Physical Education Grade 10

Procedure:1. Learners will allow to extend their fitness commitment to the community as required for them to accomplish. The teacher will assist in realizing their goals in this activity.Goal: Maintains an active lifestyle to influence the physical activity participation of the school community.Role: Fitness Recreation ManagerAudience: School CommunitySituation: An inter-class aerobic dance competition is initiated by the MAPEH Department in reinforcement of the fitness program of the school. They need a PE or fitness instructor to guide them in their preparations.Product: A polished Aerobic dance routine ready for competition during the inter-class aerobic dance competition.Standard: your work will be rated according to the following criteria: § teamwork (sense of community) § proficiency and display of high level fitness § creativity and resourcefulnessDEPED COPY2. For them to be guided especially on their role in the activity, let’s first allow them to group themselves into their own respective committees, namely: • Program, Communication, and Coordination (Takes charge of all communications incljuding request for approval of the principal regarding the conduct of the activity, issuance and retrieval of parents’ waivers, letters coordinating the activity to the class adviser/ MAPEH teacher) • Registration, Attendance, and Certificates (Takes charge of registration of participants, checking of attendance and cerrtificatess of recognition to the training team and particpation to the participants) • Choreography and Aerobic Training (Takes charge of the training aspect which includes the teaching of the aerobic dance routine and choreography) • Documentation (Comes up with a narrative accomplishment report relative to the conduct of the activity attaching all copies of communications made and pictorials taken)3. See to it that assigned members of each committee enumerated above can perform the duties and responsibilities relative to the committee where they belong. Group them according to their interest and expertise. 108 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 4. Thorough planning is needed to make sure this outreach program achieve its goals and for it to be successful you need to prepare everything beforehand and make the necessary coordinations and communications for proper dissemination. Let the learners answer the processing questions: • What went well? What could be improved? • Considering everything that took place, could you have done it better? How? • What do you think were factors that hindered you from doing better? • How important is promoting active lifestyle in the school, at home and in the community? • Given the opportunity to participate in such activity regularly, how do you think can active recreation contribute to the attainment of fitness and well-being? • Now that you have deeper understanding and skills in active recreation, how do you think can you influence others in your community to stay fit and healthy? SUMMARY Now that you have learned the concept of active recreation and how it can maintain and improve your life, it’s now your turn to share what you have learned with your family, friends and immediate community. The true measure of your understanding of the concepts and principles of active recreation, fitness, and a healthy lifestyle is your capacity to apply it into your experiences in real life. Reading more about health, fitness and wellness, specifically on lifestyle and weight management at the same time keeping yourself engaged in such activities, will probably make you physically fit and a more healthy individual. No one would ever understand the importance of recreation until you experience the its benefits. It is fun, embodied in the form of fitness activities to refresh one’s body and mind. It is only through your personal experience that you can influence others to participate and commit to improving their own health and fitness practices. Fitness is contagious. It makes you more energetic, and keeps your mind healthy, fresh, and stress-free. So what are you waiting for? Go on and influence your community! If everyone is fit enough to carry out their daily routines then they are also capable of becoming more productive members of the community and contribute in the development of our nation and make our environment a healthy place to live in. SUMMATIVE TEST Your final challenge is to pass the following test. It will assess the knowledge, processes, and understanding you have acquired in active recreation and fitness. So, grab a pen, bring out a whole sheet of paper, and to accomplish this job. Good luck! 109 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

