Health Grade 10

DEPED COPY Saturated fats are found in products such as butter, cheese, meat, palm oil, and whole milk. Because of the increased risk associated with saturated fats, less than 10% of your calories should come from saturated fat, with an even better target of 7%. Trans fats should also be limited to as little as possible. Because of the focus on saturated fats and trans fats, the nutrition labels on food products today include total fat as well as the amount of saturated and trans fats. Monosaturated fats, such as olive oil, canola oil, avocado, walnuts, and flaxseeds, have been shown to be protective against many diseases including Type 2 diabetes. That is not to say that you can consume as much monounsaturated fat as you want; however, selecting monounsaturated fats instead of saturated fats may lead to better health (e. g., Healthier blood cholesterol levels). Polyunsaturated fats, such as safflower oil, corn oil, and fish oils, have also been shown to be protective against many diseases. Fish oils (eicosapentaenoic [EPA] and docosahexaenoic [DHA]) have been shown to decrease inflammation within the body, and may protect against heart disease, Type 2 diabetes, and arthritis. This doesn’t mean EPA and DHA are protective against everything, but they are important to overall health. Therefore, you should try to consume 2 to 3 ounces (57 to 85 g) of fatty fish (e. g. Tuna salmon, and sardines) at least two days per week. Fish oil supplements may also be warranted (consult with your health care provider to see if this is appropriate for you). Although not typically a fat, cholesterol is in the lipid family and is found in animal products. Your body needs a certain amount of cholesterol, and thus, even if your diet contained none, the liver would produce what your body needs. The problem arises when cholesterol levels in the blood become too high. Total blood cholesterol levels, as well as LDL-C levels, are definite predictors of heart disease. Although you consume cholesterol in your diet, a major factor influencing your blood cholesterol is the amount of saturated and trans fats you consume. Thus, limiting saturated fat intake to no more than 10% of your calories is highly recommended (no more than 7% is even better) as well as keeping your consumption of cholesterol to less than 300 milligrams per day. Total fat intake should be between 25% to 35% of calories. Most of these calories should come from monounsaturated and polyunsaturated fats (e. g. fish, nuts, vegetable oils), and your consumption of unsaturated fat should be limited too. For example, for someone with a target of 2 500 calories per day, a total fat intake should be between 20% to 35% of total calories. In this example, a target of 28% is selected (middle of the range). This would be approximately 700 calories from fat. This would be calculated as follows: 2 500 x 0.28 = 700 calories To keep saturated fats at no more than 10% of total calories, the calories from saturated fat would total only 250, determined as follows: 2 500 x 0.10 = 250 calories from saturated fats 186 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 determine how many grams this represents, the calories from fat can bedivided by 9 (recall that each gram of fat provides 9 calories). Thus, in this example,total fat would be around 78 grams (700 ÷ 9 = 78), and saturated fat would no morethan around 28 grams (250 ÷ 9 = 28). Some of the food groups that contribute heavily to saturated fat intake arecheese, beef, milk products, frozen desserts, snack foods (e. g. cookies, cakes,doughnuts, and potato chips), butter, salad dressings, and eggs. Making smallchanges in the foods you select could result in meaningful decreases in saturatedfat and calories you consume. This table offers you options for this matter:Table 6. Food Selection Alternatives for Lower Saturated Fat ConsumptionFood Higher-fat Option Lower-fat OptionDEPED COPYCheddar cheeseRegular cheddar cheese Low-fat cheddar cheese(1 oz. Or 28 g) (6 g saturated fat; (1.2 g saturated fat; 114 calories) 49 calories)Milk (1 cup) Whole milk, 3.24% Low-fat milk, 1% (4.9 g saturated fat; (1.5 g saturated fat; 145 calories) 102 calories)Frozen desserts (1/2 Regular ice cream Low-fat frozen yogurtcup) (4.9 g saturated fat; (2.0 g saturated fat; 110 calories) 145 calories)Ground beef Regular ground beef, 25% fat Extra-lean ground beef, 5% fat(8 oz., or 85 g,cooked) (6.1 g saturated fat; (2.6 g saturated fat; 236 calories) 148 calories)Chicken Fried chicken, leg with skin Roasted chicken, breast, no skin(3 oz., or 85 g,cooked) (3.3 g saturated fat; 212 (0.9 g saturated fat; calories) 148 calories)Fish (3 oz., or 85 g) Fried fish (2.8 g saturated fat; Baked fish (1.5 g saturated fat; 195 calories) 129 calories)Skim Milk would decrease the saturated fat to 0 grams and only 80 caloriesAdopted from U. S. Department of Health and Human Services and U. S. Department of Agriculture,2005, p 32. Micronutrients Micronutrients include vitamins and minerals. Minerals and vitamins, althoughpart of energy-yielding components in your body, cannot provide energy directly. Many have antioxidants, or cell-protecting functions (e. g. vitamins A, C, and E;copper; iron; selenium; and zinc). It is important to consume DRI (Dietary ReferenceIn takes)) amounts for vitamins and minerals (or at least obtain 70% of the DRI) tomaintain overall health. It is however beyond the scope of this reading to discussall the vitamins in detail; however, this table provides a list of the major vitamins andminerals. Including common sources as well as concerns with consuming too muchor too little: 187 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.

Tables 7a and 7b. Vitamins and Minerals VITAMINSRequirement Function Deficiency Toxicity Examples of (Adult) Food SourcesThiamin Needed for Weakness, Not identified Fortified breads(Vit B1): carbohydrate fatigue, and cereals,1.2 mg/day for and protein psychosis, whole grains, leanmales; metabolism and nerve damage meats, (e.g. pork),1.1 mg/day for functions of the fish, soybeansfemales heart, muscles, and nervous systemRiboflavin Lean meat, eggs,(Vit B2): nuts, green leafy1.3 mg/day for vegetables, milkmales; and milk-based1.1 mg/day for products, fortifiedfemales cereals DEPED COPYNeeded for energyFatigue, soreNot identified production and throat, and red blood cell swollen tongue production (all rare)Niacin Needed for energy Pellagra Liver Poultry, dairy(Vit B3): production and (symptoms damage, products, fish,16 mg/day for health of the include peptic ulcers, lean meats, nuts,males; digestive system, diarrhea, skin rashes, eggs14 mg/day for skin, and nerves dementia, and skin flushingfemales dermatitis)Pantothenic Needed for energy Typically no Diarrhea Eggs, fish, milkAcid (rare) and milk products,(Vit B5): production toxicity lean beef, legumes, brocolli5 mg/dayBiotin: Needed for energy Typically no Diarrhea Eggs, fish, milk30 μg/day (rare) and milk products, production toxicity lean beef, legumes, brocolliVit B6: Needed for protein Dermatitis, Neurological Beans, nuts,1.3 mg/day for metabolism, sore tongue, disorders legumes, eggs,ages 19-51; immune and depression, and meats, fish, whole1.7 mg/day nervous system confusion numbness grains, fortifiedfor males and functions cereals and1.5 mg/day for breadsfemales age51 above;Folate: Needed for cellular Diarrhea, Not identified Beans, legumes,400 μg/day growth, replication, fatigue, sore citrus fruits, whole regulation, and tongue, poor grains, dark green maintenance growth leafy vegetables, poultry and shellfish 188 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.

Requirement Function Deficiency Toxicity Examples of (Adult) Food SourcesVit B12: Needed in Anemia, Not identified Eggs, meat,2.4 μg/day red blood cell numbness, poultry, shellfish, formation, weakness, loss milk and milk neurological of balance products function, role with metabolismVit C: Needed for Dry, splitting Gastro- Citrus fruits,90 mg/day for its antioxidant hair, gingivitis, intestinal red and greenmales; properties, iron dry skin, disturbances peppers,75 mg/day for absorption, depressed (cramps and tomatoes,females and role with immune diarrhea) broccoli, greens connective tissues function, slow (skin, bones, and healing of cartilage) woundDEPED COPYVit A: Important role Night Toxic at Eggs, cheese,900 μg/day for in vision as well blindness, higher milk, liver, kidneymales; as healthy teeth, decreased doses, birth (also, beta700 μg/day for bones, and skin immune defects carotene, whichfemales function can be turned into a form of Vit A, is found in orange and dark green vegetables)Vit D: Needed for Osteoporosis Kidney Skin exposure5 μg/day for calcium absorption stones and to sunlight, fish,ages 19-50; and for bone calcium fortified milk10 μg/day for growth and deposits inages 51-70; remodelling heart and15 μg/day for lungsages 71 andabove; Needed for Deficiency is Increased Wheat germ, nuts, its antioxidant rare risk of death seeds, vegetableVit E: properties and at higher oils15 mg/day important role in doses (400 immune function IU or higher)Vit K:120 μg/day Major role in blood Excessive Green vegetables,for males; 90 clotting bleeding due Not identified dark coloredμg/day for to clottingfemales impairment, berries more likely to bruise 189 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.

