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Teacher’s Guide
Unit 4
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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
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Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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Physical Educationand Health – Grade 10
Teacher’s Guide
First Edition 2015
ISBN:
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DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking
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been exhausted in seeking permission to use these materials. The publisher and authors do

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Authors and publishers may contact FILCOLS at filcols@gmail.com or (02) 439-

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2204.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teacher’s Guide
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

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Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

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Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Grace Duka-Pante, Salve Favila, Lordinio Vergara

Layout Artist: Aileen N. Ilagan, Donna G. Romero

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Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena,

Fermin Fabella, Hadji S. Mendoza

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus

Printed in the Philippines by ____________

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Office Address: 5th Floor Mabini Building, DepEd Complex
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 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.

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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

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in the learner’s material. Furthermore, each activity is provided with key
answers to guide you in the assessment process.
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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
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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.
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 Table of Contents

HEALTH
Unit 4: Planning for a Health Career ............................................................................ 277
Introduction ................................................................................................................ 278
Learning Competencies ............................................................................................ 278
Pre-Assessment ........................................................................................................ 279
Summary .................................................................................................................. 294
Glossary of Terms ................................................................................................... 295
References ............................................................................................................... 296

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Appendices .............................................................................................................. 297

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 Unit 4: Other Dance Forms
(Cheerdance and Contemporary
Dance)

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Module No. : 4 Number of Sessions: 8

CONTENT STANDARD PERFORMANCE STANDARD

The 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

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lifestyle.

I. Introduction

In today’s world dominated by

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computers, a great deal of change has
happened that have taken away the very
essence of our physicality as human beings:
the opportunity to move. A massive shift from
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physical labor to office jobs, engagement in
passive forms of entertainment and recreation,
and development of a sedentary lifestyle are
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just but natural consequences of the luxury
offered by the advancements in science and
technology.
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Increased weight gain has led leading

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to obesity, development of heart diseases,

diabetes, and certain types of cancer just
some of the eventual disadvantages of
physical inactivity. This is the very reason why
you will be introduced to cheer dancing and
contemporary dancing as means to achieve
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healthy living.

It is fitting and timely that these lessons

are included in your studies so that as early as
now, before you enter the work force, you will
be able to make informed decisions regarding
your lifestyle choices and practices that will
help you become a fit, healthy and productive
member of society.

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 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

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• recognizes the health needs of others in real life and in meaningful
ways

III. Pre-Assessment

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Part I. Assessing Your Participation in Recreational Activity

Indicate your corresponding response to each of the needed data regarding your
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participation to the recreational activities enumerated, the potential danger to each
activity, and the first aid techniques necessary to alleviate suffering whenever injuries
happen.
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First Aid
Potential
Recreational Activity Always Seldom Never Technique
Danger/ Injury
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needed
Basketball
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Volleyball
Baseball / Softball
Soccer / Football
Badminton
Swimming
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Trekking
Mountain Climbing
Cycling
Camping
Cheerdancing
Contemporary Dancing
Pop Dancing
Breakdancing (B-boying)
Ballroom Dancing
Fishing

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 First Aid
Potential
Recreational Activity Always Seldom Never Technique
Danger/ Injury
needed
Playing Computer / Video Games
Playing board games
Playing card games
Playing musical instruments

Processing Questions:

Let the students answer the following questions in their notebook:

• What does the survey reveal about your participation in recreational activities?

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• 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 Eat

Me and the Foods I Eat Template:

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Fill out the columns by enumerating foods that you love to eat.

Name:
Nutritional Implication to
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List of Content/ Fitness and (Put check Unhealthy (Put Alternative
Foods Value Well-being (√ mark) check Food/s
√ mark)
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Part III. Levelling of Expectations

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At the end of this module, they are expected to conduct a cheerdance

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promotional ad and a cheerdance festival. These activities will allow them to share
the knowledge, skills and understandings learned relative to influencing society’s
fitness concept, with cheerdance and contemporary dancing as their media. Let
them refer to Part IV (Transfer), Activities 1 and 2 of the lessons for this activity. Give
the necessary orientation regarding their grouping, the criteria for assessment, and
the process of conducting the activity.
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INSTRUCTIONAL ACTIVITIES:
Part I. WHAT TO KNOW

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 adequacy
and relevance, will be assessed at the end of this phase.
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 Activity 1: HR Log

I. 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

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• activity notebook and ballpen
• RPE (Rate of Perceived Exertion) chart

III. Procedure:
Give the following instructions to the students:

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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.
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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
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activity.
4. Do this in your activity notebook.
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HR Log Template:
Name:
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Heart Rate Heart Rate Rate of

Time
Date Activity before after Perceived Signature
Spent
in bpm in bpm Exertion
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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.

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II. Materials/Equipment:
• HR log (activity notebook)
• any upbeat music for warm-up
• music player and speaker
• tape measure
• meter stick
• weighing scale
• calculator
• BMI classification template

III. Procedure:
Give the following instructions to the students:
1. Do a 10-15 minute warm-up. Bear in mind that before doing the warm-
up exercises, you have to be in stretchable outfit such as cycling shorts,

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leggings, jogging pants, shirts or sleeveless shirts, for better exercise and
workout, and prevent unnecessary injuries from happening resulting from
wearing by improper clothing.
2. Using the weighing scale and meter stick, take your weight and height.
3. With the formula BMI = W (kg)/H2 (m-meter), compute for your Body Mass

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Index.
4. Find out your classification based on this table:
Table 1. BMI Classification
BMI CLASSIFICATION
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below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
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30.0 and above Obese
Source: Complete Guide to FITNESS and HEALTH,
Barbara Bushman, Ph. D., American College of Sports Medicine, 2011
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5. To which of the four classifications do you belong?

6. This time, let’s measure your waist. This is one way to identify whether you
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are at risk of health concerns. It is very simple. Just get a tape measure,
wrap it around your waist and measure at the smallest part!
7. Now, refer to Table 2 below to give you an interpretation of your waist
circumference:
Table 2. Interpretation of Waist Circumference for Adults
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Risk Category Waist Circumference (in inches and centimeters)

Men Women
Very Low Below 31.5 in (80 cm) Below 27.5 in (70 cm)
Low 31.5 to 39.0 in (80 - 99 cm) 27.5 to 35.0 in (70 - 89 cm)
High 39.5 to 47.0 in (100 - 120 cm) 35.5 to 43.0 in (90 - 109 cm)
Very High Above 47.0 in (120 cm +) Above 43.0 in (110.0 cm)

8. So, based on the interpretation given about your measured waist

circumference, are you at risk?
9. To enrich your knowledge, refer to these readings; they can help you
maintain a healthier lifestyle:

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 READINGS:
BODY MASS INDEX AND WEIGHT MANAGEMENT
Weight management is a struggle for many Filipinos, but controlling body
weight has many benefits. Filipinos, nowadays, have adopted the Western culture
of excessive intake of unhealthy, high-calorie food coupled with physical inactivity
which often results in a society called “obesiogenic” (a tendency to have a fat
citizenry). This transformation towards over fatness does not occur overnight. The
number of overweight and obese Filipinos has already grown, according to the
National Nutrition and Health Survey by the FNRI (Food and Nutrition Research In
statute) and DOST (Department of Science and Technology) and it will most likely
contribute to the development of related diseases.