TEST I: Mark a check on each (/) if the statement is correct and mark (x) if it is wrong.( ) 1. Physical fitness is the ability to carry out everyday tasks effectively, with enough energy reserves for recreational pursuits and unforeseen events.( ) 2. Health and fitness is one’s important objective in life that requires a temporary commitment.( ) 3. The best health is more than a freedom from a disease.( ) 4. Warm-up exercises raise the heart rate gradually while causing a slight rise in muscle temperature.( ) 5. It is not advisable to postpone the exercise just because one has body soreness.( ) 6. Anorexia nervosa is an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and maintain low body weight.( ) 7. Walking is considered a high impact physical activity and is effective in promoting metabolic fitness and overall health( ) 8. Recreation is an activity that people engage in during free time recognizing as having socially redeeming values and generates a general sense of well being.( ) 9. Regular aerobic exercise is associated with increase in HDL cholesterol.( )10. One must increase the dose or amount of physical activity or exercise to enhance his/her fitness level.DEPED COPYTEST II: Multiple Choice1. Which of the following, aside from fitness, can be developed if one engages inrecreational activities?a. social benefits c. refills energyb. b. refresh senses d. all of the above2. The following are reasons why fitness is a universal concern EXCEPT ONE: a. We face different challenges everyday and it’s just but proper to keep ourselves fit all the time if we are to overcome them. b. Everyone needs to be physically fit to meet daily physical challenges. c. One can effectively influence the consciousness of the community on fitness if he or she fosters fitness and well-being. d. to be a good athlete or player in a certain sport3. What happens if one doesn’t have a physically active lifestyle? a. He/she is prone to weight gain or obesity which may lead to diabetes and other cardio-vascular diseases. b. He/she will not be physically fit. c. He/she will become sickly. d. He/she will become fat. e. All of the above 110 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 4. The following are the benefits of yoga exercise EXCEPT ONE: a. improves posture and balance b. increases one’s flexibility and is good for muscle toning c. intense cardiovascular and fat burning workout d. low risk of injury of muscles and ligaments. 5. Christian is considering a strength training program. Which of the following should he consider before developing his goals? a. his current level of strength b. his daily schedule c. past injuries d. all of the above e. a and c only Test III. Critical Thinking 1. Develop a list of fitness and recreation activities that you do now or would like to do in the future. Explain why you enjoy them and how they can help you develop and maintain your personal fitness levels. 2. List and explain the changes in physical functioning that your parents and grandparents are facing as they age. How might staying physically active and eating a healthy diet help them cope with these changes? 3. Compare your eating habits with those of a family member. Which one of you is making a wiser food choices and why? 4. Evaluate your self-esteem. Do you think that living a physically active lifestyle can have a positive influence on your self-esteem? Why or why not? Test IV. Case Study Read the case study below. Based on the concepts they have learned from the previous lessons, ask them to list some suggestions on how Diane can improve her fitness level. Case Study - Diane’s Fitness Level Diane is a sixteen-year old high school student. When she was thirteen to fifteen years old, she was very active. However, in the past year, she has become very inactive because she was very busy with the school paper as the editor-in-chief. Diane has noticed that her aerobic fitness level has dropped. She gets tired almost everyday and feels she has low levels of energy. Although Diane used to participate regularly in aerobic dance, walking, and swimming, she has stopped doing these activities because of her busy schedule, and no one advised her on the importance of personal fitness. Therefore, she needs the help of someone knowledgeable about designing and implementing fitness programs – someone like you! 111 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Here’s what the learners will do: • Assume you are Diane’s friend and she asks you for some help with her plans of returning to active lifestyle. What are the list of things you would consider to help her evaluate her current fitness level? • What are your recommendations as to what fitness and physical activities she should again engage in to increase her fitness level? • Design a personalized fitness plan for Diane, covering the concepts of overload, progression, frequency, intensity, time/duration and type of activities.Key to Correction:Test 1 Test IIDEPED COPY 1. d1. / 6. X 2. d 3. e2. X 7. X 4. c. 5. d3. / 8. /4. / 9. /5. X 10. / 112 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYGLOSSARY Aerobic exercise a style of physical movement designed to increase heart rate and improve oxygenation throughout the body Anorexia nervosa eating disorder characterized by self-imposed starvation to lose and maintain very low body weight, due to a false or distorted perception of being fat Binge-eating disorder eating disorder characterized by uncontrollable episodes of eating excessive amounts of food within a relatively short time. Bulimia nervosa an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and/or maintain low body weight. Emotional eating the consumption of large quantities of food to suppress negative emotions. Frequency