Requirement Function MINERALS Toxicity Examples of (Adult) Deficiency Food SourcesCalcium: 1000 Needed for bone Numbness, High amounts Milk, cheese,mg/day for growth and muscle cramps, for a long yogurt, green;ages 18-50 maintenance, convulsions, time can leafy vegetables1200 mg/day muscular lethargy, cause risk offor ages 51 contractions, abnormal heart kidney stonesand above cardiovascular rhythms, low and nervous bone mineral system functions, density hormone and enzyme secretion DEPED COPYIron: 8 mg/ Major role in Iron deficiency Fatigue, Dried beans,day for males; oxygen transports anemia, lack dizziness, eggs, liver,18 mg/day in the blood of energy, nausea, lean red meat,for females headache, vomiting, oysters, salmon,ages 19-50; dizziness, weight loss, whole grain8 mg/day for weight loss shortness offemales ages breath51 and above Major role in Slow growth, Vomiting, Beef, pork,Zinc: 11 mg/ energy production, impaired abdominal lamb, peanuts,day for males; immune function, immune cramps, peanut butter,8 mg/day for and healing of function, hair diarrhea, and legumesfemales wound loss, delayed headaches healing of can occur wounds, with large problems with amount of sense of taste supplements and smellChromium: Enhances the Impaired Not identified Beer, liver,30-35 μg/day function of insulin glucose from dietary eggs, chicken,for males; 20- and involved with tolerance sources bananas,25 μg/day for metabolism of fat spinach, apples,females (lower and carbohydrates green peppersamount forage 51 andabove)Magnesium: Major role in Muscle No set upper Dark green leafy400-410 mg/ proper muscle and weakness, limits for vegetables,day for males; nerve function sleepiness (all dietary intake nuts, whole310-320 rare) grains, soymg/day for productsfemales (loweramounts forages 19=30) 190 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.

Requirement Function Deficiency Toxicity Examples of (Adult) Food SourcesSelenium: 55 Helps with Joint/bone Selenosis Vegetables, fish,μg/day antioxidant disease, mental (gastro- shellfish, grains, function to prevent retardation (all intestinal eggs, chicken, cellular damage rare) upsets, hair liver loss, fatigue, irritability, some nerve damage) (rare)Copper: 900DEPED COPYRole in the Anemia, Poisonous Organ meats,μg/day formulation of red osteoporosis in large (kidneys, liver), blood cells as well amounts oysters and as healthy blood other shellfish, vessels, nerves, whole grains, immune system, beans, nuts, and bones potatoes, dark leafy greensIodine: 150 Major role in Goiter or Reduced Iodized salt,μg/day metabolism of hypothyroidism functioning seafood (e. g. cells and in normal of the thyroid cod, sea bass), thyroid function gland (rare) kelpPhosphorus: Major role in Rare (available Deposits in Milk and milk700 mg/day the formulation widely in the muscle (rare) products of bones and food supply) teeth, also involved in the utilization of fats, carbohydrates and protein for growth and maintenance of cells, and for energy productionRequirements vary for different ages and status (e. g. lactation, pregnancy). For more information onspecific requirements, see http://fnic.nal.usda.gov and then find the DRI under “Topics A-Z” on thetop navigation barSources: U. S. Department of Health and Human Services and National Institute of Health, U.S. National Library of Medicine, 2010, and institute of Medicine, National Academy of Science,1997, 1998, 2000, 2005 and 2011 191 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 Water Water is a required nutrient for all human beings. Water is important for hydration, however, it may be valuable for disease prevention as well. For example, researchers have found a relationship between water intake and reduction of gallstones and kidney stones as well as between water intake and colon cancer. Similarly, maintaining a sufficient intake of water while flying may help reduce the risk of blood clots. With respect to physical activity, water is important for hydration. When you are active, you need to remain in a euhydrated (balanced) estate. The DRI (Daily Recommended Intake) of water is 2.7 liters (90 oz.) per day for women and 3.7 liters (125 oz.) for men. Water balance means that you are replacing the fluid you lose through sweating and urine production. Hydration does not just occur from drinking water. Water can be gained from food, which makes up about 20% of total water intake, and as well as other beverages. Thus, although water is an excellent source of fluid, other beverages, such as tea, milk, coffee and 100% juice, can also fulfill your fluid needs. Sweating during exercise is one way in which the body tries to cool you. Sweat is composed of water as well as other substances such as electrolytes (sodium, potassium, and chloride). The amount of electrolytes in sweat varies among people depending on sweat rate, fitness level, electrolyte intake, as well as temperature of the skin after prolonged sweating. Replacement of sodium lost in sweat is not an issue for most people, considering that, in general, Americans including Filipinos consume far more salt than their bodies need. Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011, pp. 61-76 Managing Your Weight Establishing or maintaining a healthy body weight requires an understanding of how the body uses food to provide energy. In addition, when weight loss is desired, a plan of action is needed for long-term success. Energy Balance Understanding the concept of energy balance (EB) is critical if you want to understand how body weight is regulated in human beings. EB in its simplest form simply compares the amount of energy consumed as food with the amount of energy expended through the combination of resting metabolism, activities of daily living, and voluntary physical exercise. The three possible states of EB are positive, negative and neutral. Positive EB occurs when you consume more energy (calories) than you expend, resulting in weight gain. Negative EB occurs when you expend more calories than you consume, resulting in weight loss. Neutral EB occurs when the amount of calories you consume equals the amount that you expend. Estimating Calorie Needs Probably the first question that comes to mind when contemplating your own body weight is How many calories do I need? There are sophisticated laboratory 192 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.

techniques to estimate this, but these tests are not practical for most people. Table 4of this module includes one simple method of estimating needed calories based onbody weight and activity level. An alternative method devised by the U. S. Departmentof Agriculture (USDA) estimates energy needs based on sex, age and activity level.Refer to the table below:Table 8. Estimated Calorie Needs Based on Sex, Age and Activity Level of Adolescents MALES FEMALES Activity Level** Activity Level**Age Moderately Age Moderately Sedentary Active Active Sedentary Active Active12 1800 2200 2400 12 1600 2000 220013 2000 2200 2600 13 1600 2000 220014 2000 2400 2800 14 1800 2000 240015 2200 2600 3000 15 1800 2000 2400DEPED COPY16 2400 2800 3200 16 1800 2000 240017 2400 2800 3200 17 1800 2000 240018 2400 2800 3200 18 1800 2000 240019-20 2600 2800 3000 19-20 2000 2000 240021-25 2400 2800 3000 21-25 2000 2000 2400Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from theInstitute of Medicine and Dietary Reference Intakes Macronutrients Report, 2002**Activity Level DescriptionSedentary less than 30 minutes a day of moderate physical activity in addition to daily activities;Moderately Active at least 30 minutes up to 60 minutes a day of moderate physical activity in addition to daily activitiesActive 60 minutes a day of moderately physical activity in addition to daily activitiesReprinted from U. S. Department of AgricultureReference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., AmericanCollege of Sports Medicine, 2011, pp. 268-272Processing Questions: After having a comprehensive reading on nutrition, questions are prepared foryou to answer. Copy the questions and write your answers in your activity notebook.1. What are the factors that contribute to any of the following which you may have experienced when you did your cheerdance routine? Choose one from the five (5) given experiences below and give your assumptions: • Dizziness • Heart rate reaching beyond the THR range • Difficulty in executing the cheerdance combinations • Inability to cope up with the intensity of the cheerdance routine • Cannot carry own weight or swiftly execute the combinations in the cheerdance routine2. How can the information gathered on nutrition, through the given reading, help you perform better in your cheerdance activities?3. If you were to choose among sedentary, moderately active or active lifestyle, 193 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.

