Physical Education Grade 10

DEPED COPY Processing Questions: 1. What is your RPE after the activity? 2. What does the result tell you? 3. How do you feel about the result? 4. Do you think you are ready for your next activity? Activity 5c: HOW ABOUT YOUR DIET? This activity checks and reminds students of their daily nutritional needs. Recall your nutritional status when you had your height and weight measurement. What was your nutritional status? 137 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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

4. Teach the class the common styles in street dancing like b-boying, popping and locking and let them follow you.5. Instruct them to create a simple dance routine (2-3minutes) applying common styles in street dance like b-boying, popping and locking.6. Allow them to practice for 20 minutes, observing utmost care while doing the activity to avoid injuries.7. Let them present it to the class.8. Their performance will be rated according to the following criteria: attitude, respect, initiative and participation, dependability, execution and observance of safety.DEPED COPY Criteria Advanced Proficient Approaching Developing Attitude (4) (3) Proficiency (1) Respect Positive Positive attitude; (2) Poor attitude; attitude; most often Does not Initiative and Always willing willing to try Inconsistent respond to participation to try attitude; encouragement Often courteous needs some Disrespectful ofDependability Always and respectful encouragement others Execution courteous and of others respectful of Sometimes Does not attend,Observance of others Often attends, courteous and prepare, and Safety prepares, and respectful of participate in the Consistently participates in others activities attends, the activities prepares, and Sometimes Not dependable participates in Dependable attends, the activities prepares, and Does not Often executes participates in the execute the Very the movements activities movements dependable properly properly Inconsistently Does not Always Often practices dependable practice safety executes the safety precautions movements precautions Sometimes properly executes the movements Always properly practices safety Sometimes precautions practices safety precautionsReminder: Let them get their heart rate before and after the practice andperformance and record the data in your Record of Heart Rate (Table 1).Identify the intensity of the activity based on the RPE Chart. 139 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYProcessing Questions: 1. Did your heart rate increase after your practice and performance? 2. What does it tell you? 3. What fitness components are being improved when you dance? 4. Did you have fun while doing the activity? 5. Why it is important to observe safety measures when dancing?Activity 7: IT’S HIP-HOP TIME!I. Objective: To execute some of the hip-hop dance stylesII. Materials/Equipment: • hip-hop dance music • audio setIII. Procedure: 1. Let them group themselves into 6-8 members. 2. Allow them to discuss with their group the possible injuries that might occur with the following situations: • not doing warm-up and stretching activties • not executing properly • not observing safety measures at all times 3. Teach the class the common styles in street dancing like b-boying, popping and locking and let them follow you. 4. Instruct them to create a simple dance routine (2-3minutes) applying common styles in street dance like b-boying, popping and locking. 5. Allow them to practice for 20 minutes, observing utmost care while doing the activity to avoid injuries. 6. Let them present it to the class. 7. Their performance will be rated according to the following criteria: attitude, respect, initiative and participation, dependability, execution and observance of safety. 140 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Criteria Advanced Proficient Approaching Developing (4) (3) Proficiency (1) (2) Poor attitude; Does notAttitude Positive Positive Inconsistent respond to attitude; attitude; most attitude; encouragement Always willing often willing need some Disrespectful of to try to try encouragement othersRespect Always Often Sometimes Does not attend, courteous and prepare, and respectful of courteous and courteous and participate in the others activities respectful of respectful of Not dependable others others Does notInitiative and Consistently Often attends, Sometimes execute theparticipation attends, prepares, and attends, movements participates in prepares, and properly prepares and the activities participates in Does not participates in practice safety the activities the activities precautionsDEPED COPYDepen- Very Often Inconsistentlydability dependable dependable dependableExecution Always Often Sometimes executes the executes the executes the movements movements movements properly properly properlyObservance Always Often Sometimes of Safety practices practices practices safety safety safety precautions precautions precautionsReminder: Let them get their heart rate before and after the practice andperformance and record the data in your Record of Heart Rate (Table 1).Identify the intensity of the activity based on the RPE Chart.Questions: 1. Did your heart rate increase after your practice and dance performance? 