The terms overweight and obesity are both used interchangeably to describe

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situations in which the body weight is higher than that recommended for optimal
health, because being overweight or obese increases the risk of developing diseases
or health problems. Stated plainly, you are overweight if you weigh more than what
is expected for someone of your stature (height), and you are obese if you weigh
a lot more than what is expected. To be more specific, Body Mass Index (BMI) is
used to classify people into four subclasses: underweight, normal, overweight, and

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obese.

BMI is commonly used because it is very easy to measure and it also correlates
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strongly with the percentage of body fats. Excess levels of body fat contribute to
a number of health concerns including heart disease, hypertension, diabetes and
some cancers. Typically, body fat levels are higher as BMI increases. A BMI between
18.5 to 24.9 kg/m2 is considered normal, with a healthy body weight. This is because
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BMI within this range is associated with the lowest risk of developing a chronic
disease or dying. People classified as overweight have an increased risk of disease
and death, and those who are obese have the highest risk of developing a number
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of diseases.
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Waist Circumference
People have different patterns of body fat distribution, and these patterns
correspond to different risk levels for disease. The location of body fat accumulation
influences a person’s health risk. The risk is lower for those who have fat distributed
more around the hips and thighs (called gynoid obesity and commonly referred to
as a pear-shaped physique) than for those who carry fat on the trunk or abdominal
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area (called android obesity, commonly called an apple-shaped physique). Because

of the concern with abdominal obesity, waist circumference alone can help identify
whether you are at risk of health concerns.

Physical Activity and Exercise Defined

Physical activity refers to bodily movement produced by skeletal muscles.
It requires energy expenditure and produces progressive health benefits. Physical
activity typically requires only low to moderate intensity effort. Examples of physical
activity include walking to and from work, taking the stairs instead of elevators and
escalators, and gardening, doing household chores, dancing and washing the car by
hand.

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 Exercise is a type of physical activity that requires planned, structured,
and repetitive bodily movement to improve or maintain one or more components
of physical fitness. Examples of exercise are walking, running, cycling, aerobics,
swimming, and strength training. Exercise is an activity that requires a vigorous and
intense effort.

Intensity of Exercise
When trying to develop the CR (cardio-respiratory) system, many people
ignore intensity of exercise. For muscles to develop, they have to be overloaded
to a given point. The training stimulus to the biceps muscle, for example, can be
accomplished with arm curl exercises using increasing weights. Likewise, CR is
stimulated by making the heart pump faster for a specified period.

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Health and CR fitness benefits result when a person is working between 30 to
85 percent of heart rate reserve (HRR) combined with an appropriate duration and
frequency of training. Health benefits are achieved when training at a lower exercise
intensity, that is, between 30 to 60 percent of the person’s HRR. Even greater health
and cardioprotective benefits, and higher and faster improvements in CR fitness

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(VO2max), however are achieved primarily though vigorous intensity programs (at
an intensity above 60 percent). C
Recent research indicates that the traditional equation of 220 – age
overpredicts MHR in people 40 years and younger, and underpredicts MHR in
individuals above 40 years old. Instead, we will use 207 as our constant MHR from
birth that decreases by 1 beat per year.
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The intensity of exercise or training intensity (TI) can be calculated easily,
and training can be monitored by checking your pulse. To determine the intensity of
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exercise or cardio-respiratory training zone according to heart rate reserve, follow

these steps:
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1. Estimate your maximal heart rate (MHR) according to the following formula:
MHR = 207 – (0.7 x age)
2. Check your resting heart rate (RHR) for a full minute in the evening, after you
have been sitting quietly for about 30 minutes reading or watching a relaxing
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TV show. You can check your pulse on the wrist by gently placing two or
three fingers over the radial artery or in the neck, using the carotid artery.

3. Determine the heart rate reserve (HRR) by subtracting the resting heart rate
from the maximal heart rate: HRR = MHR – RHR

4. Calculate the Training Intensity (TI) at 30, 40, 50, 60, 70 and 85 percent.
Multiply the heart rate reserve by respective 0.30, 0.40, 0.50, 0.60, 0.70, and
0.85, and then add the resting heart rate to all four of these figures (e.g., 60%
TI = HRR x .60 + RHR)
Example: The 30, 40, 50, 60, 70 and 85 percent TIs for a 20-year-old with a
resting heart rate of 68 bpm would be as follows:

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 MHR: 207 – (.70 x 20) = 193 bpm RHR: 68 bpm
HRR: 193 – 68 = 125 bpm
Percentage Training Intensity (TI) Cardio-Respiratory Training Zone
30% (125 x .30) + 68 = 106 bpm Light Intensity
40% (125 x .40) + 68 = 118 bpm (106-118 bpm)
50% (125 x .50) + 68 = 131 bpm Moderate Intensity
60% (125 x .60) + 68 = 143 bpm (118-143 bpm)
70% (125 x .70) + 68 = 155 bpm Vigorous Intensity
85% (125 x .85) + 68 = 174 bpm (143-174 bpm)

Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W.
K. Hoeger, Sharon A. Hoeger, 2013, pp. 205-208

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Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of
Sports Medicine, 2011, pp. 27-28, 265-266
Lifetime Physical Fitness and Wellness: A Personalized Program, Twlfth Edition, Warner W.
K. Hoeger, Sharon A. Hoeger, 2013, pp. 7.

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Processing Questions:
• How does your waist circumference determine your health condition?
• What factors contribute to an apple-shaped physique?
• If you have a high potential risk of developing health problems as determined
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by your waist circumference, what should you to avoid to prevent them?
• How can the intensity of your exercise activities be of help in maintaining a
healthy lifestyle?
• Compute for you own cardiorespiratory training zone from 30 to 85 percent
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according to your actual age. Do this in your activity notebook.
Note: As required in Activity 1 (HR Log) in this part of the lesson, you should record
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your heart rate in your HR Log (notebook) and your THR (Training Heart Rate) or
TI (Training Intensity) by taking your heart rate after each warm-up or physical/
cheerdancing activity introduced in your succeeding lessons. You will need the data
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in Activity 3 for your lessons in Part IV (What to Transfer).