refers to how often you involve yourself in regular physical activity or exercise. Hip-hop Aerobics an exciting combination of intense cardiovascular exercises incorporating hip-hop moves and upbeat music to get your heart pumping Intensity refers to how hard you should exercise or the difficulty of your physical activity. Recreation an activity that people engage in during free time, that people enjoy, and that people recognize as having socially redeeming values and generates a general sense of well being Time refers to how long you should engage in a specific physical activity. Type refers to the kind of exercise or physical activities you should engage in. 113 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYReferences: Corbin, Charles et al. (2008). Concepts of Physical Fitness: Active Lifestyles for Wellness. Mc Graw Hill Co. Inc. U.S.A. Kennedy C. and Yoke Y. (2008). Methods of Group Exercise Instruction. Human Kinetics Publishers Inc. Champaign, Il. Werner W.K. & Hoeger A.S. (2007) Lifetime Physical Fitness and Wellness. 9th Edition. Thomson Learning Inc. CA. U.S.A. Werner W.K. Hoeger A.S. (2013) Fitness and Wellness 10th Edition. Wadsworth, Cengage Learning Wojtek J. Chodzko-Zajko (2014) ACSM’s Exercise for Older Adults Lipincott Williams & Wilkins, Baltimore, MD 21201 Wuest, Deborah A. (2012) . Foundations of Physical Education, Exercise Science and Sport. McGraw Hill Co. Inc. U.S.A.Sources (Web-based): GRASPS Template retrieved from: http://opi.mt.gov/PDF/CurriculumGuides/ Curriculum-Development-Guide/GRASP.pdf The Grind Hip-Hop Aerobics retrieved from: www.youtube.com/ watch?v=PYHEjFb3fq0 Step-Up Revolution: Hip-Hop Cardio Jam Fitness Workout retrieved from: www.youtube.com/watch?v=SRJN5mVIGcU Hip-Hop Aerobics: Drop it Low retrieved from: www.youtube.com/ watch?v=iwE8xhk0LxU Yoga for Beginners retrieved from: www.youtube.com/watch?v=H3vLZqPZxZE Video: Aerobic Hip-Hop Dance Moves retrieved from: www.ehow.com › Arts & Entertainment Yoga for Complete Beginners - Yoga Class 20 minutes retrieved from: www. youtube.com/watch?v=0o0kNeOyH98 Step-by-step Yoga for Beginners retrieved from: www.yogaglo.com/beginner- center.php 10-Minute Jump Start Cardio Workout Video retrieved from: www.sparkpeople. com/resource/videos-detail.asp?video=87 Hi-Lo Impact Group Fitness Class retrieved from: www.youtube.com/ watch?v=OFpHULW4CUw Hi-Lo Aerobics with Breakdown retrieved from:www.youtube.com/ watch?v=Yqr1bymA3 114 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

VISIT DEPED TAMBAYANhttp://richardrrr.blogspot.com/1. Center of top breaking headlines and current events related to Department of Education.2. Offers free K-12 Materials you can use and share 10 Physical EducationDEPED COPY Teacher’s Guide Unit 3 This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Physical Educationand Health – Grade 10Teacher’s GuideFirst Edition 2015ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seekingpermission to use these materials from their respective copyright owners. All means havebeen exhausted in seeking permission to use these materials. The publisher and authors donot represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLSand only within the agreed framework may copy from this Teacher’s Guide. Those who havenot entered in an agreement with FILCOLS must, if they wish to copy, contact the publishersand authors directly. Authors and publishers may contact FILCOLS at [email protected] or (02) 439-2204.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhDDEPED COPY Development Team of the Teacher’s GuideConsultant: Grace Reyes-Sumayo and Hercules CallantaAuthors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. GreciaEditor: Mercedes ManguerraReviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio VergaraLayout Artist: Aileen N. Ilagan, Donna G. RomeroIllustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. MendozaManagement Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. CraususPrinted in the Philippines by ____________Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY INTRODUCTION As a teacher, you are faced with greater demands for quality and the challenge to impart the necessary 21st century skills to your students. You start searching for ways to better understand your teaching style and change your perspective to address the pressing demands of attaining good quality education. You make it your goal to provide concrete learning experiences for your students. And for you to carry this out, you integrate into your lesson plan effective teaching strategies, meaningful learning tasks and assessment to achieve the intended learning outcomes. As designed, this module intends to give you a clear direction on how to deliver procedures and instructions with great confidence, and the different dynamic approaches in your teaching-learning process. Similar to the learner’s material, this module follows the same instructional design but the approach relies on how you will implement the different learning tasks found in the learner’s material. Furthermore, each activity is provided with key answers to guide you in the assessment process. The essential things that you will need to face the challenges and meet your goal are found in this module. All that is needed is to ensure its efficacy in the classroom so that your learner’s engagement in the learning process will continue in the never-ending journey of self-learning. So let’s get started and make some difference in the lives of your students. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Table of Contents PHYSICAL EDUCATION Unit 3: Active Recreation (Street and Hip-Hop Dances) ........................................... 115 Defining Learning Outcomes .................................................................................... 116 Learning Competencies............................................................................................ 116 Planning for Assessment .......................................................................................... 117 Introduction ............................................................................................................... 118 Diagnostic/Pre-Assessment ..................................................................................... 118 Instructional Activities Part I: What to KNOW....................................................................................... 119 Part II: What to PROCESS ............................................................................... 131 Part III: What to REFLECT and UNDERSTAND ............................................. 143 Part IV: What to TRANSFER ............................................................................ 150 Summary.................................................................................................................. 153 Summative Test ...................................................................................................... 154 References............................................................................................................... 160 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

DEPED COPY Unit 3 :Active Recreation (Street dance and hip-hop dance) 115 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Module No. : 3 Number of Sessions: 8I. Defining Learning OutcomesGrade Level Standard: The learner demonstrates understanding of societalfitness in promoting an active lifestyle.CONTENT STANDARD PERFORMANCE STANDARDThe learner . . . The learner . . .• demonstrates understanding of lifestyle • maintains an active lifestyleand weight management to promote to influence the communitysocietal fitness. an society to participate in physical activities.DEPED COPY • practices healthy eating habits that support an active lifestyle.II. Learning Competencies: In this module the learners are expected to: • assess your physical activities, exercise, and eating habits; • determine risk factors related to lifestyle diseases (obesity, diabetes, heart disease); • engage in moderate to vigorous physical activities for at least 60 minutes a day, in and out of school; • apply correct techniques to minimize risk of injuries; • analyze the effects of media and technology on fitness and physical activity; • critique (verify and validate) media information on fitness and physical activity issues; • express a sense of purpose and belongingness by participating in community services and programs that deal with physical fitness; and • recognize the needs of others and how to help in meaningful ways. 116 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

III. Planning for Assessment Product/ Assessment at the level of Assessment at the level Performance understanding of product/performanceThe learner . . . Application Product• maintains an • Perform a a 5-8 minute active lifestyle costumed, choreographed • Give to influence the flash mob, street or hip-hop recommendations physical activity dance in an area in the and create a fitness participation of the community and school or community. program for a person/ people seeking for society. Interpretation and fitness advice.• DEPED COPYpractices healthyExplanation eating habits that • Create own formula on Performance support an active lifestyle how one will attain lifelong fitness and wellness. Justify • Conduct a dance answer by giving a brief training-workshop explanation. to the youth of the Self-Knowledge community and/or to • Guided with the FITT other students of the school. principle, create a fitness plan that will improve/ sustain one’s fitness based on the fitness assessment results. Empathy • Considering oneself as a dance enthusiast and health advocate, write a short speech/message about one’s insights on the importance of maintaining a healthy lifestyle. Perspective • Create a four-line rap stating one’s view of some teenagers who make dancing as their source of income and end up with poor academic performance, or worse, stop schooling. 117 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