2. What does it tell you? 3. What fitness components are being improved when you dance? 4. Did you have fun while doing the activity? 5. Why is it important to observe safety measure when dancing? 141 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 8: PHILIPPINE PRIDE! This activity integrates values and social issues in the lesson. This may begiven as assignment/home task to save time. Be sure to give the guide questions tothe students.I. Objectives: To develop a sense of pride in being Filipino To suggest ways on how to maintain normal nutritional statusII. Materials/Equipment: • video of a hip-hop dance performed by street dance groups in the Philippines who have won international awards such as Philippine All Star • audio setIII. Procedure: 1. Let the learners watch carefully the performance of a street dance group in the Philippines who has received international acclaim such as Philippine All-Star . 2. Describe the waistlines, body figures, and body mass index of the dancers. 3. Ask the learners the following questions: • What do you feel about Filipino dancers competing worldwide? • How do these dancers sustain their fitness? • How can one maintain a normal nutritional status?Activity 9: BELIEVE IT OR NOT? This activity allows students to critique media information and apply knowledgegained in consumer health. This activity should not be skipped since this is one of thelearning competencies in this component.I. Objective: To critique media information on fitness and physical activity issuesII. Materials/Equipment: • print ads on gaining and losing weight and other fitness programs • audio-visual set • pen and notebookIII. Procedure: 1. Instruct them to read the print advertisements on fitness programs and food on gaining and losing weight. 2. Let them answer the following questions: • Applying your knowledge on consumer health, which of the advertisements convinced you the most, in terms of losing weight fast? Why? • What should a wise consumer do before patronizing fitness-related products/programs? 142 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Think of this… What generalization can you make about diet and fitness in this part of the lesson? Points to remember… Health Benefits of Dancing Dancing as a recreational activity can be a way to stay fit for people of all ages, shapes, and sizes. It has a wide range of physical and mental benefits including:  improved condition of your heart and lungs  increased muscular strength, endurance, and motor fitness  increased aerobic fitness  improved muscle tone and strength  weight management  stronger bones and reduced risk of osteoporosis  better coordination, agility, and flexibility  improved balance and spatial awareness  increased physical confidence  improved mental functions  improved general and psychological well-being  greater self-confidence and self-esteem  better social skills. http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Dance_health_ benefits?open Let the learners gauge their knowledge and skills in the different dance styles through the Check Up activity. Part III: WHAT TO REFLECT and UNDERSTAND Sincerely recognize the effort of the students for a great job done in the previous activities. At this juncture, they will express and manifest their understanding at a higher level. This will certainly be more fun because they will experience things that they have not experienced before. 143 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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

Criteria Advanced Proficient Approaching DevelopingPosition (4) (3) Proficiency (1)Statement The position The position (2) There isCorrectness statement statement no positionof ideas provides a provides A position statement. clear, strong a clear statementAccuracy statement. statement. is present, No evidence but does not (facts,Sentence Includes 3 or Includes 2 or make the statistics,Structure more pieces of more pieces position clear. examples, real-life evidence (facts, of evidence Includes 1 experiences)DEPED COPY pieces of that supports statistics, (facts, evidence the statement. (facts, examples, statistics, statistics, Most examples, supportive real-life examples, real-life facts and experiences) real-life experiences) statistics are that supports inaccurately that support experiences) the position reported. the position that support statement. Most sentences statement. the position Some are not well- statement. supportive constructed or facts and varied. All supportive Almost all statistics are reported facts and supportive accurately. statistics facts and Some are reported statistics sentences accurately. are reported are well constructed, accurately. but there is no variation is All sentences Most structure. are well- sentences constructed are well- with varied constructed structure. and there is some varied sentence structure in the essay. 