Activity 3: ACTIVE RECREATION, ITS RISKS AND FIRST AID TECHNIQUES

I. Objective:
At the end of the activity, you will be able to;
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• explain the nature and background of active recreation;

• make informed decisions on the kind of active recreation you are to engage in;
• identify potential risks in chosen active recreational activities and employ
appropriate first aid techniques on such risks; and
• realize the importance of active recreation and the accompanying knowledge
in preventing related risks.

II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• music player and speaker

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 • videoclips of active recreational activities and their potential risks
• powerpoint presentation on active recreation, related risks and
appropriate first aid
• first aid kit (with triangular bandage, dressing, antiseptics, cold/hot
compress , etc.)
• HR log (activity notebook)
III. Procedure:
1. Let the learners do a 15-20 minute syllabised warm-up exercises.
2. Discuss on the concept of active recreation and its accompanying risks together
with how such risks will be prevented or given first aid.

READINGS:
PHYSICAL ACTIVITY AND ACTIVE RECREATION

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In your lessons in Grade 9, Quarter 4, the term recreation was regarded as
activities you do during leisure. Leisure is an unobligated time wherein you are free
from any pressing concern in studies and/or work. Recreation may be classified
into two; active and passive. Passive recreational activities are those which you
spend your leisure without exerting much of your physical prowess such as playing

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board and card games, listening to music, reading, watching TV and surfing the
internet or playing computer games. Active recreational activities, on the other
hand, are those that require deliberate physical efforts which may range from light
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to vigorous intensities. These include walking, jogging, taking the stairs, gardening,
doing household chores, playing sports, swimming, dancing, and even hiking or
mountaineering.
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In the absence of a planned exercise program, doing active recreational
activities may help you break the monotony of a toxic desk work, mind-boggling
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academic problems and brain-squeezing assignments and research papers required

in your classes. Active recreational activities provide not just an opportunity for you
to enjoy life but an avenue to enhance your fitness. They are not suggested to take
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the place of the academic challenges in school but are recommended to balance or
neutralize the adverse effects of a sedentary lifestyle among students. The earlier you
make active recreation a fitness habit, the more chances you will have to maintain or
improve your health and well-being.
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Adults between ages 18 to 64, older adults of ages 65 and beyond, pregnant
women and those who just gave birth, and children 6 years of age and older, and
adolescents like you differ in physical activity prescriptions. Children and adolescents
should do one hour (60 minutes) or more of physical activity everyday. The one hour
or more a day should be either moderate- or vigorous- intensity aerobic physical
activity. Developing the habit of engaging in physical activities which may come in
the form of active recreation will eventually reduce risk of hypokenetic diseases.
The term “hypo” means low or little and “kenetic” implies motion. These hypokenetic
diseases include hypertension, heart diseases, chronic low back pain, and obesity.
Lack of physical activity is a fact of modern life that most people can no longer avoid,
even for students like you. To enjoy modern-day conveniences and expect to live life
to its fullest, however, one has to make a personalized lifetime exercise program a

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 part of daily living. This challenge can be addressed by actively engaging in active
recreation, making it a habit of both body and mind.

Common Injuries Involved In Recreation

Sprains
A sprain is a stretch or tear of a ligament, the band of connective tissues that
joins the end of one bone with another. Sprains are caused by trauma such as a
fall or a blow to the body that knocks a joint out of position and, in the worst case,
ruptures the supporting ligaments.

Sprains can range from first degree (minor) to third degree (the worst). Areas
of the body most vulnerable to sprains are the ankles, knees and wrists. Signs of
a sprain include varying degrees of tenderness or pain, bruising, inflammation,

PY
swelling, inability to move a limb or joint or joint looseness, laxity or instability.

Strains
A strain is a twist, pull or tear of a muscle or tendon - a cord of tissue connecting
muscle to bone. It is an acute, non-contact injury that results from overstretching

O
or over-contraction. Symptoms of a strain include pain, muscle spasm and loss of
strength. While it is hard to tell the difference between mild and moderate strains,
severe strains not treated professionally can lead to permanent damage and loss of
function.
C
Knee Injuries
Due to its complex structure and weight-bearing function, the knee is the most
D
commonly injured joint. Each year, more than 5.5 million people visit orthopedic
surgeons for knee problems.
E

Knee injuries can range from mild to severe. Less severe would be
tendinitis, patella femoral compression syndrome, iliotibial band syndrome and
EP

bursitis, to name a few. The severe injuries include bone bruises or damage to the
cartilage or ligaments. Major injuries are common to the Anterior Cruciate Ligament
(ACL), Meniscus injuries, Posterior Cruciate Ligament (Pcl), Medial Collateral
Ligament (MCL) and the Lateral Collateral Ligament (LCL).
D

Knee injuries can result from a blow to or twist to the knee, from improper
landingafter a jump or from running too hard, too much or without proper warm up.

Other common sports injuries suffered by athletes are shin splints, Achilles
tendon injuries, patella dislocation and hamstring, quadriceps and calf injuries.

Fractures 
A fracture is a break in the bone that can occur from either a quick, one-time
injury to the bone (acute fracture) or from repeated stress to the bone over time
(stress fracture).

171

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 The most common symptom of a stress fracture is pain at the site that worsens with
weight bearing activities. Tenderness and swelling often accompany the pain. This
is very important for the coaches to recognize and refer the athlete to the trainers or
the team physicians.

Dislocations
When two bones that come together to form a joint become separated, the
joint is described as being dislocated. Contact sports such as football, basketball
and lacrosse, as well as high impact sports that can result in excessive stretching or
falling, cause the majority of dislocations. A dislocated joint is an emergency situation
that requires medical treatments.

Symptoms of Mentioned Injuries:

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• pain
• swelling
• bruising
• difficult and painful movement deformity
• a pop, snap or tear is sometimes felt or heard when the injury occurs.

First Aid Techniques to Injuries During Recreation

O

C
These acronyms shall be remembered when applying first aid to injuries
during the conduct of recreational activities: PRICED and HARM.