IV. Introduction Recreation is a therapeutic refreshment or relaxation of one’s body and mind.Activities done for this purpose are called recreational activities. Its main objective isto revitalize the physical, mental, social, and emotional aspects of a person. In today’s world which is full of stress and pressures, we all need to engage inrecreational activities to relieve our tensions. Dance is a recreational activity that can develop our physical, mental, social,and emotional health. Dancing as part of our lifestyle can surely sustain our fitness.But it should be coupled with proper eating habits and weight management in order fora person to live a healthy life. In this unit, you will perform hip-hop and street dances. You will also discoverhow these dances can revitalize your body and mind, and sustain fitness. At the end of this module, you will consider dancing to be one of your recreationalactivities, combining it with healthy eating habits to sustain lifelong fitness.Pre-Assessment This activity aims to check on the student’s prior knowledge. Results shall berecorded for the purpose of tracking the student’s progress but should not be part ofthe student’s grade.DEPED COPYA. Write AGREE if you think the statement is correct and DISAGREE if otherwise.1. An RPE of 10 means that the activity is very light.2. Swimming and playing basketball are vigorous activities.3. Street and hip-hip dances are active recreational activities.4. Proper execution of dance steps increases the risk of injuries.5. A normal nutritional status means that weight is proportional to the height.6. Physical inactivity and an unhealthy diet are risk factors for heart disease.7. Brisk walking and dancing are activities which are of moderate intensity.8. One can help the community by sharing his/her knowledge and skills in dancing.9. Surfing the Internet and playing computer games greatly improve one’s fitness.10. A physically active person engages in 5-10 minutes of moderately vigorous physical activity three or more times a week.Answer Key 3. Agree 5. Agree 7. Disagree 9. Disagree 4. Disagree 6. Agree 8. Agree 10. Disagree 1. Disagree 2. Agree 118 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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

Activity 1: BE OR BE This activity aims to check if your students have a full understanding of whatactivities sustain fitness and wellness and for you to discover based on their facialexpression what activities they like and do not like doing.I. Objectives: To determine what the physical activities can sustain fitness To share thoughts on how media and technology affect the physical activity and fitness of a personDEPED COPYII. Procedure: 1. Dictate various physical activities one by one. 2. Instruct them to choose and act one the following actions on your signal, based on the activity dictated.Activity sustain Feelings when Actionfitness? you do activity?yes happy jump forward 5 times and show a happy faceyes sad jump forward 5 times and show a sad faceno happy sit and show a happy faceno sad sit and show a sad face3. Immediately correct the wrong answer of the students except for their facial expressions because it depends on how they feel about each activity. Sustains Fitness Does not sustain fitness jumping jacks surfing on the internet running playing computer games playing badminton reading books hip-hop dancing movie marathon jogging watching television folk dancing street dancing playing basketball scrubbing the floor fetching a pail of water 120 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYProcess the activity with the following questions: • What are the activities that can help improve our fitness? Why do you say so? • What are the activities that are sedentary in nature? Why do you say so? • How do surfing on the internet and playing computer games affect our physical activity and fitness? • Which of these activities can you make as your lifetime hobby? Why? Activity 2: SINE MO ‘TO presents: SITIO KATAMAKAWAN This activity aims to let the students have a better view of what would happen if a person is not physically active. This allows them also to realize the risk factors of lifestyle diseases. I. Objectives: To determine the risk factors related to lifestyle diseases To suggest ways on how to improve one’s physical activity and fitness II. Materials/Equipment: • pen and notebook • copy of the story about Sitio Katamakawan Sitio Katamakawan is a community of lazy and gluttonous people. They sit or lie all day and eat everything their mouth desires. Each family has a housemaid to take care of all the household chores. The children of this community are addicted to playing computer games although they maintain their passing grades. They are not allowed to play outside to prevent accidents. Most of the time, the teenagers surf on the internet. Most of the parents are overweight because after their office work, they watch television while having night snacks. Some men are into smoking and drinking alcohol. On the other hand, during weekends, each family goes to church and watches movies together. They maintain their strong family bonds. Values such as respect to elders and obedience are also preserved in this community. III. Procedures: 1. Read or let some students dramatize the story about Sitio Katamakawan. 2. Process the activity with the following questions:  Describe the lifestyle of the people of this community? The people of the community are lazy and gluttonous. They do not have physical activities. They do not eat a balanced diet. Some men engage in vices.  