145 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 5 out of 10 Filipinos die of heart disease – NSO By Ruth Sindico (The Philippine Star)  July 9, 2012 MANILA, Philippines - Recent data from the National Statistics Office (NSO) showed that five out of 10 deaths in the country were of cardiovascular causes.   The NSO reported that 100,908 people died of heart diseases in 2009. This accounted for 21 percent of all deaths in the country.   It was followed by cerebrovascular disease, which claimed 56,670 lives in the same year. It accounted for 11.8 percent of all deaths in 2009.    Malignant neoplasm (cancer), pneumonia and tuberculosis rounded up the top five leading causes of death in the country.  “Within three years (2007-2009), the top five causes of deaths remained on their posts and proved to be fatal among other causes of deaths,” the NSO said.   The World Health Organization (WHO) has said that an estimated 17 million people die of cardiovascular diseases every year. Most of these were heart attacks and strokes.   “A substantial number of these deaths can be attributed to tobacco smoking, which increases the risk of dying from coronary heart disease and cerebrovascular disease 2–3 fold. Physical inactivity and unhealthy diet are other main risk factors which increase individual risks to cardiovascular diseases,” the WHO said.  The NSO also reported that most females die in their older age compared to their male counterparts.  It was noted that the most number of deaths was at the age of 80 and over with 85,705 or 17.8 percent. From these, 59.6 percent (51,074) were females while the remaining 40 percent (34,631) were males,” the NSO said.  The age group 10 to 14 had the least number of deaths, accounting for only 1 percent of all total deaths.  “It has been observed that as the age increases, the rate of dying also increases. From age group 10 onwards it shows that the number of deaths continuously increase though a slight decrease were seen at ages 75-79 then it went up again at age 80 and over,” the NSO said.  Deaths in 2009 reached 480,820, which was 4.2 percent higher than the previous year. The most number of deaths in the country occurred in the National Capital Region, which accounted for 75,019 or 15.6 percent of all deaths in the country. 146 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 12: WHAT IS YOUR PERSONAL VIEW?I. Objective: To express one’s personal point of view on balancing life dimensionsII. Materials: • pen and notebookIII. Procedure: 1. Let them read the statement and give their personal point of view. It is said that the youth is the hope of the nation. But some teenagers enjoy dancing while making it as their source of income and they end up having poor academic performance; or worse they stop schooling. Is this a sound decision?DEPED COPY2. Instruct them to create a four-line rap stating their view.3. Let them be guided with the following criteria: Criteria Advanced Proficient Approaching DevelopingPresentation (4) (3) Proficiency (1)of concepts Song is Song (2) No conceptPerformance Vague given. Song explained. Tied explained explanation not explained.Effort given. well to genre. but not tied Concepts not Inadequate/ explained. weak Thorough well to genre/ performance; Developing; not taken context is assignment. not taken very seriously seriously given. Some context No effort put in Effort put in given. only as asked in class Taken Taken seriously, seriously; while having performed fun; very well well with some performed (no mistakes mistakes) (consider level of difficulty) Went above Put in and beyond significant effort and really effort but not took project necessarily seriously above what was asked 147 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 13: MY LIFE PLANI. Objective: To create a fitness program that can be used for a lifetimeII. Materials: • record of PA, PF and PAR assessments • pen and short bond paperIII. Procedure 1. Guided by the FITT principle, create a fitness plan that will improve/sustain your fitness. You may follow the format or create your own as long as you meet the required elements of your plan. DEPED COPYName: MY FITNESS PLAN Date:Height: Grade/Section:Weight:BMI: Target Weight:Nutritional Status: Target BMI:General Goals: Target Nutritional Status:Specific Goals: Active Frequency Intensity Time(Duration) TypeRecreational Activities 148 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