Follow the PRICED procedure:

D
PROTECTION Remove additional risk or danger in the injured area.
REST Stop moving the injured area.
E

Apply ice to the injured area for 20 minutes every two hours for
two days. Then ice can be applied less frequently after the first two
ICE days until the fifth to seventh day. Instead, either contrast baths or
EP

warm compresses will be applied to hasten the healing process of

the damaged tissues
COMPRESSION Apply an elastic compression bandage in the injured area.
ELEVATION Raise the injured area above heart level.
D

DIAGNOSIS Acute injuries should be evaluated by health-care professionals

In the first few days of an injury, remember to avoid HARM:

Any kind of heat will speed up the circulation, resulting in
HEAT
more swelling and longer recovery.
ALCOHOL Alcohol can increase swelling, resulting to longer recovery.

Exercising can cause further damage to the injured part.

RUNNING OR OTHER
Exercise also increases blood flow, resulting to more
EXCESSIVE EXERCISE
swelling
Massage increases swelling and bleeding into the tissue,
MASSAGE
prolonging recovery time.

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 First Aid for Sprains and Strains
Minor sprains and strains can be treated at home using these measures. Start
treatment as soon as possible to reduce swelling and speed up recovery. The less
swelling, the more blood can get to the injured part to start the repair process.
• Apply the PRICED method.
• Do not apply heat during the first two days as this will only increase swelling.
• Use paracetamol for the first day of the injury, since it will reduce pain without
increasing bleeding. Thereafter, ibuprofen (or other non-steroidal anti-
inflammatory) or aspirin is a good choice. Don’t give aspirin to a child younger
than 16 years.
• Arnica oil works well to reduce swelling.
• Remove rings immediately if the injury is to the hand or fingers.
• After 48 hours, start moving the limb gently, but only enough so as not to

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cause pain.
• Gradually increase the range of movement – let pain be your guide.

Strains usually heal in about a week. Sprains may take up to three weeks to
heal, depending on the degree of sprain or strain.

First Aid for Fractures:

• Apply the PRICED method.

O
C
• Keep the limb in the position you found it and place soft padding around
the broken bones. Splint the injury with something rigid, such as rolled up
newspaper or magazines, to prevent the bones from shifting. Do not move
the broken bones. Splints must be long enough to extend beyond joints above
D
and below the fracture.
• If there is an open fracture, cover it with a clean gauze pad. Apply pressure to
E

control bleeding. Do not try to push the bone back into the wound and do not
attempt to clean it.
• Get medical attention immediately. Fractures of the femur and pelvis may
EP

cause severe internal bleeding.

• Do not give the person anything to eat or drink in case surgery is needed.

See a Doctor if:

• You suspect a fracture or dislocation or if you are unsure of the severity of a
D

sprain or strain.
• You cannot straighten the affected joint or bear weight on it, or if a joint feels
unstable.
• The skin over the injury area is broken
• The limb below the injury feels numb or tingling, or is white, pale or blue in
color, or feels colder compared to the other healthy limb.
• The ligaments of the knee are injured.
• You injure an area that has been injured several times before.
• Pain is severe or lasts longer than 24 hours, or if swelling does not subside
within 48 hours.
• A sprain or strain does not improve after five to seven days.
• Signs of infection develop.

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Processing Activities:
A. Identify these recreational activities as illustrated:

PY
O
B. In the given table below, indicate whether you engage in such recreational activities
or not Identify whether such recreational activities are active or passive by ticking
your corresponding response:
Recreational YES
C
NO Active Passive
Activity (I do it) (I don’t do it) Recreation Recreation
Cycling
D
Marathon
Swimming
Softball/Baseball
E

Rowing
Basketball
EP

Computer Games
Card Games
Board Games
Volleyball
Board Games
D

Reading
Playing Music
Dancing
Internet Surfing

C. Based on your responses, answer these questions in your activity notebook:

• Why do you do such activities?
• When do you do them?
• What for you is leisure? Recreation?
• How are active recreational activities different from passive ones?
• Which do you think is better, passive or active recreation?

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 D. This time, copy the template provided below. Identify five (5) of your favorite
recreational activities and indicate the corresponding injuries that can possibly
happen while doing them.
Favorite Recreational Activities Accompanying Risks (Possible Injuries)

E. My favorite recreational activities

• Group yourselves into four (4).
• From the responses given by members of your group, identify three (3)
most favorite recreational activities.
• List down the risks involved in such activities.
• Based on experience and lessons learned, conduct demonstration of how
such risks can be managed and given first aid.

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• Assign representatives to present your work to the class.

Activity 4: Simulated Dance Class (Assessment of Knowledge)

I. Objectives:

O
At the end of the activity, you will be able to:
• demonstrate your knowledge and skills learned from the previous activities
(weight management, active recreation and first aid) through simulated
C
dance class differentiated activity;
• perform assigned task with mastery, confidence, relevance to the lesson
and adequacy of required knowledge; and
• realize the value of weight management, active recreation and first aid in
D
maintaining or improving a healthy and active lifestyle

II. Materials/Equipment:
E

• computer/laptop
• LCD projector
EP

• any upbeat music for warm-up

• music player and speaker
• HR log (activity notebook)
Group 1:
• slideshow presentation on weight management
• weighing scale
D

• meter stick
• tape measure
• calculator
Group 2:
• equipment related to three most favorite sports
• any upbeat music for warm-up
• music player and speaker
• comfortable dancing outfit preferrably stretchable ones
Group 3:
• first aid kit: bandage, dressing, disinfectants, medical tapes, hot/cold
compress, splints, stretcher/improvised stretcher

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III. Procedure:
1. Instruct them to perform a 15-20 minute syllabised warm-up exercises.
2. Assign an activity for each group to perform:
Group 1: Fitness lecture with focus on weight management
Group 2: Dance group with emphasis on recreational activities chosen
Group 3: First aid group focusing on dislocations, sprains and lacerations
3. Give them 10 minutes to meet with their group to prepare a 3-5 minute
presentation relevant to the assigned activity for each group.
4. Instruct them to maximize the participation of your members. Each member
shall be a functioning organ of your system.
5. Guide the groups on the sequenceof their performance: Group 1 will perform a
lecture-demonstration on weight management in a dance class first, followed
by group 2 with their dance routine with emphasis on the skills inherent in
their three most favorite sports, ending up the dance with a portrayal of injured
dancers. Finally, group 3 to alleviate suffering of injured dancers by employing

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appropriate first aid to them.
6. Rate their performance according to these criteria:
• relevance of the activities presented
• adequacy of the knowledge demontrated relative to the given topic
• teamwork

O
Part II: WHAT TO PROCESS
C
The learners are given activities to display and
enhance their skills in cheerdance and contemporary
dance, and at the same time formulate their understanding
D
of the benefits of such activities to their fitness and well-
being. As they go on and overcome the challenges
provided for them, they will learn that dance activities are
E

fun and exciting, while at the same time help improve their
fitness, and their sense of community.
EP

Activity 1: SYLLABISED WARM-UP EXERCISES (10-15 minutes)

I. Objectives:
At the end of the activity, the learners will be able to:
• familiarize yourself with the nature and sequence of the syllabised warm-up
D

exercises;
• develop individual strength, power and flexibility necessary in performing
cheerdance and contemporary dance;
• determine one’s own heartrate at rest before the warm-up session, and
• realize that any form of dance requires great deal of fitness and that warm-up
exercises will help you develop it as you repeatedly do it in the next sessions
of their lesson in cheer and contemporary dancing.