Would you like to live in this community? Why? Answers depend on the students’ reason and justification. 121 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY  Which health dimensions are sustained and which need improvement in this community? Spiritual, moral, and, emotional dimensions are sustained but physical and social dimensions need to improve.  Do the people live a physically active and healthy lifestyle? No, because they do not engage in sports, exercises, or any physical activity. Some men also have vices which are not good for the health.  What are the possible diseases that the people of this community might have? Diabetes, heart attack, stroke, high blood pressure, arthritis, and other lifestyle diseases related to inactivity  What are the risk factors of these diseases? physical inactivity and lifestyle  If you are a friend to one of the members of this community, what will you advise her/him to achieve fitness? To engage themselves in physical activities such as sports, games, active recreation, dance aerobics, and zumba.  What are the advantages and disadvantages of media and technology to our health? Through media and technology, we can discuss new information on how to prevent diseases. We know how to have access to new services pertaining to health care but some technology has lessened our time to do physical activities.  What recreational physical activities can you suggest to the children, teenagers and adult members of Sitio Katamakawan? Sports, games, active recreation, dancing 122 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 3: 4 PICS, 1 WORD This activity introduces the definition of street and hip-hop dance, their originand dance styles. Each level reveals important facts and information about streetdance and hip-hop dance. The teacher’s role is to facilitate the answers of the studentsand elaborate if there is a need to.I. Objectives: To describe street dance and hip-hop dance, To identify the dance style of street dance and hip-hop dance To trace the origin of street dance and hip-hop danceII. Materials/Equipment: • pen and notebook • pictures of a DJ, person who is rapping, a person who is breakdancing, and graffiti art • videos of dancers doing the breaking, locking, and popping • pictures of dancers dancing in streets, dance parties, block parties, parks, school yards, raves, and nightclubsIII. Procedure: 1. Let the students look at each picture closely and arrange the scrambled letters to form the word/s that collectively describe them. Let them write their answer on their activity/lecture notebook. 2. After unscrambling the letter to form the correct word, let them come up with a statement that would relate the pictures to the formed word. 3. Let them present their answer to the class.Level 1DEPED COPYdancing on the street dancing in the yard 123 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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

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

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

some influence of Latin-American.Level 7DEPED COPYKrumpingTutting Locking B-boying PIH-OPH EDNAC YESTLSAnswer: Hip-Hop dance styles Krumping, tutting, locking, and b-boying are some of the hip-hop dance styles.Activity 4: CINEMA 1: NOW SHOWING-STEP UP 4 This activity allows the students to see a real street and hip-hop dance. If theschool has an audio-visual room, you may have this activity in the audio-visual room. If none, the teacher may use his/her own computer, LCD projector, LCD monitor or letstudents search and watch this movie in their respective homes.I. Objectives: To describe street dance and hip-hop dances, and their dance styles To share the contribution of street dance and hip-hop dances to fitnessII. Materials/Equipment: • dvd copy of step up 4 movie • audio-visual set • pen and notebookIII. Procedure: 1. Let the students watch carefully the movie “Step Up 4”. 2. Give them the following guiding questions:  What dance form is shown in the movie Street dance and hip-hop dance 127 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY  What is street dance? Street dances are dance moves performed outside of the dance studios.  What is hip-hop dance? Hip-hop dance is a street dance evolved from a hip-hop culture and performed with a hip-hop music.  What particular movements/steps strike you? Show them. Answers depend on the students.  Can street dance and hip-hop dance improve fitness? How? Yes, because it improves cardiovascular endurance, flexibility and other fitness components.  Can we use street dance and hip-hop dance as our recreation activity? Why and how? Yes, through making it an exercise during our leisure time.Think of this... • What recreational activity did you discover in this stage? Can you make it as your lifetime hobby?Points to remember… Street dance refers to dance styles that have evolved outside of dance studios.It is performed in streets, dance parties, parks, school yards, or in any available space.It is often improvisational and social in nature, encouraging interaction and contactwith spectators and other dancers. A full street dance is a collection of the various similar dance moves and stylescollected into one practice and regarded as the same dance. Hip-hop is a cultural movement best known for its impact on music in theform of the musical genre of the same name. It has its origins in the Bronx, in NewYork City, during the 1970s, mostly among African Americans and some influence ofLatin Americans. Hip-hop culture is composed of the pillars such as DJ-ing, rapping,breakdancing, and graffiti art. Hip-hop dance, on the other hand, refers to street dance styles primarilyperformed to hip-hop music or that have evolved as part of hip-hop culture. Hip-hopmusic incorporates a number of iconic elements, most notably DJing and rapping,along with things like beat boxing, sampling, and juggling beats on turntables. 128 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