2. Be guided by these criteria: Criteria Advanced Proficient Approaching DevelopingAttainability (4) (3) Proficiency (1)Realistic (2)activities All goals and 1 of the goals and 2 of the goals and Many of the goalsVariety of activities are very activities planned activities planned and activitiesActivities much attainable in is not attainable in are not attainable planned are not the specified time. the specified time. in the specified attainable in the time. specified time. All activities in the 1 activity in the 2 or more activities All activities in the fitness plan could fitness plan could in the fitness fitness plan could be conducted at not be conducted plan could not not be conducted home, in school, at home, in or in any place. school, or in any place.DEPED COPY be conducted at at home, in home, in school, school, or in any or in any place. place. The fitness plan The fitness plan The fitness plan The fitness plan contains 7 or more contains 5-6 contains 3-4 contains 2 or less different activities. different activities. different activities. different activities. Think of this… Why is it important to have a balanced lifestyle? Points to remember… Our lifestyle is the way we live. It is composed of a variety of elements and habits: what we eat, what we drink, our level of exercise, how well we sleep, how well we manage stress and adapt to stressful situations, our behaviour and how we interact with people, not forgetting our sense of belonging and purpose in life. It is also affected by how we think and how we see life in general and by our attitude and the choices we make when confronted with the changes and challenges of life. A balanced lifestyle is the way in which we live and reflects that the different elements of our life are in the right amount and proportion. Adopting a balanced lifestyle is of growing importance because it has immediate and long-term effects on our health and well-being. This is confirmed by many recent studies, which clearly show that conditions such as heart diseases, stroke, cancer, diabetes, as well as many other chronic diseases may be preventable and even reversible by changing our diet and adopting new attitudes and lifestyle. A balanced lifestyle will have positive effects on our longevity as well. In his exceptional book, “Defy Aging”, Michael Brickey, (PhD) has reviewed and put together the conclusions of thousands of scientific studies and references 149 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYabout longevity. One of the important conclusions of this extensive review is this: “Researchers estimate that 30% of longevity is due to heredity and that 70% is the consequence of our beliefs, attitudes, coping skills and lifestyle”. Adopting and maintaining a healthy and balanced lifestyle is our own responsibility. By maintaining a balanced lifestyle, we are increasing our chances of living a significantly longer, better, and happier life. A balanced lifestyle is the corner stone of your well-being, and it encompasses elements such as developing and maintaining good physical health and fitness, maintaining a good level of energy and vitality, having the ability to express your creativity, enjoying emotional and psychological stability, entertaining harmonious relationships, feeling and expressing your love toward people and life, acquiring effective stress management strategies and coping skills, achieving financial stability, as well as developing a sense of purpose and meaning in life. In order to be able to take meaningful actions and make effective changes to your lifestyle and improve your health and well-being significantly, it may be very useful to look at the different elements that define your lifestyle. This will allow you to set pertinent and reasonable goals and adopt more effective strategies specific to each element. Lifestyle is often defined by the following six components: physical, mental, emotional, social, financial and spiritual. These elements are all interrelated. We can say that we enjoy a truly balanced lifestyle when we are balanced with respect to all six components. Negligence or imbalance in any one of these affects all the others. The good news is that improvement in one element will also have a positive effect on all the others. Source: http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/ Part IV: WHAT TO TRANSFER At this point, the students are now ready to manifest their understanding in a different form. It is expected that in this final stage, they can transfer their learning to others and influence them to also practice a balanced healthy lifestyle.Let the students choose one from any of the activities.Scores of the students shall be recorded and graded under product/performance. 150 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 14: SINCE YOU BELONG…GOAL To conduct a dance training-workshop for the youth of yourROLE community and/or to other students of your schoolAUDIENCESITUATION dance instructor/member of a training committeePRODUCT co-students or some members of your communitySTANDARD There is group of people who want to learn and experience dancing hip-hop. You are to conduct a training-workshop for them. a choreographed hip-hop dance routine ready to be used as an exercise. Your work will be rated according to the following standard:  Organization  Doability  CooperationDEPED COPYProcedure: 1. This is a class work. 2. Let them discuss with their groupmates who will be the training manager of the workshop and have them delegate the different assignments/ tasks: invitation, program, communication, sound system, venue, certificates, registration, food, finance, documentation, choreography and other needed committees. 