II. Materials:
• music player
• any upbeat warm-up music
• speaker

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 III. Procedure:
Let them do the following warm-up activities for 10 to 15 minutes:

Sequence of Exercises:
• neck flexion right and left alternately, 8 counts/ 4 counts
• neck front flexion, 8 counts/ 4 counts
• shoulder rotation/circles front and back alternately, 4 counts for 4 repetitions
• shoulder rotation right and left backward alternately, 4 counts
• arm clip right and left alternately, 8 counts each
• shoulder flex right and left alternately, 8 counts each
• trunk flexion front (arms extended sideward) and back (with arm support on
back of waist), 16 counts each
• trunk flexion right and left (arms extended sideward),16 counts each
• Side lunges (bent knee should be vertically aligned with supporting ankle) right

PY
and left alternately, 16 counts each front (bent knee should be vertically aligned
with supporting ankle) and back lunges alternately, 16 counts each
• squats (feet apart parallel to each other, bend knees ‘til thigh is parallel to the
ground, raise arms horizontally forward), 16 counts
• raise heels, reach up with both arms, 16 counts
• deep lunges right and left alternately, 16 counts each

O
• do “a” march right and left alternately, 16 times
• high knees right and left alternately, 16 times
• butt kicks right and left alternately, 16 times
C
• squat jumps (squat with arms at sides and stand then clap hands), 8 sets
• do “a” march right and left alternately, 16 times
• squats and raise, 4 sets (inhale and exhale alternately)
Before and after performing the given syllabised warm-up activity, record your heart
D
rate in your HR Log. Do this every time the warm-up is required before the activity
proper in your succeeding lessons.
E

Questions:
• How did you feel about the warm-up drills exercises?
EP

• What benefits can you gain when doing warm-up before the performance of a
more strenuous physical activity?
• Why is there a need to warm-up before cheerdancing?
• What other warm-up exercises can you suggest other than those you have
already performed?
D

Activity 2: IMPROVISE AND CREATE

I. Objectives:
At the end of the activity, the learners will be able to:
• appreciate the value of dancing in the improvement and maintenance of their
health and fitness;
• create movements in coming up with their own cheerdance routines through
improvisation; and
• describe the nature, movements and health benefits of cheer dancing.

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II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance dance type music
• music player and speaker
• HR log (activity notebook)
III. Procedure:

Give the following instructions to the learners:

Activity:
1. Group yourselves into four.

PY
2. A cheerdance music will be played. Together with your group, think of
steps, preferably cheerdance steps, and execute them in accordance
with the beat given. Create a combination of about four 8s. Do this in five
minutes.
3. Present your work to the class.

O
Analysis:
1. Assemble in columns, by group.
2.
3.
C
What were the dance presentations you performed about?
How could you perform better?
4. Are there other combinations which you can perform to add dynamics to
your cheerdance routine?
D
5. How can a student like you benefit from performing cheerdances?

Abstraction:
E

• Study and perform the following readings and illustrations for the improvement
of your cheerdance routine:
EP

Readings:

Cheerdance is coined from the words, cheer and dance. To cheer is to shout
out words or phrases that may help motivate and boost the morale of a playing
team and perform better during a game. Dance, on the other hand, is a physical
D

activity where one expresses emotions or gestures while performing bodily

movements usually in time with rhythm. Cheerdancing rooted from cheerleading.
Cheerleading is the performance of a routine, usually dominated by gymnastic
skills such as jumps, tumbling skills, lifts and tosses combined with shouting of
cheers and yells to lead the crowd to cheer for a certain team during a game or
sport. It originated in the United States. Due to Filipinos’ love for dancing, they
added more dance routines to their cheers and came up with the term cheerdance
wherein it is a routine composed of yells and cheers, gymnastic skills (pyramids
and tosses, stunts, tumbling skills, arm and hand positions and jumps), and dance
(fusion of different dance genres). Today, cheerdancing is identified as one of
the most spectacular events in one of the biggest collegiate sports events in the
country, the UAAP (University Athletic Association of the Philippines).

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 Refer to the appendices B and C, and glossary for reference of the skills introduced
in this outline
(Provide time for them to perform the movements)

ESSENTIALS OF CHEERDANCING
Arms/hand movements
• Beginning stance and cheer Legs/feet positions
stance
• “T” and half “T” positions • Feet Together
• Clasp, clap, overhead clasp, low • Feet Apart
clasp • Dig (front and side)
• Touchdown, low touchdown • Hitch, Liberty, and Scale
• High “V” and low “V” • Lunge (front and side)

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• Tabletop and punch, etc. • Knees and Hips positions
• “L” and diagonal positions

CHEERDANCE BASICS

O
(Gymnastic Side)

Jumps
C
Tumbling skills
• Tuck • Forward Rolls and Backward
• Star Rolls
D
• Pike • Forward Backward Handspring
• Split • Cartwheel and aereal cartwheel
• Hurdle Jump/Hurkie
E

• Head and handstand

• Toe Touch Jump • Round-off
• Forward and backward saltos
EP

Pyramids (optional)

Composition:
Flyer Base Spotter Steps in Executing a Pyramid:
Levels:
D

One-and-a-half high Setting up (Preparing to lift)

two-high Load (Actual lift)
two-and-a-half high
Hit (Striking for a final pause)
Dismount (To move down by the
flyer)

Provide an example of a cheerdance routine on video

to serve as their reference in doing their application activity.