STREET AND HIP-HOP DANCE STYLESB-BOYING- B-boying or breaking, also called breakdancing, is a style of street dance andthe first hip-hop dance style that originated among Black and Puerto Rican youths inNew York City during the early 1970s. A practitioner of this dance is called a b-boy,b-girl, or breaker. Although the term breakdance is frequently used to refer to thedance, b-boying and breaking are the original terms. Four Movements: Toprock - footwork-oriented steps performed while standing upDEPED COPY Downrock - footwork performed with both hands and feet on the floor Freezes - stylish poses done on your hands Power moves - comprise full-body spins and rotations that give the illusion of defying gravity POPPING Popping was popularized by Samuel Boogaloo Sam Solomon and his crew theElectric Boogaloos. It is based on the technique of quickly contracting and relaxingmuscles to cause a jerk in a dancer’s body. Popping forces parts of your body outwards, similar to an explosion withinparts of your body. Popping also contracts muscles, but it is followed by relaxation thatgives it the jerking appearance of popping.LOCKING Locking or campbellocking, was created by Don Campbellock Campbell in 1969in Los Angeles, California. It was popularized by his crew The Lockers. Locking can beidentified by its distinctive stops. It is usually performed by stopping the fast movementthat you are doing, locking your body into a position, holding it, and then continuing atthe same speed as before. In locking, dancers hold their positions longer. The lock isthe primary move used in locking. It is similar to a freeze or a sudden pause. A locker’sdancing is characterized by frequently locking in place and after a brief freeze movingagain.KRUMPING Krumping is a form of dancing that originated in the African-American communityof South Central Los Angeles, California and is a relatively new form of the “Urban”Black dance movement. It is free, expressive and highly energetic. Most people painttheir faces in different designs. Krumping is a dance style releasing anger. It is reportedthat gang riots in the United States was minimized because of krumping style. 129 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYTUTTING It is a creative way of making geometric shapes forming right angle using yourbody parts. The style was originally practiced by young funk dancers. It is derived fromthe positions people were drawn in during the days of the Ancient Egyptians. It is thepositions seen in these portraits that have been adopted by dancers today. Tutting isstill a greatly respected move and King Tut aka Mark Benson is widely acclaimed forpioneering the style.SHUFFLING The  Melbourne Shuffle  (also known as  Rocking  or simply  The Shuffle) isa rave and club dance that originated in the late 1980s in the underground rave musicscene in Melbourne, Australia. The basic movements in the dance are a fast heel-and-toe action with a style suitable for various types of electronic music. Some variantsincorporate arm movements. People who dance the shuffle are often referred to asrockers, due in part to the popularity of shuffling to rock music in the early 1990s.WAACKING Waacking” is an African American form of street dance originating from the1970’s disco era of the underground club scenes in Los Angeles and New York City.Waacking consists of stylized posing and fast synchronized arm movements to thebeat of the music. Today, waacking is a popular element of hip hop dance. Let the students answer this formative assessment.CHECK UP 1. What dance styles, formally known as vernacular dances, refer to dances that evolved outside of dance studios? (Street dance) 2. What form of street dance is performed impromptu in large crowds? (Punk dance) 3. What culture is created by DJing, rapping, breakdancing, and graffiti art? (Hip-hop culture) 4. What dance style is primarily performed to hip-hop music and have evolved as part of hip-hop culture? (Hip-hop dance) 5. What hiphop style is based on the technique of quickly contracting and relaxing muscles to cause a jerk in a dancer’s body? (popping) 130 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Part II: WHAT TO PROCESS Congratulate the students for successfully finishing the first stage! Tell them that in the first part of this stage, they will assess themselves on how prepared they are for the next moderately vigorous activity. Remind them that they have to take these assessments honestly to prevent harm.Then, they will try to experience street and