent of all deaths in the country.   It was followed by cerebrovascular disease, which claimed 56,670 lives in the same year. It accounted for 11.8 percent of all deaths in 2009.    Malignant neoplasm (cancer), pneumonia and tuberculosis rounded up the top five leading causes of death in the country.  “Within three years (2007-2009), the top five causes of deaths remained on their posts and proved to be fatal among other causes of deaths,” the NSO said.   The World Health Organization (WHO) has said that an estimated 17 million people die of cardiovascular diseases every year. Most of these were heart attacks and strokes.   “A substantial number of these deaths can be attributed to tobacco smoking, which increases the risk of dying from coronary heart disease and cerebrovascular disease 2–3 fold. Physical inactivity and unhealthy diet are other main risk factors which increase individual risks to cardiovascular diseases,” the WHO said.  The NSO also reported that most females die in their older age compared to their male counterparts.  It was noted that the most number of deaths was at the age of 80 and over with 85,705 or 17.8 percent. From these, 59.6 percent (51,074) were females while the remaining 40 percent (34,631) were males,” the NSO said.  The age group 10 to 14 had the least number of deaths, accounting for only 1 percent of all total deaths.  “It has been observed that as the age increases, the rate of dying also increases. From age group 10 onwards it shows that the number of deaths continuously increase though a slight decrease were seen at ages 75-79 then it went up again at age 80 and over,” the NSO said.  Deaths in 2009 reached 480,820, which was 4.2 percent higher than the previous year. The most number of deaths in the country occurred in the National Capital Region, which accounted for 75,019 or 15.6 percent of all deaths in the country. 146 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 12: WHAT IS YOUR PERSONAL VIEW?I. Objective: To express one’s personal point of view on balancing life dimensionsII. Materials: • pen and notebookIII. Procedure: 1. Let them read the statement and give their personal point of view. It is said that the youth is the hope of the nation. But some teenagers enjoy dancing while making it as their source of income and they end up having poor academic performance; or worse they stop schooling. Is this a sound decision?DEPED COPY2. Instruct them to create a four-line rap stating their view.3. Let them be guided with the following criteria: Criteria Advanced Proficient Approaching DevelopingPresentation (4) (3) Proficiency (1)of concepts Song is Song (2) No conceptPerformance Vague given. Song explained. Tied explained explanation not explained.Effort given. well to genre. but not tied Concepts not Inadequate/ explained. weak Thorough well to genre/ performance; Developing; not taken context is assignment. not taken very seriously seriously given. Some context No effort put in Effort put in given. only as asked in class Taken Taken seriously, seriously; while having performed fun; very well well with some performed (no mistakes mistakes) (consider level of difficulty) Went above Put in and beyond significant effort and really effort but not took project necessarily seriously above what was asked 147 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 13: MY LIFE PLANI. Objective: To create a fitness program that can be used for a lifetimeII. Materials: • record of PA, PF and PAR assessments • pen and short bond paperIII. Procedure 1. Guided by the FITT principle, create a fitness plan that will improve/sustain your fitness. You may follow the format or create your own as long as you meet the required elements of your plan. DEPED COPYName: MY FITNESS PLAN Date:Height: Grade/Section:Weight:BMI: Target Weight:Nutritional Status: Target BMI:General Goals: Target Nutritional Status:Specific Goals: Active Frequency Intensity Time(Duration) TypeRecreational Activities 148 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.