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 CHEERDANCE BASICS
(Dance Side)

Hip Hop Basics Jazz/Classical Dance Basics:

Bounce (Downrock)
Groove (Toprock) Tendu (point)
Power moves: Pliē (knees slightly bent)
• Pump Grand Plie (full knees bent)
• Lock Relevē (heels raised)
• Point Piquē (Raising a knee)
• Curl Elements of Dance Battement (Kicks)
Freezes (Space, Time and Energy) Ball Change and Chassē

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Piroutte and Chainē (Turns)

Cheering is the very essence of CHEERDANCE

cheerdance performances. To cheer
is to make someone or team motivated
BASICS
and boosts, encouraged, giving salute (Cheer Side)

O
or acclaim the morale of individuals and
Note: Refer to the glossary of terms
teams. In cheerdance, cheering needs
and to the illustrations appended
to be strong, loud and metered so that it
will be delivered in time with rhythm or the
C at the end of this material for your
reference and guidance.
music played.
Application:
D
• Now that you have the necessary knowledge and skills about the basics of
cheerdancing, it’s high time for you to go back to your first activity, to create a
E

two minute cheerdance routine for your group. You will be given 10 minutes to
accomplish your mission.
• To master your routine, your group will be given two minutes to perform what
EP

you have rehearsed with the beat of the music.

• Present your routine to the class. Your performance will be assessed
considering the following criteria: completeness (considering the three elements
of cheerdance), mastery and synchrony, difficulty (in terms of intensity) and
teamwork.
D

• Ensure safety in the conduct of this activity, such as in practice area, clothing,
skills.

Activity 3: ME, MY DIET AND MY DANCING

I. Objectives:
At the end of the activity, you will be able to:
• show evidence of the effects of the food you eat with that of your cheer dancing;
• make suggestions as to the right kind and amount of food to be taken if you
must engage in moderate to vigorous cheer dancing activities; and
• value knowledge of the right kind and amount of food to eat when performing
strenuous cheer dancing activities.

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 II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)
III. Procedure:
• Let them do a 10-15 minute syllabised warm-up exercises.
• Instruct them to assemble in lecture formation, preferrably row formation.
• Tell them to copy the template provided below in their activity notebook. Put a
check mark (√) to the column corresponding to your affirmation to the situation
indicated per item and put (x) if you do not:

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Name:
My Cheerdance Experiences √/x
1. I experienced dizziness during our cheerdance performance.

O
2. My body type limited me from performing other combinations in
our cheerdance routine.
3. I could hardly carry my weight while executing the cheerdance
combinations.
C
4. The cheerdance routine we performed is a very vigorous activity
for me, based on the RPE (Rate of Perceived Exertion).
5. My heart rate went higher than my THR (Target Heart Rate)
D
range during our cheerdance performance.
E

Processing Questions:
• Which of the five (5) situations did you put (√)? (x)? Why?
EP

• Are the situations enumerated above potentially risky to you? Justify your
answer.
• What suggestions can you give to minimize if not totally get rid of the potentially
risky cheerdance experiences you have considered, in terms of nutrition and
the foods you eat?
D

Readings:
Nutrition for Better Health and Fitness
Eating well, in combination with participating in a regular exercise program, is
a positive step you can take to prevent and even reverse some diseases. Though
nutrition is a broad science, this reading focuses on some of its basics, along with
how to make healthy choices in your daily food intake and how often those choices
can influence your ability to be active.

Too often, people associate nutrition with diet and with restriction and
unappealing options (note that the word diet, simply refers to what you eat, not
a particular weight loss plan). This reading presents a positive view of nutrition

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 and other suggestions for taking control of your diet to improve how you feel. By
providing your body with needed calories and nutrients, you will fully fuel your body
for physical activity and exercise, even for cheer dancing, if you are so inclined. Just
as a car needs quality fuel to run smoothly, your body needs a balance of nutrients
for optimal function.
Source: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 57

Determining Nutrient Needs

Nutrients include carbohydrates, proteins, fats, vitamins, minerals, and water.

The first three carbohydrates, protein and fats – are found in larger (“macro”)
quantities in the body and thus referred to as macronutrients. Vitamins and minerals
which are found in smaller (“micro”) amounts are referred to as micronutrients.

PY
Macronutrients
Macronutrients include carbohydrates, proteins and fats. Carbohydrates and
fats provide energy for daily activities and during exercise, recreational activity,
sports training and even in cheerdancing. Proteins on the other hand provide both

O
energy and raw materials for recovery and repair. All these three nutrient groups
provide slightly different numbers of calories per gram, as follows:
C
Carbohydrates provide about 4 calories per gram
• Proteins provide about 4 calories per gram
• Fats provide about 9 calories per gram
D
Carbohydrates
Although some diets (e. g. Atkins diet) seem to suggest that carbohydrates
E

are the villain when it comes to weight management, carbohydrates are actually vital
for optimal functioning of your body. For example, your brain and central nervous
system rely on blood glucose (sugar) for energy which carbohydrates provide.
EP

Carbohydrates are also an important source of energy during physical activity.

Without sufficient carbohydrates in your diet, you will not be able to fully enjoy a
vigorous workout or cheerdancing activity because your body will not have the fuel
it needs to perform efficiently.

Carbohydrates exist in the form of sugars, starches, and fiber. Sugars are
D

naturally found in items such as fruits and milk products. Sugar is also added to
various products to add flavour and taste. Cutting down on products with added
sugar is recommended ( e. G. Candy, non diet soda, and fruit drinks). These are
rather obvious, but checking food labels can reveal added sugars that are not as
obvious, which are called by many different names, which are brown sugar, corn
sweetener, corn syrup, dextrose, high-fructose corn syrup, glucose, honey, lactose,
maltose, malt syrup, molasses, and sucrose.

Focusing on fruits, vegetables, and whole grain products maximizes the health
benefits of carbohydrates. Starches are a more complex form of carbohydrates that
the body can use for energy and are found in products such as vegetables, dried
beans, and grains. Consumption of whole grains can help prevent cardiovascular
disease, type 2 diabetes, and other chronic diseases mainly because they are high
in vitamins and minerals, as well as antioxidants.

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 The third part of carbohydrates – fiber - includes parts of food that the body
cannot break down and absorb. Sources of fiber include vegetables, fruits, and
whole grains. Consuming higher-fiber foods promotes greater feelings of fullness
as well as bowel health. Higher-fiber diets have been found to reduce the risk of
diabetes, colon cancer, and obesity. The following table provides examples of good
sources of carbohydrates, including the amount of fiber per serving.