which would you prefer? Why? 4. Considering cheer dancing activity as a vigorous physical activity, your daily physical activities, and your nutritional/caloric needs for such activities, come up with a personal weight management plan. You may use the suggested template below as your guide.Template on My Personal Weight Management Plan My Personal Weight Management PlanName:Weight: Height:BMI: Classification:Objective: Weight Gain ( ) Weight Loss ( ) DEPED COPYTarget Weight: Target No. Of Weeks:Physical No. of Calories Foods to Calories RemarksActivity Minutes/ Expended be Taken to be con- (Positive, Nega- in (Include Day (Used) source: car- sumed tive, Neutral bohydrates, or Taken in Energy Balance proteins, or or EB) fats)1.2.3.4.5.Activity 4: Health Cheer: Go, Fight, Win!I. Objectives: At the end of the activity, they will be able to: • perform a cheerdance routine with mastery and synchrony, completeness, difficulty (intensity level) and teamwork; • maintain a healthy and fit lifestyle through cheerdancing; and • appreciate the value of proper nutrition to the efficient and effective performance of cheerdances.II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • cheerdance music • music player and speaker • HR log (activity notebook)III. Procedure: 1. Perform a 10-15 minute syllabised warm-up exercises. As introduced in Activity 1 of Part 2 of your lessons. 194 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. With the same groups, you will be given 20 minutes to prepare your competitive cheerdance routines. You can make use of your own dance mixes which should last for a maximum of 2 minutes. You will have a competition within the class. Your performance will be assessed through these criteria: completeness (gymnastics, contemporary-hip hop and contemporary dance elements, and cheers), mastery and synchrony, difficulty (in terms of intensity) and teamwork.3. Group presentations RUBRIC FOR ASSESSMENT Completeness Mastery Intensity Teamwork 4 All elements With no mistakes High level of All groupmates(Advanced) are presentDEPED COPY committed intensity routine are cooperating 3 Only three With two to Moderate level One to two(Approaching elements are three mistakes of intensity members are not Proficiency) present committed Light level of cooperating 2 intensity (Proficient) Only two With four to Three to four elements are five mistakes Inconsistent members are not with the level of present committed intensity due to cooperation non-mastery of 1 Only one or no With 6 or 5 and more(Developing) element was more mistakes routine members are not present committed cooperating PART III. WHAT TO REFLECT and UNDERSTAND In this part of your lesson, you will go deeper and further in terms of the demonstration of your understanding of the benefits of cheer and contemporary dancing to you and society. You will be given opportunities to reflect more on the relevance of cheerdance and contemporary dance to your fitness and well-being. Activities will be provided for you to integrate your learning on weight management, lifestyle diseases and fitness benefits of cheerdance and contemporary dance, which in turn will be beneficial for others as you initiate activities to influence society. Activity 1: Cheer ‘Em Up I. Objectives: At the end of the activity, they will be able to: • employ the parts of contemporary dancing which include the beginning, middle and end (storyline) in creating your cheerdance routines; • create a combination of cheers and yells to be performed with the cheerdance routine with the intention of motivating others to engage in 195 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 cheerdancing activities; • perform a cheerdance routine with mastery and synchrony, completeness of the routine, difficulty (intensity level), and teamwork; and • maintain a healthy and fit lifestyle through cheer and contemporary dancing.II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • cheerdance dance music • music player and speaker • HR log (activity notebook)III. Procedure: Give the learners the following instructions: 1. Do a 10-15 minute syllabised warm-up exercises as introduced in Activity 1 of Part 2 of your lessons. 2. With same groups, you will be given 20 minutes to refine your original cheerdance routine by integrating a storyline or developmental treatment to it and using contemporary dance steps (improvisational steps). Refer to the readings included in the APPENDIX D relative to dance, its elements and the two primary approaches in creating a dance piece. 3. Dance presentations should have a beginning, middle and end. You can make use of your own dance mixes which should last for a maximum of 3 minutes. Your performance will be assessed through these criteria: mastery and synchrony, completeness of the routine, difficulty (intensity level), and teamwork. 4. It is a requirement that in any part of your routine, a combination of 2 to 3 lines of cheers and yells should be performed. Content of such cheers and yells should focus on cheering or convincing others, especially those with sedentary lifestyle, to engage in cheerdancing activities to adopt and maintain healthy living. Refrain from using foul and offending words in your yells and cheers. 5. Present you work to the class.Activity 2: Video Documentary ExhibitionI. Objectives: At the end of the activity, they will be able to: • perform a cheerdance routine with mastery and synchrony, completeness of the routine, difficulty (intensity level), and teamwork; • create a video documentary of the conduct of the lessons in cheerdancing and contemporary dancing with emphasis on the promotion of a fit and 196 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 healthy living; • maintain a fit, healthy lifestyle through cheerdancing; and • influence others’ judgement regarding the benefits derived from engaging in cheerdancing activities. II. Materials/Equipment: • videocamera/digicam • computer/laptop by group with video editing software • LCD projector • any upbeat music for warm-up • cheerdance dance music • music player and speaker • HR log (activity notebook) III. Procedure: Give the following instructions to the learners: 1. Do a 10-15 minute syllabised warm-up exercises. As introduced in Activity 1 of Part 2 of your lessons. 2. Meet with your group. Assign groupmates to these sub-groups: Group A those with knowledge and skills in videography; Group B those with knowledge and skills in videoeditting; and Group C those with skills in broadcasting/public speaking. 3. With the same groups, one after the other, you will be asked to perform your cheerdance routine with the integrated contemporary dance elements and treatment. Draw lots to determine the sequence of presentation. The same criteria for assessment will be used in this activity. 4. Those assigned to cover the whole session from the beginning until the end will do their job. Those with skills in broadcasting or public speaking will then come up with a script to guide the video coverage and the documentation proceedings. After all performances are done, those assigned to video-edit these activities covered will proceed with refine the video documentary and employ other applications to emphasize the objective of the activity, that is, to influence the viewer of the video documentary to engage in cheerdancing activities to maintain a fit and healthy lifestyle. 5. You are encouraged to employ other styles of presentation and coverage. You are as if featuring a scoop, a very important story for others to watch and learn from. 6. Are you ready? If so, let’s do this! You will be given 40 minutes to do this. 7. Present the video documentary to the class. 197 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 Part IV: WHAT TO TRANSFER In this phase, you will be challenged to apply the things you have learned about the lesson into another context. Your understanding of the lesson will be measured by your ability to provide tangible results of your learning.Activity 1: PROMOTIONAL AD (for cheerdance and its benefits)I. Objectives: At the end of the activity, they will be able to: • design a multi-media advertisement promoting the cheerdance festival to the whole school and community; • promote cheerdancing as an excellent means of achieving fitness by actually airing the designed ad; and • influence the school and immediate community’s participation to cheerdancing as an effective and efficient means to achieve fitness and wellness.II. Materials/Equipment: • computer/laptop • LCD projector • HR log (activity notebook) • Tarpaulins and other print ads, video advertisements, and/or audio advertisementsIII. Procedure: 1. Let the learners warm-up exercises as introduced in Activity 1 of Part 2 of your lessons. 2. Divide your class into three groups. Grouping may be according to expertise in advertising (print ad, video-editting, movie-making, social media, wall painting (mural), etc.) 3. Let them come up with an advertisement promoting cheerdancing as an excellent means of achieve fitness and wellness and invite everyone to come and watch the upcoming cheerdance festival to be initiated by all classes in your curriculum year level. 4. Your output will be rated according to these criteria: creativity, effectiveness, relevance. 198 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.

RUBRIC FOR ASSESSMENT Creativity Effectiveness Relevance Teamwork 4 4 or more Increased Group cheerdance All members (Advanced) multimedia awareness of routine, benefits collaborated programs the whole locality of cheerdancing, with the group 3 were with benefits of effects of physical(Approaching excellently cheerdancing to inactivity and Proficiency) employed fitness and well- campaign being strategies are 2 evident (Proficient) 2 multimedia Increased Cheerdance Most 1 programs awareness of routine, and members(Developing) were the whole class benefits of collaborated satisfactorily with benefits of cheerdancing are with the group employed cheerdancing to evident fitness and well- beingDEPED COPY 3 multimedia Increased Group cheerdance Almost all programs awareness routine, benefits members were of the school of cheerdancing, collaborated excellently with benefits of and effects of with the group employed cheerdancing to physical inactivity fitness and well- and are evident being Only one Increased Only the 3 or more multimedia awareness of cheerdance members of program was the group with routine is the group satisfactorily benefits of shown on the did not employed cheerdancing to presentation collaborate fitness and well- beingActivity 2: Cheerdance FestivalI. Objectives: At the end of the activity, they will be able to: • conduct a cheerdance festival; • promote cheerdancing as a means to dance a fit and healthy lifestyle; • perform a cheerdance routine with mastery and synchrony, completeness of the routine, difficulty (intensity level); and • maintain a healthy and fit lifestyle through cheerdancing.II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • cheerdance dance music • music player and speaker • HR log (activity notebook) 199 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. Procedure: Give the following instructions to the learners: 1. Do a 10-15 minute syllabised warm-up exercises. The one introduced in Activity 1 of Part 2 of your lessons. 2. In the previous sessions, you were asked to perform your routines by group within your class. This time, you will work together as a class, as one single group. Combine all the best parts of your respective routines; that include your dance steps (classical, contemporary and hip hop), gymnastic skills, cheers and yells, and also your choreography. 3. You will be performing your output in the cheerdance festival to be participated in by all other classes in your curriculum year. 4. For purposes of uniformity, though it has no bearing in the judgement, you may assign a common outfit, cheerdance attire or costume with all of your classmates, to emphasize synchrony and visual artistry. 5. The same criteria will be used in assessing your performances in this activity. 6. The three best routines will be documented and uploaded over YouTube and/or Facebook to promote the value of cheerdancing in enhancing one’s fitness and wellness. 7. Sounds exciting? Let’s go! Let’s fight, and win this game!DEPED COPY RUBRIC FOR ASSESSMENT Completeness Mastery Intensity Teamwork 4 All elements No mistake High level All(Advanced) are present committed of intensity groupmates cooperate routine 3 Only three With two Moderate One to two(Approaching elements are to three level of in- members did Proficiency) mistakes not cooperate present committed tensity 2 Only two With four Light level of Three to four (Proficient) elements are to five intensity members did not cooperate 1 present mistakes(Developing) committed Incosistent 5 and more Only one or no with the level members did element was With 6 not cooperate or more of intensi- present mistakes ty due to committed non-mastery of routine 200 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: Fitness AssessmentI. Objectives: At the end of the activity, you will be able to: • gather data on your HR (Heart Rate) for the past days of engagement in cheerdance and contemporary dance activities; • interpret results of your HR based on your own HR Log; and • reflect on the advantagers of cheerdance and contemporary dance participation to one’s fitness.II. Materials: • HR log • activity notebookIII. Procedure: 1. Reflect on the data you have entered in your HR log for the past days of your lesson. 2. Write a one-paragraph essay that represents the result of you HR and RPE, and explain your findings about your fitness condition now that you have been through all the activities provided under your lessons in cheerdance and contemporary dance. 3. This will be rated based on these criteria: completeness and correctness of data, right interpretation of the data gathered, and intensity of exercise which may be a factor for better fitness.DEPED COPY RUBRIC FOR ASSESSMENT Complete- Right Training/Exercise ness Interpretation Intensity 4 All data All interpretations All 11 class warm-ups(Advanced) needed are of the HR and physical activities generated/ obtained a available gathered in terms vigorous intensity level of intensity are based on the HR Log correct 3 1 to 2 data are 1 to 2 Only 8 to 10 class warm-(Approaching missing interpretations of ups and physical activities Proficiency) the HR gathered in terms of intensity generated/ obtained a are not correct vigorous intensity level based on the HR Log 2 3 to 4 data are 3 to 4 Only 5 to 7 class warm-(Proficient) missing interpretations of ups and physical activities the HR gathered in terms of intensity generated/ obtained a are not correct vigorous intensity level based on the HR Log 1 5 or more data 5 or more Only 1 to 4 class warm-(Developing) are missing interpretations of ups and physical activities the HR gathered in terms of intensity generated/obtained a vigorous intensity level are not correct based on the HR Log 201 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 COPYSUMMARY There is much to enjoy in life. Maximize your enjoyment by staying fit andhealthy. It is a basic need to maintain our health so that all other things will fall intoplace and will happen the way they should. Now that you have already learned therudiments of managing your weight, watching your diet and keeping your body fitthrough cheerdance and contemporary dance, it’s not too early nor too late for you tostart. The best time to be healthy is now. There is more to dancing than just movement and rhythm. Being fit and healthyas a result of this active recreational activity are just bonus points. As you makedancing a habit, you will find out that, as time goes on, you tend to be more sociable,and more confident yet disciplined, more beautiful inside and out, and find yourself anessential organ working in a system. Just like any other sport or endeavour for thatreason, dancing develops a sense of community and teamwork. Influencing your family, community and society, in general, to actively engagethemselves in cheerdance and contemporary dance is never an easy task. It requiresa great deal of commitment to oneself if you intend to be a model of good healthand fitness to others. It is only through serving as a model worthy of emulation thatothers will be motivated to follow and do the same. If they will see the positive effectof dancing on your body, lifestyle, and health, then, without doubt, people around youwill want to dance themselves out too. If your goal is to influence society to be fitand healthy, then you should “take care of the minutes and the hours will take care ofthemselves.” 202 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.