3. Let them set a date and send proper communications to the concerned people as well as coordinate with you so you will be guided accordingly. 4. Let them submit accomplished report to your teacher. 151 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 15: BE A FITNESS ADVISER!GOAL To give recommendations to a person/people seeking advice onROLE fitnessAUDIENCE a fitness adviser/guru clients seeking advice on fitnessSITUATIONDEPED COPYThere are several people who are unfit and need advice in order for them to achieve their desired level of fitness.PRODUCT a fitness dance program specifically designed for themSTANDARD The criteria are accuracy (10), appropriateness (10) and sensitivity to clients’ need (10).Procedure: 1. This is an individual work. 2. Instruct them to do the following: a. Identify an unfit person (someone who has difficulty in doing his/her daily task efficiently or effectively) from your family or community. b. Explain to him/her the purpose of your task. Be sensitive to his/her needs. c. Assess the person’s physical activity, participation, readiness and nutritional status. d. Create a fitness dance program e. You may follow the format of the fitness plan format you have done. f. Submit to your teacher your fitness dance program first before giving it to the concerned person. 152 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 Sustaining fitness and wellness is important because it allows the person to live life to the fullest. A fit individual can function optimally, is not prone to health problems, is strong enough to face life challenges and can adjust to different situations. Fitness and wellness are sustained through practicing a healthy lifestyle. This includes participating in physical activities, having proper eating habits and enjoying leisure. Street dance and hip-hop dance are good recreational activities that can sustain fitness and wellness. Dancing as a lifetime habit will surely help in sustaining fitness. But this should be combined with proper eating habits. 153 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 COPYSUMMATIVE ASSESSMENT This assessment measures students’ learning after the series of teaching-learning process. Results shall be recorded and graded under the specified level ofassessment.Knowledge (Paper and Pencil Test) A. Identification. Write your answer on the blank provided. ________________1. What dance form evolved from a culture of DJ-ing, rapping, breakdancing, and making graffiti art? ________________2. What dance form refers to dances performed outside of dance studios? ________________3. What dance style includes body spins and rotations? ________________4. What dance style is characterized by holding a certain position? ________________5. What is the general term for variables that increase the likelihood of developing a disease or injury? ________________6. What term generally refers to the way we live? ________________7. What tool assesses one’s level of readiness and physical activity participation? ________________8. What scale identifies the intensity of a certain physical activity? ________________9. What term generally refers to activities primarily done to refresh and revitalize one’s body and mind? ________________10. What term refers to why and how people eat, which foods they eat, and with whom they eat? 154 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 (Paper and Pencil Test) B. Multiple Choice. Write the letter of the best answer. 1. Which of the following is a benefit of dancing? a. increases mental functions b. reduces the risk of osteoporosis c. improves the condition of heart and lungs d. all of the above 2. Why is it important to do warm-up and stretching activities before dancing? a. to increase body temperature b. to improve grace and proper execution c. to develop motor fitness, and endurance d. to minimize risk of muscle and bone injuries 3. Which of the following is an active recreational activity? a. gardening b. playing basketball c. both a and b d. none of the above 4. Which of the following best describes media and technology and its relationship to fitness and health? a. Media and technology have no effect to fitness and health. b. Media and technology reduce our physical activity participation. c. Media and technology increase our physical activity participation. d. Media and technology provide both advantages and disadvantages to our fitness and health. 5. What fitness component is best developed when you dance for an hour regularly? a. speed b. body composition c. muscular endurance d. cardio-respiratory endurance 6. “You are what you eat” simply means that a. We only eat what we desire. b. We are healthy if we eat healthy foods. c. Our nutritional status depends on the food we take in. d. When we do not control what we eat, we will become overweight. 155 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.