Table 3. Sources of Carbohydrates and Fiber

Carbohydrates Fiber
Food Serving Size
per Serving (g) per Serving (g)
Grains
Raisin bagel 1 whole 36 2
Whole grain bread 1 slice 13 2

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Raisin bran cereal 1 oz. (28 g) 47 7
Brown rice 1 cup 45 4
Spaghetti 1 cup 43
Fruits
Banana, sliced 1 cup 34 4

O
Blueberries 1 cup 21 4
Figs, dried 2 figs 24 4
Grapefruit juice 6 fl oz. (177 ml) 72 ˂1
Vegetables
C
Beans (dry), cooked 1 cup 45-55 13-19
Baked beans, canned 1 cup 47 18
Carrots, cooked 1 cup 13 5
D
Sweet potato 1 cup 54 5
Dairy
Milk, low or nonfat 1 cup 12 0
E

Yogurt, plain, skim milk 8 oz. (227 g) 17 0

Cottage cheese, nonfat 1 cupv 10 0
Adopted from U. S. Department of Agriculture, Agricultural Research Service, 2010
EP

Approximately 45% to 65% of your calorie intake should be from carbohydrates.

This is a relatively wide range to account for the variety of nutritional approaches
while avoiding deficiencies or adverse health consequences. The Daily Value listed
on food labels is based on 60% of the calorie intake. If you are active, a competitive
D

athlete or cheerdancer, keeping your carbohydrate intake near the upper end of
this range will provide sufficient fuel for your working muscles. The next table tells
about how many calories you need per day. This will help determine how much
carbohydrate is recommended for your activity level. For example, for someone who
needs 2,500 calories per day, approximately 1,125 to 1,625 calories should be from
carbohydrates. This would be calculated as follows:

2 500 calories per day x 0.45 (45%) = 1 125 calories from carbohydrates
2 500 calories per day x 0.65 (65%) = 1 625 calories from carbohydrates

To determine the number of grams of carbohydrates you need, recall that

each gram of carbohydrate supplies 4 calories. Simply take the number of calories

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 from carbohydrates and divide by 4 to determine how many grams you need.
1 125 calories ÷ 4 calories per gram = 281 grams from carbohydrates
1 625 calories ÷ 4 calories per gram = 406 grams from carbohydrates

Table 4. Approximate Daily Calorie Intake per Unit of Body Weight Needed
for Maintaining Desirable Body Weight
Calorie per pound Calories per kg
Activity Level
of body weight of body weight
Very Sedentary
(restricted movement such as a patient 13 29
confined to home)
Sedentary
14 31
(office jobs, light work)

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Moderate Activity
15 33
(weekend recreation)
Very Active
16 35
(vigorous exercise three times per week)
Competitive Athlete/Cheerdancer

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17 or more 38 or more
(daily vigorous activity in high-energy sport)
Adapted, with permission, from M. H. Williams, 2007, Nutrition for Health Fitness and Sport,
(New York, McGraw-Hill), 404, The McGraw-Hill Companies, Inc.
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Proteins
Proteins are made of small units called amino acids, which are considered the
building blocks of the body. Proteins promote muscle growth and are required for
D
many body functions including assistance with chemical reactions and hormones.
Even though proteins can provide 4 calories per gram, you typically do not use
protein for energy unless you are deficient in your intake of carbohydrates or fat.
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This is so the proteins you consume can be used to promote growth, normal body
functions, as well as for recovery from strenuous and long activities. The next table
shows the protein content of various foods:
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Table 5. Protein Content of Various Foods

Food Serving Size Protein per
serving (g)
Meat (including turkey, pork) 3 oz. (85 g) 24
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Fish (including trout, perch, haddock, flounder, tuna) 3 oz. (85 g) 20-22
Beans (including pinto, kidney, black, navy) 1 cup 13-15
Yogurt, plain, skim milk 8 oz. (227 g) 13
Cinnamon-raised bagel 4 in. (10 cm bagel) 9
Peanuts 1 oz. (28 g) 8
Hard-boiled egg 1 large 6
Raisin bran cereal 1 cup 5
Whole-wheat bread 1 slice 4
Sweet potato 1 piece 3
Squash 1 cup 2
Orange 1 cup 2
Banana 1 piece 1
Adopted from U. S. Department of Agriculture, Agricultural Research Service, 2010

184

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 Proteins should account for about 10% to 15% of total calories of your local
intake. As with carbohydrate, arange is provided to account for differences in diet
and to suggest a safe upper limit. Depending on your total calorie intake, you may
be near the low or high end of this range. Your personal protein requirement is based
on your body weight; you should consume approximately 0.36 grams of protein for
each pound of body weight. Simply multiply your body weight in pounds by 0.36 to
determine approximately how many grams of protein you need to consume each
day. If you know your body weight in kilograms, multiply that value by 0.8. For
example, for a 150 pound person, this would be figured as follows:

150 x 0.36 = 54 grams protein x calories per gram = 216 calories from protein

Note that protein requirements are increased for athletes and may vary
depending on the sport, the intensity and frequency of the workout, and how

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experienced the athlete is. Typical recommendations for strength-trained athletes (e.
g. football players, body builders) and endurance athletes (e. g. Marathon runners)
are between 0.55 and 0.77 grams of protein per pound of body weight (or 1.2 to 1.7
grams of protein per kilogram of body weight).

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Fats

Fats, also called lipids, are provided in the diet from such sources like animal
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protein, butter, oils, nuts, and many refined products. Fats are often thought of
as bad, a myth perpetuated by the many fat-free products flooding store shelves.
However, fats are needed in appropriate amounts for normal body functions. For
example, lipids are the main component of each cell in your body. In addition, fat
is the major source of energy, especially when you are at rest or performing low to
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moderate intensity physical activity. Excessive consumption of fat is unhealthy, but
concerns also arise when fat intake is too low. A balanced approach to fat intake will
provide the necessary amount of fat for optimal health.
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Fats are present in a number of forms, including saturated fats,

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monounsaturated fats, and polyunsaturated fats. These designations have to do

with the chemical structure of the fat. Trans fats are naturally found in some animal
products (mainly meat and dairy products), but also are a result of a manufacturing
process called hydrogenation. Hydrogenation changes the structure of a fat to
make it more stable but as a result produces more saturated fats (which are solid
at room temperature). Food companies hydrogenate fat to increase the shelf life of
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the product, to make it taste more like butter, and to save money because it is less
expensive to hydrogenate oil than it is to use butter.

In general, health concerns result from consuming too much saturated and
trans fats. Trans fats have been shown to increase the bad cholesterol in blood
(low density lipoprotein cholesterol, or LDL-C), even more so than saturated fats.
Sources of trans fats include animal products, margarine, and snack foods. The good
news is that, as a result of health concerns, the food industry is reformulating many
products to remove or at least reduce the amount of trans fats. Many restaurants
are required to list the amount of trans fat in their products. Although some products
have labels that state they are “transfat free,” this actually means they contain no
more than 0.5% trans fat.