2. Be guided by these criteria: Criteria Advanced Proficient Approaching DevelopingAttainability (4) (3) Proficiency (1)Realistic (2)activities All goals and 1 of the goals and 2 of the goals and Many of the goalsVariety of activities are very activities planned activities planned and activitiesActivities much attainable in is not attainable in are not attainable planned are not the specified time. the specified time. in the specified attainable in the time. specified time. All activities in the 1 activity in the 2 or more activities All activities in the fitness plan could fitness plan could in the fitness fitness plan could be conducted at not be conducted plan could not not be conducted home, in school, at home, in or in any place. school, or in any place.DEPED COPY be conducted at at home, in home, in school, school, or in any or in any place. place. The fitness plan The fitness plan The fitness plan The fitness plan contains 7 or more contains 5-6 contains 3-4 contains 2 or less different activities. different activities. different activities. different activities. Think of this… Why is it important to have a balanced lifestyle? Points to remember… Our lifestyle is the way we live. It is composed of a variety of elements and habits: what we eat, what we drink, our level of exercise, how well we sleep, how well we manage stress and adapt to stressful situations, our behaviour and how we interact with people, not forgetting our sense of belonging and purpose in life. It is also affected by how we think and how we see life in general and by our attitude and the choices we make when confronted with the changes and challenges of life. A balanced lifestyle is the way in which we live and reflects that the different elements of our life are in the right amount and proportion. Adopting a balanced lifestyle is of growing importance because it has immediate and long-term effects on our health and well-being. This is confirmed by many recent studies, which clearly show that conditions such as heart diseases, stroke, cancer, diabetes, as well as many other chronic diseases may be preventable and even reversible by changing our diet and adopting new attitudes and lifestyle. A balanced lifestyle will have positive effects on our longevity as well. In his exceptional book, “Defy Aging”, Michael Brickey, (PhD) has reviewed and put together the conclusions of thousands of scientific studies and references 149 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 COPYabout longevity. One of the important conclusions of this extensive review is this: “Researchers estimate that 30% of longevity is due to heredity and that 70% is the consequence of our beliefs, attitudes, coping skills and lifestyle”. Adopting and maintaining a healthy and balanced lifestyle is our own responsibility. By maintaining a balanced lifestyle, we are increasing our chances of living a significantly longer, better, and happier life. A balanced lifestyle is the corner stone of your well-being, and it encompasses elements such as developing and maintaining good physical health and fitness, maintaining a good level of energy and vitality, having the ability to express your creativity, enjoying emotional and psychological stability, entertaining harmonious relationships, feeling and expressing your love toward people and life, acquiring effective stress management strategies and coping skills, achieving financial stability, as well as developing a sense of purpose and meaning in life. In order to be able to take meaningful actions and make effective changes to your lifestyle and improve your health and well-being significantly, it may be very useful to look at the different elements that define your lifestyle. This will allow you to set pertinent and reasonable goals and adopt more effective strategies specific to each element. Lifestyle is often defined by the following six components: physical, mental, emotional, social, financial and spiritual. These elements are all interrelated. We can say that we enjoy a truly balanced lifestyle when we are balanced with respect to all six components. Negligence or imbalance in any one of these affects all the others. The good news is that improvement in one element will also have a positive effect on all the others. Source: http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/ Part IV: WHAT TO TRANSFER At this point, the students are now ready to manifest their understanding in a different form. It is expected that in this final stage, they can transfer their learning to others and influence them to also practice a balanced healthy lifestyle.Let the students choose one from any of the activities.Scores of the students shall be recorded and graded under product/performance. 150 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 14: SINCE YOU BELONG…GOAL To conduct a dance training-workshop for the youth of yourROLE community and/or to other students of your schoolAUDIENCESITUATION dance instructor/member of a training committeePRODUCT co-students or some members of your communitySTANDARD There is group of people who want to learn and experience dancing hip-hop. You are to conduct a training-workshop for them. a choreographed hip-hop dance routine ready to be used as an exercise. Your work will be rated according to the following standard:  Organization  Doability  CooperationDEPED COPYProcedure: 1. This is a class work. 2. Let them discuss with their groupmates who will be the training manager of the workshop and have them delegate the different assignments/ tasks: invitation, program, communication, sound system, venue, certificates, registration, food, finance, documentation, choreography and other needed committees. 3. Let them set a date and send proper communications to the concerned people as well as coordinate with you so you will be guided accordingly. 4. Let them submit accomplished report to your teacher. 151 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.