7. After scrubbing the floor, student A feels like it is impossible to keep going, can hardly breathe and talk. This means that a. Scrubbing is a vigorous activity for student A. b. Scrubbing is a very light activity for student A. c. Scrubbing is a very vigorous activity for student A. d. Scrubbing is a moderately vigorous activity for student A.8. When a certain activity increases our heart rate, this means that a. The activity is good for our heart and lungs. b. The activity increases our cardio-respiratory endurance. c. both a and b d. none of the above9. Your overweight friend wants to lose weight. S/he is considering the diet pills and fitness programs s/he saw on the newspaper and television. What is the best advice you can give to your friend? a. Tell her/him to enroll in a fitness gym. b. Tell her/him to try the best diet pills taken by popular artists. c. Tell her/him to choose the most convincing advertisement. d. Tell her/him to verify all the information and seek advice from a genuine fitness adviser.10. Why is heart disease still the number one cause of death among Filipinos? a. because of physical inactivity b. because of an unhealthy lifestyle c. because of media and technology d. because of the availability of food that are rich in cholesterolDEPED COPYAnswer Key: B. 1. D A. 2. D 1. Hip-hop dance 3. C 2. Street dance 4. D 3. B-boying 5. D 4. Locking 6. C 5. Risk factors 7. C 6. Lifestyle 8. C 7. PA (Physical Activity) Assessment 9. D 8. RPE Chart 9. Recreational Activity 10. B 10. Eating habits 156 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Performance Task on Understanding (Facet: Application)FLASH MOB(Note: If flash mob is not possible, you may conduct interclass/interschool/inter-barangay hip-hop dance competitions)I. Objectives: To apply the knowledge and skills learned about street dance and hip-hop dance To perform a polished choreographed dance routineII. Materials/Equipment: • audio-visual setIII. Procedure: 1. As a class, perform (with costume) a 5-8 minute choreographed flash mob street or hip-hop dance in an area of your school or community in any of the following situations: • flag raising ceremony • recess time • lunch break • dismissal time • barangay events 2. Arrange the schedule with your teacher. 3. Take a video of your performance for class presentation. 4. Be guided with the following criteria:DEPED COPY Above Good/ AverageCriteria Outstanding Average Fair Poor (3pts) (2pts) (1pts) (5pts) (4pts) The music The music The musicCreativity and Extremely Excellent was good somewhat did not enough to expressed accuratelyInterpretation  outstanding choice of hold some the theme express the relation to presented.  theme choice of music in the theme presented.  presented. Ability to music that relationincorporate accurately to thememusic that expresses presented,goes in the theme but does notaccordance presented.  accuratelywith the theme expressselection the theme presented .  157 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 Outstanding Above Good/ Fair Poor (5pts) Average Average (2pts) (1pts) (4pts) (3pts)Rhythm/ The group is The group The group The group The groupTempo  outstanding and accurate shows great shows a rarely shows attemptsAbility to stay in beat,in time with the tempo, under- good under- a basic to keep amusic rhythms and dance standing standing of understanding rhythm, but sequences.  of tempo tempo and of tempo and often gets and beat by beat but beat, but off beat and rarely getting periodically sometimes speeds up or off beat or gets off beat falls behind falls behind. making errors or makes and/or speeds Doesn’t DEPED COPY in rhythm.  errors in up in places follow beat in rhythm.  or makes music.  errors in rhythm. Preparedness  Group is Group seems Group is Group is not Group is not prepared, somewhat prepared and prepared to completely but could prepared, it is clear that perform at have used a but could rehearsal all. The dance prepared couple more have used a was definitely rehearsals.  lot more lacking. was well and has rehearsals. rehearsed. obviously rehearsed. Enthusiasm  Facial Facial Facial Very little No use expressions expressions of facialInvolvement and body and body expressions use of facial expressionsin the emotion language are language are or bodyor mood of the always used often used and body expressions language.dance. to generate to generate Did not a strong a strong language are or body demonstrate interest and interest and an interest in enthusiasm.  enthusiasm.  sometimes language. performance.  used to Did not generate demonstrate emotions.  much interest in performance. Member All members All members Most Some One memberParticipation  participate in participate in members members participates the dance. the dance. participate in participate in in the dance.The members The group is The group the dance. the dance. The group isof the group extremely is well put The group is The group a mess. Noparticipate well put together. put together is not put effort at all. in the dance together. Good ok, but not together atroutine. Everyone is effort from everyone is all. Effort is focused and everyone.  trying.  minimal.  on task.  158 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 Outstanding Above Good/ Fair Poor (5pts) Average AverageOverall Group (2pts) (1pts)Performance  The group (4pts) (3pts)The overall is focused, The group is The group islevel of enthusiastic, The group The groupperformance and is pretty is somewhat not focused not focusedfrom the committed focused and focused, butgroup. to the somewhat not really is only going or ready to performance. enthusiastic. enthusiastic. Movements Movements Movements through the perform. and and timing and timing timing are are well are okay.  motions. Movements extremely executed.  