SUMMATIVE ASSESSMENTTEST I: MULTIPLE CHOICE. Read each question carefully. Choose only the letterof the best answer and write it in the corresponding number in your activity notebook.1. How much of our calorie intake should come from our total carbohydrateconsumption?a. 10% to 15% c. 45% to 65%b. 20% to 35% d. 50% to 70%2. Our body is like a machine which needs fuel in order to function. This role isplayed by the calories or energy we take in. Which of the following is NOT asource of calories?a. carbohydrates c. proteinsb. fats d. vitamins and minerals3. If your goal is to lose weight, which of the following states of EB (EnergyDEPED COPYBalance) shall be implemented in your fitness regimen?a. negative EB c. positive EBb. neutral EB d. all of the above4. Which of the following best describes your lifestyle if you consume 60 minutesfor your moderate physical activity in addition to daily activities?a. active c. sedentaryb. moderately active d. very active5. Having an active lifestyle through recreational activities such as cheerdanceand contemporary dance can be beneficial to your health. Which of thefollowing diseases can be prevented if you have an active lifestyle?a. diabetes c. obesityb. heart diseases d. all of the aboveTEST II: ONE-PARAGRAPH ESSAY. Choose any of these topics and discuss it in 1paragraph. Write your essay in your activity notebook. • How to lose weight and maintain an active lifestyle • How to gain weight and maintain an active lifestyle • How to maintain weight and have an active lifestyle • How can knowledge in exercise intensity, nutrition, first aid and weight management contribute to a better cheerdancing activityTEST III: GRAPHIC ORGANIZER. Using the illustration below come up with at least five(5) ideas you can remember about the effects of one’s engagement in cheerdancing: Fitness: First Aid:CHEERDANCE Weight Management: 203 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 APPENDIX AREADINGS:THE NUTRITIONAL SIDE OF CHEERDANCE AND CONTEMPORARY DANCINGNutrition and Weight When you consume basically the same number of calories as you expend, yourbody weight remains relatively stable. If you want to gain weight, you must manipulatethis balance between calories consumed and calories expended.Gaining Weight Some people have a difficult time gaining weight. This can be a result of ahigher-than-normal basal metabolic rate or higher physical activity level. When weightgain is a goal, the focus is on gaining muscle and not fat weight. To do this in a healthyway, you should consume more meals with healthy snacks. For example, in additionto three main meals, consume three snacks per day. Consuming about an additional300 to 500 calories per day would result in about a 1 pound (0.45 kg) per week weightgain. Healthy snacks include yogurt, peanut butter and jelly sandwiches, cereal withmilk, fruit smoothies, and turkey sandwiches. It is also important to continue to exerciseto ensure that the weight gain is mostly muscle. In particular, resistance training willbe an important factor for building muscle. Although it will take some time, the slowerthe weight gain, the more likely it will be to be muscle gain not fat or water gain.Losing weight Weight loss is a more common goal than weight gain. Losing weight involves anegative energy balance. This can be achieved by increasing exercise and decreasingcaloric intake.Determining Calorie Needs What is a Calorie? A calorie is defined as the heat required to raise the temperature of 1 gram of water by 1 degree Celcius. Because this is a relatively small amount, scientists use larger unit Calories (uppercase C), also called a kilocalorie (abbreviated kcal.). The Calorie or kilocalorie, is 1,000 calories. Total Energy Expenditure (TEE) is the total number of calories your body needs ona daily basis and is determined by the following: • Your basal metabolic rate (BMR) • The thermic effect of food (also known as dietary-induced thermogenesis) • The thermic effect of your physical activityBasal Metabolic Rate (BMR) Basal Metabolic Rate is defined as the energy required to maintain a body atrest (e. g. breathing, circulation). To precisely determine your BMR, you would needto fast from 8 to 12 hours and then undergo a laboratory test in which you sit quietlyfor about 30 minutes while the air you exhale is analyzed. This determines how manycalories you are burning while at rest. The Basal metabolic rate is 60% to 75% of the 204 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.

total energy expenditure. Typically, the larger and more muscular the person is, thehigher the BMR is.The Thermic Effect of Food The thermic effect of food is the energy required to digest and absorb food.The thermic effect is measured in a similar way as BMR, although the measurementtime is usually about four hours after you consume a meal. The thermic effect of foodis 10% to 15% of your total energy expenditure.The Thermic Effect of Physical Activity The thermic effect of activity is the amount of energy required for physicalactivity. It can be measured in a laboratory when you exercise on a stationary bikeor treadmill. The thermic effect of the activity is the most variable of the three majorcomponents of total energy expenditure because it can be as low as 15% for sedentarypeople and as high as 80% for athletes who train six to eight hours per day. One other component of total energy expenditure that plays a role is non-exercise activity thermogenesis (NEAT), which is energy expended in unplannedphysical activity. This can include taking the stairs instead of the elevator, sitting ona balance ball at your desk, parking farther from your destination in a parking lot,fidgeting, and other calorie-burning activities.DEPED COPYMaximizing Food Consumption Consuming an appropriate number of calories and food from various categoriesresults in optimal nutrition. The table below shows an age-specific daily calorie andserving size recommendation for grains, fruits, vegetables, and milk and dairy itemsfor both boys and girls. Note that the calorie recommendations in the table are for aninactive child; about 200 calories would need to be added for a moderately active childand 200 to 400 calories per day for a very physically active child. Daily Estimated Calories and Recommended Servings for Adolescents Food 9-13 Years 14-18 YearsCalories 1800 kcal for males; 2200 kcal for males; 1600 kcal for females 1800 kcal for femalesFat 25% - 35% kcal 25% - 35% kcalMilk/Dairy 3 cups 3 cupsLean Meat/Beans 5 oz 6 oz for males; 5 oz for femalesFruits 1.5 cups 2 cups for males; 2.5 cups for femalesVegetables 2.5 cups for males; 3 cups for males; 2 cups for females 2.5 cups for femalesGrains 6 oz for males; 7 oz for males; 5 oz for females 6 oz for femalesReference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011, pp. 190 205 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.

APPENDIX BILLUSTRATION OF TUMBLING SKILLSForward RollDEPED COPY Backward Roll Cartwheel Aerial CartwheelForward Handspring Back Handspring Back Tuck 206 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.