hip-hop dancing by executing some of theirdance styles and creating a simple choreographed routine.Activity 5a: LET’S TALK ABOUT YOUR PHYSICAL ACTIVITIES? DEPED COPY This short activity assesses the student’s physical activity participation. Theywill discover if they are physical active or inactive based on the Filipino Pyramid ActivityGuide. I. Objectives: To assess your own level of participation and readiness in physical activity To assess your eating habitsII. Materials/Equipment: • Physical Activity Assessment form • pen and notebook • interpretation of resultsIII. Procedure: 1. Let them answer the Physical Activity Assessment honestly. Physical Activity AssessmentPut a tick (/) mark on how often you do the following activities.Activities Minimal Often Regular Habitual Never (A few times (2-3 times a (3-5 times a (Daily for at a month) week at least week at least least 30-45 30-45 minutes 30-45 minutes minutes or or longer) or longer) longer)Sit / liearound Watchtelevision Sit and doneedle work 131 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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

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

THE FILIPINO PYRAMID ACTIVITY GUIDE ROSA ALLYN G. SY. MD. FPCP CARDINAL SANTOS MEDICAL CENTERDEPED COPY • Sit or lie • around • Be a couch • potato • Play cards/ • Watch TV • Play cards / mahjong • Sit and do needle work • Indulge in computer games and surfing (0.3Kcal/min/KG BW)• Go Mall-Strolling • Stretching• Play Golf • Yoga• Go Bowling • Tai Chi • Resistance(0.4-0.09Kcal/min/KG BW) training (0.03-0.12 Kcal/min/KG BW)• Brisk walking • Ballroom Dancing• Running / Jogging • Badminton, Basketball• Bicycling • Softball• Aerobic Dancing • Skatng / Roller Blading• Swimming • Tennis• Aero and Kick Boxing • Pko, Sipa, Patintero(0.08-0.23Kcal/min/KG BW) (0.05-0.14 Kcal/min/KG BW)• Taking the stairs instead of the elevator • Adding extra steps to your daily routine• Taking longer routes • Taking stretch breaks at home or work• Walking to the store, church, banks, • Doing household choresor mailbox • Running errands• Parking your car farther away • Grocery shopping 0.04 - 0.10 Kcal/min/Kg BW)Source: www.diabetesphil.org/journals/Year%20XVIII1.pdf 134 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY The base of the pyramid includes activities that are easy, convenient and accessible to everyone. These activities, part of our daily routines, when performed habitually or daily for a minimum of 30 minutes, even 10 minutes at a time will provide metabolic efficiency by increasing total energy expenditure. So if you are diabetic, obese, with poor sugar control and have never engaged in any form of exercise before, activities like walking, climbing the stairs, and doing household chores may be a good start. It is important to note that for beginners, the amount of cumulative activity time is more important than the specific type and manner of activity. Aerobic exercises like jogging, brisk walking, swimming, aerobic dancing, and recreational activities like ballroom dancing, badminton, tennis burn more calories per minute per body weight and are advised for those who want to lose more weight. To get the most benefit from the activity, it has to be done 3-5 times a week for at least 30-45 minutes. These activities will also improve your cardiovascular endurance. Leisure activities like bowling and playing golf burn approximately 0.04-0.09 kcal/min/kg BW. Though these activities are enjoyable and are associated with energy expenditure, they are not recommended as part of our daily activities. This is because cardiovascular benefit is achieved only if we can sustain our heart rates at 60-75% of our target heart rate. Strengthening and flexibility exercises on the other hand are intended to improve bone and muscle strength and improve resilience of our connective tissue. Although you may do it every day, performing it 2-3 times per week may be enough to provide you with its maximum benefits. Activities that burn the least calories should be avoided. The top of the pyramid refers to activities that are frequently performed by most children and adults who are overweight. These activities are believed to be responsible for the progressive rise in obesity and diabetes in the country. Regular activity is no doubt beneficial to everyone. No one is too old to enjoy the benefits of regular physical activity. To maintain health, one would need to burn 700-1000 kcal per week. For a 60 kg female walking briskly for 30 minutes (150 kcal) 5 days a week will burn 900 kcal. To lose weight, one has to burn 2000-3000 kcal per week so that a 75 kg male walking briskly for 45 minutes (338 kcal) 6 days a week will burn 2,028 kcal and is expected to lose 0.5 pound a week if he keeps his food intake within the recommended range. The FILIPINO PYRAMID ACTIVITY GUIDE is intended to be a guide that should help everyone select activity that best fits his lifestyle and health needs. Just 30 minutes of the different activities over the course of a day is healthy and rewarding! Start getting your rewards, start your EXERCISE NOW! 135 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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