well Movements and timing executed.  and timing are are non- off.  existent. DEPED COPY 159 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: Better Health Channel. (May 29, 2014). Dance health benefits. Retrieved from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/ Dance_health_benefits?open Food and Nutrition Research Institute Marvin. (December 16, 2009). Daily Nutritional Guide Pyramid for Filipinos Retrieved from http://www.foodrecap.net/health/food-guide-pyramid-for- filipinos/ Sindico, Ruth. (July 9, 2012). The Philippine Star. http://en.wikipedia.org/wiki/Hip-hop_dance http://en.wikipedia.org/wiki/History_of_hip-hop_dance http://dance.about.com/od/hiphopdancing/tp/Elements-Of-Hip-Hop.htm http://en.wikipedia.org/wiki/Street_dance www.diabetesphil.org/journals/Year%20XVIII1.pdf http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/ 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.

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  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 4: Other Dance Forms (Cheerdance and Contemporary Dance)..................... 161 Introduction ............................................................................................................... 162 Learning Competencies............................................................................................ 163 Pre-Assessment ........................................................................................................163 Instructional Activities Part I: What to KNOW .......................................................................................164 Part II: What to PROCESS ................................................................................176 Part III: What to REFLECT and UNDERSTAND ..............................................195 Part IV What to TRANSFER..............................................................................198 Summary ..................................................................................................................202 Summative Test.......................................................................................................203 Appendices ..............................................................................................................204 References ...............................................................................................................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 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 COPYUnit 4: Other Dance Forms (Cheerdance and Contemporary Dance) 161 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. : 4 Number of Sessions: 8 CONTENT STANDARD PERFORMANCE STANDARDThe learner . . . The learner . . . • demonstrates understanding of • maintains an active lifestyle lifestyle and weight management to influence the physical to promote societal fitness. activity participation of the community and the society. • practices healthy eating habits that support an active lifestyle. DEPED COPYI. Introduction In today’s world dominated bycomputers, a great deal of change hashappened that have taken away the veryessence of our physicality as human beings:the opportunity to move. A massive shift fromphysical labor to office jobs, engagement inpassive forms of entertainment and recreation,and development of a sedentary lifestyle arejust but natural consequences of the luxuryoffered by the advancements in science andtechnology. Increased weight gain has led leadingto obesity, development of heart diseases,diabetes, and certain types of cancer justsome of the eventual disadvantages ofphysical inactivity. This is the very reason whyyou will be introduced to cheer dancing andcontemporary dancing as means to achievehealthy living. It is fitting and timely that these lessonsare included in your studies so that as early asnow, before you enter the work force, you willbe able to make informed decisions regardingyour lifestyle choices and practices that willhelp you become a fit, healthy and productivemember of society. 162 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… • assesses physical activity, exercises, and eating habits; • determines risk factors related to lifestyle diseases (obesity, diabetes, heart disease); • engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school; • applies correct techniques to minimize risk of injuries; • critiques (verifies and validates) media information on fitness and physical activity issues; • expresses a sense of purpose and belongingness by participating in physical activity related community services and programs; and • recognizes the health needs of others in real life and in meaningful waysDEPED COPYIII. Pre-AssessmentPart I. Assessing Your Participation in Recreational ActivityIndicate your corresponding response to each of the needed data regarding yourparticipation to the recreational activities enumerated, the potential danger to eachactivity, and the first aid techniques necessary to alleviate suffering whenever injurieshappen.Recreational Activity Always Seldom Never Potential First Aid Danger/ Injury TechniqueBasketballVolleyball neededBaseball / SoftballSoccer / FootballBadmintonSwimmingTrekkingMountain ClimbingCyclingCampingCheerdancingContemporary DancingPop DancingBreakdancing (B-boying)Ballroom DancingFishing 163 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.