APPENDIX C: Hand Movements and Positions in CheerdanceBEGINNING STANCE CHEER STANCE CLASP CLAP HIGH VFeet together, hands Feet more than shoulder Hands clasped, at the Hands in blades, at the Arms extended up down by the side in width apart, hands down forming a “V”, relax chin, elbows in chin, elbows in blades by the side in blades the shoulders LOW VDEPED COPY TOUCHDOWN LOW TOUCHDOWN SIDE LUNGE FRONT LUNGEArms extended down Arms extended straight Arms extended straight Lead leg bent with the Lead leg bent with the and parallel to each other, down and parallel to each knee over the ankle, knee over the ankle, forming a “V” back leg straight, feet back leg straight, feet fist facing in other, fist facing in perpendicular to each perpendicular to each other other BOW AND ARROW OVERHEAD CLASP TABLETOP LOW CLASP PUNCHOne arm extended to side Arms are straight, above Arms bent at elbow, fists Arms extended straight One arm extended the head in a clasp and down, in a clasp and straight up, one arm with other arm bent at slightly in front of the face in front of shoulders slightly in front of the bodyelbow in a half “T” motion on hip, in a fist L MOTION DIAGONAL T MOTION HALF TOne arm extended to One arm extended in a Both arms extended straight Both arms parallel to thethe side with other arm high “V” and the other out to the side and parallel ground and bent at the extended in a punch arm extended in a low elbows, fists into shouldersmotion, (Left L shown) to the ground, relax the “V” (Right Diagonal shoulders shown) 207 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 APPENDIX DREADINGS: DANCE AND ITS ELEMENTSDance A profound solitary artistic and creative endeavor that requires introspection,philosophical analysis and complex conceptualization.I. Classifications Of Dance A. Interpretative Dance Dances that are meant to be interpreted for performances and staging. Dance literatures and signature basic steps are already inherent to these dances which serve as identifying steps to the dance. Such dances include folk dance, ballroom dance, and ballet. B. Creative Dance Dances that are created out of two approaches, the elemental approach and creative approach. These dances are highly improvisational in nature considering the different elements necessary in the creation of dance. Dances that fall under this classification include modern-contemporary dance, jazz, pop and hip-hop (b-boying).II. Elemental Approach in the Creation of Dance A. Elements of Dance: 1. Space a. Floor Pattern - Patterns created by the body as it moves through space examples of which include lines, letters, shapes or polygons, and other non-geometric patterns. b. Direction - The course or way in which movement is directed with reference to the frontal plane of the body. Examples include forward, backward, sideward, diagonally sideward and upward. c. Focus - Point of attention by either the performer or the audience. It may be a personal focus or general focus. Personal focus is the point of attention by the performer while performing, while general focus is the point of attention that the performer draws the audience to. d. Dimension - How performers appear with reference to the audience’s view. The nearer the performer, the bigger he would appear; the farther the performer, the smaller he would appear. Dimension has something to do with perspective. e. Balance - It may be static or dynamic in nature. Static balance is balance at rest, while dynamic balance is balance in motion. f. Levels - They are classified as low, middle and high with the lowest level the basis of middle and high levels. g. Mass and Volume - This is dictated by the number of bodies performing through space. There are dances or parts of the dance performance that require more dancers while some require less or few. h. Contours and Shapes - Shapes and forms created by the body or bodies as they move through space. 208 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. Time Dance is both a space and time art because it makes use of space andspends time as movements are executed. Once time passes and movementsare executed, it may or may not be the same when done again. That’s why liveperformances of dances are preferred to maximize its artistic and aestheticvalues, which are put on full display when performed live. Time in dancedictates and determines its speed or length, its mood, and the energy requiredin its performance. Time in dance is represented by music specifically, and ispredominantly influenced by rhythm, tempo, dynamics and melody. Rhythmguides the movement count, tempo dictates the speed of movement, anddynamics and melody speak of the mood of movement.3. Energy Pertains to the amount of effort exerted in the performance of dance ordance movements and combinations. Energy in dance makes the differencein terms of the intensity of movement. Two dancers might be executing samemovement, but differ in the manner of execution and level of energy exerted.DEPED COPYB. With reference to the amount of energy used in the performance of movement:1. pendular: swinging, swaying2. percussive: strong, big, abrupt, and striking movements3. vibratory: series of rapid and quickly executed small percussive movements4. sustained: movement with no preparation, beginning, and unnoticeable endC. With reference to the application of energy in the performance of movement: 1. Locomotor Movement -- allows one to move from one point to another a. Walk Series of steps executed by both of your feet alternately in any direction. In executing a walk, observe that there is this moment when both feet are in contact with the ground while one foot supports the weight and transfers it to the other.b. Run Series of walks executed quickly in any direction wherein only one foot stays on the ground while the other is off the ground.c. Jump This movement is simply described by having both feet lose contact with the ground. There are five ways to do it: • Take off from one foot and land on the same; • Take off from one foot and land on the other; • Take off from one foot and land on both feet; • Take off from both feet and land on one foot; and • Take off from both feet and land on both. 209 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. Non-Locomotor Movement These are movements that are performed in one point in space without transferring to another point. They do not allow you to move from one place to the other. These movements include: a. Flexion It is the act of decreasing the angle of a joint. Another term for flexion is to bend. If you bend a joint, like your elbow or knee, you are performing flexion. b. Extension This is the opposite of flexion. You are extending if you are increasing the angle of a joint. Stretching is another word for extension. c. Contraction A muscle movement done when it shortens, narrows and tightens using sufficient amount of energy in the execution. d. Release A muscle movement opposite to contraction done when it lets go or lets loose from being held in a shortening movement. e. Collapse To deliberately drop the exertion of energy in a body segment. f. Recover The opposite of collapse. This is to regain the energy exerted in a body segment. g. Rotation To rotate is to move a body segment to form a circle. It is not only limited to circumduction which is done in ball and socket joints. Rotation can also be done in the neck, wrists, waist, knees and ankles. h. Twist To move a body segment from an axis halfway front or back or quarter to the right or left as in the twisting of the neck allowing the head to face right or left and the like. i. Pivot To change the position of the feet or any body part that carries the body’s weight allowing the body to face in a less than 360 degrees turn. j. Turn To move in a turning movement with a base of support, usually a pointed foot, the other raised, while equilibrium is maintained until the completion of the turn.III. Improvisation The art of creating movements that the body is not familiar with. It isexploring potential movements which can later be refined and transformed into dancemovements. This process is the key to combining the different elements discussedto create a masterpiece. Improvisation is the act of improvising and which meanscreating something new, something different and something unusual and non-habitual. 210 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. Technique and Technique Development Technique is the exceptional way of performing or executing a certainimprovised movement so that the body will adapt to it and later as it adapts, will beexecuted automatically and effortlessly. This is done by repeatedly doing movementsthat the body is unfamiliar with until mastery is achieved.A. Lengthening Techniques: These techniques may be used to answer the problem of having difficultiesin coming up with dance combinations and movements. There are many others butthese are some of the most effective techniques used by experienced dance artistsand choreographers: Mirroring imitating the movements done by a dancer in face to face formation. To mirror is to do the movements done by a performer with his/her right and imitated with the left by the one mirroring it.DEPED COPYSuccession to repeat same sequence of movement or movement combinations after every count, two, three or even four, depending on the need to repeat the movement.Counterpoint the levels of movement or energy application in the execution of movement. To recall, there are three levels of movement, low, middle and high. In terms of energy application to movement, we have sustained or smooth flowing movements, pendular or swinging movement, percussive or strong striking movements, and vibratory or small and fast percussive movements. In doing a counterpoint technique, opposites are considered. Part of the dancers may do high movements, while the rest do low movements; some may do smooth flowing movements while the rest may perform percussive movements.Retrograde Repeating a movement sequence from the end to the beginning.Theme and Each movement combination has a common movement that is variation seen in a succession of movement combinations. That movement common to all is called the theme added with a little variation for it to appear different from the rest. Seamless commonality among the combinations put together is achieved using this technique.Unison This technique is the most commonly used in lengthening a dance movement. All movement combinations are done simultaneously by all dancers. Canon This technique is somewhat similar with that of the succession but differ in ending. In succession, groups of dancers performing same movement sequence, end up successively while in canon, all groups performing the same sequenceof movements will all arrive at a common movement and end up at the same time. 211 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.

V. Creative Approach in the Creation Of Dance This approach is used in creating a storyline of the whole dance performanceand experience. It is the finishing touch in polishing a dance creation. It involves thefollowing elements: 1. need The very reason why the dance needs to be done. It might come in the form of tangible or intangible (idea) object that represents the whole idea of the dance presentation. For example, the need for peace or the need to get out of poverty. 2. seed An idea, tangible or intangible, that may represent the need. For instance, the need for peace is represented by a cross. The cross stands as the seed of the dance presentation and can be represented in any way in any form as the dance preparations progress. 3. picture This represents the whole concept of the dance presentation; it may answer the need for peace, for example, on why is it represented by a cross. The whole picture speaks of the whole concept of the dance. 4. developmental treatment This represents a draft of how the dance presentation should progress and develop, how should it start, build up and end. It may follow a free form wherein it does not necessarily require a definite order of events that may happen in the dance. It may also be strictly guided by a chronology of events if it is a narrative dance presentation. This part requires a story board to guide the development of the performance.DEPED COPYExample (Clear Narrative):exposition Introduction of the lead and supporting characters including the setting of the dance presentation; introductory part of the dance.complication A scene or situation that leads to the conflict of the dance presentationconflict The turning point of the dance performance; it shows the need for a problem to be settled or resolved. Examples of conflict include man against man, man against society, man against nature, and man against self.climax The highest point of interest in the dance performance or presentation where the lead characters, both the protagonist and antagonist take actions against each other.resolution/ This is the point where the conflict or problem is resolved in adenouement dance presentation. It is when either the fate of the protagonist or antagonist in the dance is finally determined.actualization Improvisation of movements that suit the scene that the dance wishes to convey. • movement familiarization • rehearsals • dance work-outs and workshopscompletion Dress and technical rehearsals with appropriate props and accessories with the music actual performance of the dance piece with all the elements of staging incorporated and integrated 212 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.

GLOSSARY OF TERMS Ball Change A move that consists of a change of weight between Base [beys] both feet. Body weight is transferred on the ball of oneBattement [bat-manh] foot (usually placed behind), followed by a step on the Cartwheel [kart-whil] other foot. In acrobatic gymnastics, the role in pair and group competition that requires strength and balance. The base is usually an older, larger athlete. Beating. A beating action of the extended or bent leg. There are two types of bettements, grand battements and petite battements. Big and small kicks respectively with the knees straight and toes pointing Cartwheel is a sideways rotary movement of the body. It is performed by bringing the hands to the floor one at a time while the body inverts. When both hands are on the floor, the legs travel over the body and feet return to the floor one at a time, ending with the performer standing upright.DEPED COPYChant [chant] A short cheer, with simple arm movements. A short repeated yell. Usually done on the sidelines.Chaīnēs [sheh-nay] Chains, links. This is an abbreviation of the term “tours chainēs dēboulēs,” a series of rapid turns on the points or demi-pointes done in a straight line or in a circle. Chassē [sha-sey] Chassē is a kind of gallop where one foot is leading being chased by the other. Its step pattern is step, close, step and its counting is one and two. Cheers [chirs] A longer yell, that involves motions, pom pons, stunts, jumps, or tumbling. Curls To make curling motion by the hands ending up with a point by the fingers. A basic in b-boying or breakdancing.Dismount [dis-mawnt] The act of getting off an apparatus and the skill used to do it. It can also be used to refer to the flyer’s act of getting down from a position done when lifted by bases in a pyramid.Down Rock (Bounce) To make bouncy movement from the knees with an accent on the upward movement during the extension of the knees. Flier/Flyer/Floater The person that is elevated into the air by the bases or the person on top of the pyramid or stunt. 213 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.

Freeze To stop suddenly from a movement. The act of freezing. Handstand Handstand is to stand straight up with a tight body and[hend-is-tǣnd] hands on floor.Hurkie/Herkie/Herky/ A cheerleading jump where one leg (usually your Hurky weakest) is bent towards the ground and your other leg (usually your strongest) is out to the side as high as it will go in the toe touch position. This jump is very similar to the Side Hurdler except for the position of the bent leg. There are right Herkies and left Herkies. In a right Herkie your right leg is straight with your left leg bent and the opposite is true for a left Herkie. Sometimes called a hurkie. Named after Lawrence “Herkie” Herkimer.DEPED COPYLock To make an isolated movement by a specific body part without letting its adjacent body segments move.Pirouette [peer-wet] Whirl or spin. A complete turn of the body on one foot, on point or demi-pointe. Pirouettes are performed en dedans, turning inward toward the supporting leg, or en dehors, turning outward in the direction of the raised leg.Piquē [pee-kay] Pricked, pricking. Executed by stepping directly on the point or demi-pointe of the working foot in any desired direction or position with the other foot raised in the air.Pliē [plee-ay] Bent, bending. A bending of the knee or knees. This is an exercise to render the joints and muscles soft and pliable and the tendons flexible and elastic, and develop a sense of balance. There are two types of pliēs: grand pliē or full bending of the knees (knees should be bent until thighs are horizontal and heels are raised) and demi-pliē or half bending of the knees without raising the heels. Pliēs are done at the bar and is the center in all five positions of the feet with the weight of the body equally distributed on both feet.Pyramids [pi-rah-mids] Multiple mounts or a group of stunts next to one another.Relevē [ruhl-vay] Raised. A raising of the body on the points or demi- pointes, point or demi-pointe. There are two ways to relevē. In the French School, relevē is done with smooth, continuous rise while the Ceccheti Method and the Russian School use a little spring. Relevē may be done in the first, second, fourth and fifth positions. 214 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.

Roll [rol] A roll is a rotation over an axis in the body over a surface. It can be done forward and backward in different ways.Roundoff A basic beginner tumbling skill. Once perfected it is used as a setup for combination tumbling skills (back handsprings etc.) Routine [ro-tin] A continuous show of talent in the squad by use of cheers, chants and dance steps. Can last from 2 min. 30 sec. up to 4 min. depending on the time limits of the competition or showcase. Spotter [is-pah-ter] A person that stays in contact with the performing surface and watches for any hazards in the stunt or mount. The spotter is responsible for watching the flyer and be prepared to catch her if she falls.DEPED COPYSomersault [somer-solt] A gymnastics maneuver in which a person rotates around the somersault axis, moving the feet over the head. It can also be referred to as salto which may be done forward or backward. Tendu [ton-dū] Point or pointing. To point the toes in any of the five feet positions. It is an exercise that develops elasticity of the tendons and ligaments of the ankles and toes.Top Rock (Groove) To make bouncy motion from the waist to the chest in time with a hip hop beat.Toe Touch One of the most widely used jumps in Cheerleading. A jump where your arms are in a “T” motion and your legs split to the sides, toes pointed with your knees up or pointed back. Hands do not touch the toes, as the name implies, but instead your hands try to reach to the insides of your ankles. You should keep your back straight, your head up, and rotate your hips to perfect this jump.Tuck [tak] You jump with your knees to your chest. Can be used as a jump or for flipping.Tumbling [tamb-ling] The acrobatic skills performed on  floor exercise and balance beam, such as back handsprings and saltos. Also, a specific discipline of gymnastics, performed on a 25-meter-long dynamic track, in which participants perform tumbling skills. 215 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.

Web-based sources:Images:www.wakeforestsports.com www.raulcibanez.blogspot.comwww.lifeofanamericancheerleader.tumblr. www.bloalog.comcom www.cornwall.schooljotter.comwww.foxnews.com www.cynicalbabblings.wordpress.comwww.letmeplay.co.uk www.dailyhow2videos.comwww.danceinforma.com www.blog.stjosehpinstitute.comwww.tharulanka.com www.fotosearch.comwww.topendsports.com www.buckscountryrowing.comwww.adorblewall.com www.bgcsantafe.orgwww.scvnews.com www.youtube.com/howcast.com/www.susanpogar.blogspot.com balletbasicswww.holdempokergame.co.uk http://nca.varsity.com/pdfs/Motions.pdfDEPED COPYwww.myenglishclub.com (images of cheerdance arm movements)www.123rf.comwww.manila.metblogs.comReadings: http://www.abt.org/education/dictionary/index.html (glossary of ballet terms)http://cheerleading.about.com/library/glossary/bldef_spotter.htm (glossary of cheerleading terms)http://www.health24.com/Fitness/Sports-injuries/Sprains-strains-fractures- and-dislocations-20120721http://www.webmd.com/first-aid/ankle-sprain-treatmentReferences: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011, pp. 268-272.Concepts and Principles of Physical Education (What Every Student Needs to Know) 3rd Edition, Bonnie S. Molmsen, National Association for Sports and Physical Education, an association of the American Alliance for Health, Physical Educaiton, Recreation and Dance, 2010.Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013.The Douglas Nierras PowerDance Workshop, 2014 Bambanti Festival, Province of Isabela, Philippines.2010 Cheerleading Seminar-Workshop, Cheerleading Association of the Philippines, Baguio City Teachers Camp.The International Association for Dance Medicine and Science (www.DanceMedicine.org) 216 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 1: Consumer Health 217 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.

Number of Sessions: 10 PERFORMANCE STANDARDS CONTENT STANDARDS The learner demonstrates critical thinking and decision-making skills in The learner understands the guidelines the selection, evaluation, and utilization and criteria in the selection and of health information, products, and evaluation of health information, services. products and services.I. Overview Module 1 concentrates on developing students’ critical thinking and decision-making skills on consumer health. For four (4) days, the students will learn the facetsof consumer health: health information, products, and services. In the days allottedfor What To Know, students will identify reliable and unreliable sources of healthinformation and products, which are very relevant to their lives. In addition, health services will also be discussed in depth: from kinds tofeatures. The students will further understand the effects and implications of fallingfor quackery, which is a fad or misleading health information and product. The part onWhat To Process will enable students to identify the types of quackery and analyzeits underlying causes. Since students are equipped with the basic knowledge andunderstanding on consumer health, they will elaborate on how other individuals,groups, and institutions influence their being consumers. In the What To Reflect and Understand part, the students will be given three (3)days to create their own criteria on how to evaluate the reliability of health information,products, and services. In addition, they will also be equipped with the skills on howto properly and legally act on certain quackery cases. Ultimately, their knowledge andunderstanding will be applied through various and differentiated projects in the WhatTo Transfer phase.DEPED COPY 218 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 COPYII. Learning Competencies The learner: 1. differentiates reliable from unreliable health information, products, and services; 2. explains guidelines and criteria in the selection and evaluation of health information, products, and services; 3. discusses various forms of health service providers and healthcare plans; 4. selects health professionals, specialists, and healthcare services wisely; 5. explains the nature and dangers of quackery; 6. identifies and reports fraudulent health services; 7. explains the different kinds of complementary and alternative healthcare modalities; 8. explains the importance of consumer laws to protect public health; 9. identifies national and international government agencies and private organizations that implement programs for consumer protection; 10. participates in programs for consumer welfare and protection. III. Pre-Assessment Day 1 1. Ask the students to study the cover page. 2. Initiate discussion on the elements of the cover picture. • Two adolescents (represent the students) • Buildings (represent the institutions that may help) • Health professionals (represent the reliable sources of health information, products and services) • Government logos (represent the agencies concerned in consumer health) 3. Use Activities A and B in LM p. 199 - 200. 4. Give students twenty (20) minutes to answer the pre-test. 5. Ask students to exchange their notebooks for checking of Activity A only. 6. Collect and check the answers for Activity B. 219 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.