Recreational Activity Always Seldom Never Potential First Aid Danger/ Injury Technique neededPlaying Computer / Video GamesPlaying board gamesPlaying card gamesPlaying musical instrumentsProcessing Questions:Let the students answer the following questions in their notebook: • What does the survey reveal about your participation in recreational activities? • Does the result of the survey tell that you have knowledge and skills in first aid? • Why do you think knowledge and skills in first aid are necessary in your participation in recreational activities?Part II. Me and the Foods I EatMe and the Foods I Eat Template:Fill out the columns by enumerating foods that you love to eat. DEPED COPYName: Nutritional Implication to Healthy Potentially Suggested Content/ Fitness and (Put check Unhealthy (Put Alternative List of Well-beingFoods Value (√ mark) check Food/s √ mark)Part III. Levelling of Expectations At the end of this module, they are expected to conduct a cheerdancepromotional ad and a cheerdance festival. These activities will allow them to sharethe knowledge, skills and understandings learned relative to influencing society’sfitness concept, with cheerdance and contemporary dancing as their media. Letthem refer to Part IV (Transfer), Activities 1 and 2 of the lessons for this activity. Givethe necessary orientation regarding their grouping, the criteria for assessment, andthe process of conducting the activity.INSTRUCTIONAL ACTIVITIES: WHAT TO KNOW Part I. Welcome to the first part of your lesson in Cheerdance and Contemporary Dance! In this phase, you will be provided with activities that seeks to activate your prior knowledge regarding the lesson. From there, follow-up activities will then be given to elicit your initial understanding. As you go through the rest of the activities, misconceptions and alternative conceptions you might have had in mind will be clarified. Finally your knowledge, in terms of its adequacyand relevance, will be assessed at the end of this phase. 164 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: HR LogI. Objectives: At the end of the activity, the students will be able to: • record their own resting heart rate (RHR), training heart rate (THR) and training intensity (TI); • assess and report their own heart rate before and after performing a physical activity; and • realize the importance of keeping track of your own fitness data in relation to improving personal fitness necessary in influencing others in the society.II. Materials: • “HR (Heart Rate) Log” template • activity notebook and ballpen • RPE (Rate of Perceived Exertion) chartDEPED COPYIII. Procedure: Give the following instructions to the students: 1. Below is an HR log, a template that allows you to self-assess and report your heart rate before and after you perform a physical activity, the time spent, and your Rate of Perceived Exertion (RPE) on the physical activities you do on a daily basis. 2. Reflect on the physical activities you did before going to school today, and/ or in PE classes and fill in the needed data in the given template. 3. You may start with the warm-up session that will be given to you in the next activity. 4. Do this in your activity notebook.HR Log Template: Name: Date Activity Time Heart Rate Heart Rate Rate of Signature Spent before after Perceived in bpm in bpm Exertion Activity 2: ME AND MY TUMMY (Activating Prior Knowledge) I. Objectives: At the end of the activity, you will be able to: • activate your prior knowledge on lifestyle and weight management; • measure your waist and give the implication of such measurement on your fitness and well-being; • compute your BMI (Body Mass Index) and give its implication on your fitness and well-being; and • assess your lifestyle and weight management skills. 165 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.