Answer Key:Crossword Puzzle Across: Down:3. quackery 1. pulmunologist4. dentist 2. acupuncture5. nurse 4. device6. philhealth 7. HMOSituation 1. The teenager’s problem was about a fraudulent sale of a product in the store. 2. The teenager may report to the business owners or to the authorities of the store/establishment through a formal letter of complaint. 3. You may consider criteria in selecting a product: its health content, ingredients, source, etc. 4. Under the Consumer Act, all consumers are protected by the right to correct information and redress. The manufacturer should replace the malfunctioning product or return the money used of the consumer. 5. A Grade 10 student may help the teenager by directing him/her to the proper individuals who may give help.DEPED COPYIV. Procedure No. of Sessions: 4Part I: WHAT TO KNOW In the WHAT TO KNOW phase, students will answer activities which will assess their prior knowledge and correct misconceptions. At the end of the phase, they will be assessed again to check their knowledge about the concepts and information learned.Note: For differentiated instruction, a number of activities were provided. They mayalso serve as make-up activities during class interruptions, due to inclement weather,holidays, and the like. Day 2: Health Information and Health Products 1. (Motivation) Direct the students to LM p. 201. Provide instructions for Activity 1. Ask the students to get a piece of paper where they will record the answers of their classmates. 2. Give the students five (5) minutes to go around the classroom. Make a signal (through ringing of bell/tambourine, clapping, or tapping) to stop the activity. 3. Ask the students to pair up and discuss the questions in Activity 2. Give the pairs three to five minutes. 4. Initiate class sharing. 220 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.

Alternative activity: Instead of pairing, you may ask the students to write a short reflection (5-7 sentences) about Activity 1. Initiate sharing of reflection afterwards. Possible points for reflection: a. Where do you think did your classmates acquire their answer? b. How well do you trust your classmates about health concerns? c. Why did you disagree to some of their answers? d. Where did you get your proof? (For both the interviewer and the interviewed classmate)5. Lead the discussion on health information using the content on p. 201.DEPED COPY6. Ask the students to answer Activity 3: Stop or Go on p. 202.7. Process the activity through Think About It guide questions. Provide instructions for Beyond the Classroom (homework). Answer Key: 1. GO 2. STOP 3. STOP 4. GO 5. STOP 6. STOP 7. GO 8. STOP 9. STOP 10. GO 8. Introduce health products through Activity 4 in LM p. 203. Possible responses: Food, medicine, clothes, toiletries 9. Ask the students, Where do we acquire health products? Possible responses: hospitals, supermarkets / convenience stores, malls, drug stores 10. Direct students to Activity 5 in LM p. 204. Provide instructions for the activity. Possible responses: a. Reliable: doctor, textbooks, licensed healthcare practitioners, consumer advocacy groups, medical websites, government websites, teacher b. Unreliable: testimonials, hearsay, websites of businesses, unknown income-generating companies 221 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 COPY11. End the lesson by asking for volunteers to share significant learning or you can let the students complete the following statements. “Health information and health products are ___________” “Consumers should get reliable health information and reputable products because ____________.” Day 3 and 4: Health Services (Professionals, Facilities, and Insurance) 1. Initiate review of the previous lesson. Ask the following questions: a. What are health information and products? b. Give examples of each. c. What are examples of reliable and unreliable sources? 2. (Motivation) Show a picture of a hospital. 3. Ask: a. What health information, products, and services can we acquire from a hospital? b. What else can we avail from a hospital, a clinic, or a health center? 4. Introduce the concept of health services by relating it to various healthcare providers. 5. Start with Health Professionals by asking the students to describe the work of a physician. Afterwards, discuss the different types of physicians. 6. Ask the students to answer Activity 6 on LM p. 205. Give them five (5) minutes to answer. Afterwards, initiate checking of answers. Answer Key: 1. cardiologist 2. pediatrician 3. gynecologist 4. pulmonologist 5. geriatrician 6. neurologist 7. urologist 8. dermatologist 9. ophthalmologist 10. gastroenterologist 7. Ask: a. Are physicians the only ones considered health professionals? b. What about nurses, therapists, etc.? 8. Elaborate on the concept of allied health professionals using Do You Know? on LM p. 206. 9. Ask: Aside from hospitals, where else can we avail of health services? 10. Introduce Healthcare Facilities. Let the students read the information on LM pp. 206-207 for five (5) minutes. 11. Instruct the students to close their modules and ask: a. What are the different types of healthcare facilities? b. How would you describe each? c. How about health insurance? Is it considered a type of health service as well? 222 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.

d. Where do we avail of health insurance? e. What are the benefits of having one?12. Discuss health insurance, including HMO. Describe the features and benefits of local health insurance and PhilHealth.13. Give instructions for the homework Activity 7 on LM p.208.14. Assign students who may report on alternative and complementary healthcare options next meeting.15. End the session by summarizing key points.Day 5: Alternative and Complementary Medicine1. (Motivation) Ask:a. What do you do to relieve a severe dry cough?DEPED COPY b. What medicines do you take?2. Show a picture of lagundi leaves and ask:a. What is this herb/plant?b. What medicinal effect will lagundi provide you?c. What form of treatment do you avail when you consider lagundi overmedicine bought from the pharmacy?3. Introduce alternative and complementary medicine and its forms.4. Ask about other medicinal plants that the students know (for example oregano). Emphasize that not all plants are proven to be medicinally effectiveunless approved by the Department of Health. At certain situations (andplaces), these plants may be effective, but should be used with caution.5. Use Activity 8 on LM p.210 in discussing the medicinal plants approved bythe Department of Health.Answer Key: 6. niyog-niyogan 1. akapulco 7. sambong 2. ampalaya 8. tsaang gubat 3. bawang 9. pansit-pansitan 4. bayabas 10. yerba buena 5. lagundi 6. Call selected students to report on each alternative and complementary methods. 7. Call on students to summarize and recall the modalities discussed. 8. (Differentiated Activities) Discuss Activities 9a and 9b for homework in LM p. 213. Activity 9a: for artistically-inclined students Activity 9b: for linguistically-inclined students 9. Explain the class project My Community Healthcare Survey on LM p.214. 10. Ask the students to answer Test Your Knowledge on LM p. 215. 223 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 No. of Sessions: 1 In the WHAT TO PROCESS phase, students will answer and perform activities which will help them process and improve their understanding. At the end of the phase, students will be assessed again to check their processing skills about the concepts and information learned.Note: For differentiated instruction, a number of activities are provided. They may alsoserve as make-up activities during class interruptions due to inclement weather, andholidays. Day 6: Quackery 1. (Motivation) Ask: a. What health information did you learn in the past days? b. What health services did you last avail of? c. What health product did you last purchase? 2. Tell the students that you are going to sell a product. Direct them to Activity 10 on LM p. 216. Discuss the activity. Points for discussion 1. Where do you often see these kinds of posters? 2. What message do these posters want to convey?DEPED COPY3. Unlock and explain the word quackery and explain.4. Use Activity 11 on LM p.217 to discuss the types of quackery. Answer Key 1. Medical quackery 2. Device quackery5. Ask: 3. Nutrition quackerya. Have you ever been a victim of a quack?b. What are examples of each type of quackery?c. What type of quackery do teenagers easily fall for? d. Why do people fall for quackery?6. Ask the students to form groups of five (5) members each. Use Activity 13 on LM p. 218. Afterwards, elaborate on the possible causes of quackery.Points for discussion 1. What makes you vulnerable to quackery? 2. How can you be resistant to quackery?7. Ask: a. What are the dangers of quackery? b. What do people lose when they fall for quackery? c. What are the physical and psychological effects of falling for it?8. Ask the students to list the responses of the class in Activity 14 on LM p. 219.9. Use Test Your Processing Skills on LM p. 219 for homework 224 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 COPYPart III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 3 In the WHAT TO REFLECT AND UNDERSTAND phase, the students will do activities which will assess their deeper knowledge and understanding of the topics learned. At the end of the phase, they will be assessed again to check how they reflect and understand the concepts and information learned. Note: For differentiated instruction, a number of activities are provided. They may also serve as make-up activities during class interruptions during inclement weather, and holidays. Day 7: Reliability of Health Information, Products, and Services 1. Initiate review of quackery and its types. 2. (Motivation) Ask: a. How would you know if there is quackery? b. What are the factors that you consider before purchasing any product? 3. Direct students to Activity 16 on LM p.220. 4. Call on volunteers to construct a question to ask about the source of the product. Write the responses on the board. Ask: a. Will you buy the product? Why or why not? b. What criteria do you use to evaluate its reliability? 5. Use Activity 17 on LM pp. 221 to discuss the criteria in evaluating. Answer Key: 1. credibility 2. content 3. disclosure 4. interactivity 6. Ask: a. What are the types of health services? b. How would you evaluate health services? 7. Recall healthcare providers. 8. Use Activity 18 on LM p. 222 to discuss the selection of health professionals. Points for discussion: a. What makes a doctor reliable? (physical appearance, use of language, accommodating, accessibility, track history, referred by other patients) b. What makes a good health facility? (facilities, working personnel, accessibility) 9. Discuss evaluating health insurance using content on LM p. 223 10. Elaborate on PhilHealth as the main public health insurance offered by the government. Emphasize the benefits of PhilHealth to oneself, family, community, and nation. 11. Ask: a. Are your family members enrolled in a health insurance/PhilHealth? b. Will you avail of health insurances? 225 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 c. Will it be a waste if you do not get sick or when you are not involved in an accident during your working years? d. What are its advantages and disadvantages? 12. Call on volunteers to share their ideas. Day 8: The Consumer Act and the Concerned Government Agencies 1. (Motivation) Ask: a. What are examples of your rights as a citizen of the country? b. What are your rights as a consumer? c. How are you protected by law against quacks and other fraudulent health practices? 2. Introduce the Consumer Act to the students. 3. Use Activity 20 and Reflect! on LM pp. 224-225 in discussing the rights. Answer Key: 1. Basic needs 2. Safety 3. Information 4. Choose 5. Representation 6. Redress 7. Consumer education 8. Healthy environment 4. Ask: a. Having known your rights, how will you practice them? b. If somebody violates your rights, from whom will you ask help? c. What are the government agencies that monitor companies that adhere to your rights as a consumer? 5. Use Activity 21 on LM p. 226 to discuss the different government support agencies. Discuss the role of each agency in consumer protection. 6. End the discussion by asking, “Why is it important to know and practice your consumer rights?” Day 9: Letter of Complaint 1. (Motivation) Ask: a. Are you always a satisfied consumer? Was there an incident when you were not satisfied with what you bought? b. What did you do about it? c. To whom should you properly and legally report the case? 2. Direct the students to Activity 22 on LM p.227. Ask: a. What is the letter about? b. To whom is it addressed? c. What is the complaint about? 3. Discuss the details of the complaint letter. Ask: What is the importance of putting the complaint in writing? 4. (Differentiated Activity) Divide the class into columns (with varied abilities). 226 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 fast-learners in the group will write a letter of complaint. Assign one item below to each group. a. Column 1: expired flour b. Column 2: sour-tasting milk in a carton c. Column 3: bread loaf that has bad odor d. Column 4: malfunctioning light bulb e. Column 5: malfunctioning radio f. Column 6: malfunctioning electric stove 5. Instruct the slow-learners to act the handing over and negotiating with the company. Each group performs a short skit that shows how to report the complaint. 6. Synthesize and process as each group finishes presenting. 7. Collect the letters of complaint of each group. 8. Use Summary Activity on LM p. 229 for homework Part IV: WHAT TO TRANSFER Day 10: Advocacy Materials Explain to the students the instructions for the Transfer Activity on LM p. 228. 227 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.

RUBRIC FOR ADVOCACY MATERIAL MAKING (Adapted from Grade 8) Criteria 4 3 21Required The advocacy All required All but one of SeveralElements material elements are the required required includes all included in elements are elements were required the advocacy included in missing. elements material. the advocacy as well as material. additional information. DEPED COPYLabels All items of Almost all Many Labels are too importance on items of items of small to view;Graphics - the advocacy importance on importance no importantRelevance material are the advocacy on the items were clearly labeled material are advocacy labeled. and can be clearly labeled material read from at and can be are clearly least 3 feet read from at labeled and away. least 3 feet can be read away. from at least 3 feet away. All graphics All required All graphics Several are related to elements are relate to the required the topic and included on topic. One or elements were are easier to the advocacy two borrowed missing. understand. material. graphics All borrowed have source graphics have citation. source citation.Attractiveness The advocacy The advocacy The The advocacy material is material is advocacy material is exceptionally attractive material is distractingly attractive in terms of acceptably messy or in terms of design, layout attractive very poorly design, layout, and neatness. though it designed. It is and neatness. may be a bit not attractive. messy. 228 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 4 3 21Grammar There are no There are 1-2 There There are grammatical/ grammatical/ mechanical mechanical are 3-4 more than 4 mistakes on mistakes on the advocacy the advocacy grammatical/ grammatical/ material. material. mechanical mechanical mistakes on mistakes on the advocacy the advocacy material. material. Total / 20 points Source: www.docstoc.com/documents/most-recentDEPED COPYIV. Post-test A. Using 1-2 sentences, define the following concepts. (12 points) 1. Health information and products _______________________________________________________ _______________________________________________________ 2. Health services _______________________________________________________ _______________________________________________________ 3. Alternative medicine _______________________________________________________ _______________________________________________________ 4. PhilHealth _______________________________________________________ _______________________________________________________ 5. Quackery _______________________________________________________ _______________________________________________________ B. Read the following profile of an individual. What health services does he/she need? Search for available health services he/she needs. Write your plan on a piece of paper. (20 points) Individual A is 40 years old. Her family has a history of diabetes and hypertension. She and her husband are earning the minimum wage. They have three kids who are still in the elementary and high school. 229 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.

VI. Glossary Acupressure uses hands to apply pressure on certain points of Acupuncture the body Allied health a form of energy medicine where long thin needles professional are inserted to the body to affect energy flowAlternative medicine a trained healthcare provider who practices under the supervision of a physician or healthcare practitioner offered in place of traditional medicineDEPED COPYComplementary availed and integrated together with traditional medicine medicine Device quackery makes use of miraculous gadgets (such as dials, gauges, electrodes, and blinkers) that are believedExtended healthcare to cure certain health conditions facility provides treatment, nursing care, and residential Health center services to patients Health information caters to a specific population with various health needs. any concept, step, or advice that various sources give to aid the health status of an individual Health insurance a financial agreement between an insurance company and an individual or group for the Health maintenance payment of healthcare costs organization (HMO) a healthcare provider that offers medical services Health products that are availed through a prepaid amount of moneyHealth professionals Health services food, drugs, cosmetics, devices, biologicals, vaccines, in-vitro diagnostic reagents, and household/urban hazardous substances and/or a combination of and/or a derivative thereof individuals who are licensed to practice medicine and other allied health programs programs that aim to appraise health conditions of individuals through screenings and examinations, cure and treat disorders, prevent and control the spread of diseases, provide safety, emergency care, and first aid, and ensure a follow-up program for individuals who have undergone treatments 230 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.

Healthcare facilities places/institutions that offer healthcare servicesHealthcare practitioner an independent healthcare provider who is licensed to practice on a specific area of the bodyHealthcare provider a trained professional who provides people with healthcare Hospital an institution where people undergo medicalMedical quackery diagnosis, care and treatment includes cures, treatments and remedies of various health conditions that are drugless or bloodless in natureDEPED COPYNaturopathy views diseases as a manifestation of an alteration in the processes by which the body naturally heals itselfNutrition quackery involves promotion of food fads and other nutritional practices that are all-natural. These are believed to have magical properties of certain plants such as sunflower seeds, and honey.Nutrition therapy approaches treatment of a medical condition by providing a tailored diet for the patientPhysician takes medical history of individuals, provides diagnoses, performs medical examinations, and Quack prescribes medicationsQuackery an individual that has little or no professional qualifications to practice medicine a form of a health fraud and/or any advertisement, promotion, or sale of products and services that have not been scientifically proven safe and effectiveReflexology focuses on treating specific disorders through massaging the soles of the feetVentosa cupping done by placing inverted glasses that have flames therapy from burning cotton, on specific points in the body to relieve muscle and joint painsWalk-in surgery center a facility that offers surgery without the patient being admitted in the hospital 231 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.

ReferencesDonatelle, R. (2206). Access to Health. (9th ed.). San Francisco: Pearson Education, Inc.Galvez-Tan, J. Z., et al. (2009). The Health Curriculum in Philippine Basic Education. (Volume 2: A resource book on Health for teachers). Pasay: UNESCO, National Commission of the Philippines.Haag, J. (1976). Consumer Health: products and services. Great Britain: Henry Kimpton Publishers.Jones, K., Shainberg, L., & Byer, C. (1975). Consumer Health. (2nd ed.). San Francisco: Canfield Press.DEPED COPYMeeks, L., et al. (2005). Comprehensive school health education: Totally awesome strategies for teaching health ®. (4th ed). McGraw-Hill. New York.Payne, W. (2005). Understanding your health. (8th ed.). Boston: McGraw Hill.Schaller & Carroll. (1979). Health, Quackery & the Consumer. W.B. Sanders Company. 232 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 COPYUnit 2: Health Trends, Issues, and Concerns in the National Level 233 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.

Number of Sessions: 10CONTENT STANDARDS PERFORMANCE STANDARDSThe learner demonstrates The learner consistently demonstratesunderstanding of current health trends, critical thinking skills in exploring local,issues, and concerns in the local, regional, and national health issues,regional, and national levels. trends, and concerns.I. Overview Module 2 focuses on common concerns, trends, and issues of adolescents in the country. In WHAT TO KNOW, students will familiarize themselves with policies concerning them. They will also learn how these policies protect them. In WHAT TO PROCESS, students will thoroughly discuss the impact of these policies to them as adolescents, as members of their families, as members of their community, and as citizens of the Philippines. In WHAT TO UNDERSTAND, students will reflect on how these policies are applied in real-life situations. The module will also require the students to do simple research on the impact and influence of selected policies to specific groups of people in our society. After finishing the module, the students are expected to know, process, understand, and most importantly, apply the policies learned in their everyday lives.DEPED COPY 234 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.

II. Learning Competencies The learner: 1. discusses the existing health-related laws; 2. explains the significance of the existing health-related laws in safeguarding people’s health; 3. follows existing health-related laws; 4. critically analyzes the impact of current health trends, issues, and concerns; and 5. recommends ways of managing health issues, trends, and concerns.III. Pre-AssessmentDEPED COPYDay 11. Ask the students to study the cover page.2. Initiate discussion on the elements of the cover picture. a. Two adolescents (represent the students) b. Mother, father, sister, and brother (represent family support) c. Seal of the Republic of the Philippines (represents the government) d. School, hospital, etc. (represent the community)3. Direct the students to the Introduction on LM p. 232. Ask: What are health issues and concerns that you experience as an adolescent?4. Ask students to fill in each circle a health issue or concern they have. Initiate sharing afterwards.5. Use Activity A in LM p.233.6. Give the students twenty (20) minutes to answer the pre-test.7. Ask the students to exchange their notebooks for checking.8. Initiate sharing and checking of answers. Answer Key: 1) K 8) E 2) F 3) D 9) B 4) A 10) L 5) I 11) H 6) J 12) G 7) M 13) C 235 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.