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 Saturated fats are found in products such as butter, cheese, meat, palm oil,
and whole milk. Because of the increased risk associated with saturated fats, less
than 10% of your calories should come from saturated fat, with an even better target
of 7%. Trans fats should also be limited to as little as possible. Because of the focus
on saturated fats and trans fats, the nutrition labels on food products today include
total fat as well as the amount of saturated and trans fats.

Monosaturated fats, such as olive oil, canola oil, avocado, walnuts, and
flaxseeds, have been shown to be protective against many diseases including Type
2 diabetes. That is not to say that you can consume as much monounsaturated fat
as you want; however, selecting monounsaturated fats instead of saturated fats may
lead to better health (e. g., Healthier blood cholesterol levels).

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Polyunsaturated fats, such as safflower oil, corn oil, and fish oils, have also
been shown to be protective against many diseases. Fish oils (eicosapentaenoic
[EPA] and docosahexaenoic [DHA]) have been shown to decrease inflammation
within the body, and may protect against heart disease, Type 2 diabetes, and arthritis.
This doesn’t mean EPA and DHA are protective against everything, but they are

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important to overall health. Therefore, you should try to consume 2 to 3 ounces (57
to 85 g) of fatty fish (e. g. Tuna salmon, and sardines) at least two days per week.
Fish oil supplements may also be warranted (consult with your health care provider
to see if this is appropriate for you).
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Although not typically a fat, cholesterol is in the lipid family and is found in
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animal products. Your body needs a certain amount of cholesterol, and thus, even
if your diet contained none, the liver would produce what your body needs. The
problem arises when cholesterol levels in the blood become too high. Total blood
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cholesterol levels, as well as LDL-C levels, are definite predictors of heart disease.
Although you consume cholesterol in your diet, a major factor influencing your blood
cholesterol is the amount of saturated and trans fats you consume. Thus, limiting
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saturated fat intake to no more than 10% of your calories is highly recommended (no
more than 7% is even better) as well as keeping your consumption of cholesterol to
less than 300 milligrams per day.

Total fat intake should be between 25% to 35% of calories. Most of these
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calories should come from monounsaturated and polyunsaturated fats (e. g. fish,
nuts, vegetable oils), and your consumption of unsaturated fat should be limited too.
For example, for someone with a target of 2 500 calories per day, a total fat intake
should be between 20% to 35% of total calories. In this example, a target of 28% is
selected (middle of the range). This would be approximately 700 calories from fat.

This would be calculated as follows:

2 500 x 0.28 = 700 calories
To keep saturated fats at no more than 10% of total calories, the calories from
saturated fat would total only 250, determined as follows:
2 500 x 0.10 = 250 calories from saturated fats

186

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 To determine how many grams this represents, the calories from fat can be
divided by 9 (recall that each gram of fat provides 9 calories). Thus, in this example,
total fat would be around 78 grams (700 ÷ 9 = 78), and saturated fat would no more
than around 28 grams (250 ÷ 9 = 28).

Some of the food groups that contribute heavily to saturated fat intake are
cheese, beef, milk products, frozen desserts, snack foods (e. g. cookies, cakes,
doughnuts, and potato chips), butter, salad dressings, and eggs. Making small
changes in the foods you select could result in meaningful decreases in saturated
fat and calories you consume. This table offers you options for this matter:

Table 6. Food Selection Alternatives for Lower Saturated Fat Consumption

Food Higher-fat Option Lower-fat Option

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Cheddar cheese Regular cheddar cheese Low-fat cheddar cheese
(1 oz. Or 28 g) (6 g saturated fat; (1.2 g saturated fat;
114 calories) 49 calories)

Milk (1 cup) Whole milk, 3.24% Low-fat milk, 1%

(4.9 g saturated fat; (1.5 g saturated fat;

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145 calories) 102 calories)

Frozen desserts (1/2 Regular ice cream Low-fat frozen yogurt

cup)
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(4.9 g saturated fat;
145 calories)
(2.0 g saturated fat;
110 calories)

Ground beef Regular ground beef, 25% fat Extra-lean ground beef, 5% fat
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(8 oz., or 85 g, (6.1 g saturated fat; (2.6 g saturated fat;
cooked) 236 calories) 148 calories)

Chicken Fried chicken, leg with skin Roasted chicken, breast, no skin
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(3 oz., or 85 g, (3.3 g saturated fat; 212 (0.9 g saturated fat;

cooked) calories) 148 calories)
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Fish (3 oz., or 85 g) Fried fish (2.8 g saturated fat; Baked fish (1.5 g saturated fat;
195 calories) 129 calories)
Skim Milk would decrease the saturated fat to 0 grams and only 80 calories
Adopted from U. S. Department of Health and Human Services and U. S. Department of Agriculture,
2005, p 32.
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Micronutrients

Micronutrients include vitamins and minerals. Minerals and vitamins, although

part of energy-yielding components in your body, cannot provide energy directly.
Many have antioxidants, or cell-protecting functions (e. g. vitamins A, C, and E;
copper; iron; selenium; and zinc). It is important to consume DRI (Dietary Reference
In takes)) amounts for vitamins and minerals (or at least obtain 70% of the DRI) to
maintain overall health. It is however beyond the scope of this reading to discuss
all the vitamins in detail; however, this table provides a list of the major vitamins and
minerals. Including common sources as well as concerns with consuming too much
or too little:

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Tables 7a and 7b. Vitamins and Minerals
VITAMINS
Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources
Needed for
Thiamin carbohydrate Fortified breads
(Vit B1): and protein Weakness, and cereals,
1.2 mg/day for metabolism and fatigue, whole grains, lean
Not identified
males; functions of the psychosis, meats, (e.g. pork),
1.1 mg/day for heart, muscles, nerve damage fish, soybeans
females and nervous
system

Riboflavin Lean meat, eggs,

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(Vit B2): Needed for energy Fatigue, sore nuts, green leafy
1.3 mg/day for production and throat, and vegetables, milk
Not identified
males; red blood cell swollen tongue and milk-based
1.1 mg/day for production (all rare) products, fortified
females cereals

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Niacin Pellagra
Needed for energy Liver
(Vit B3): (symptoms Poultry, dairy
production and damage,
16 mg/day for include products, fish,
males;
health of the
digestive system,
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diarrhea,
peptic ulcers,
skin rashes,
lean meats, nuts,
14 mg/day for dementia, and eggs
skin, and nerves skin flushing
females dermatitis)
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Pantothenic Eggs, fish, milk
Acid Needed for energy Typically no Diarrhea and milk products,
(Vit B5): production toxicity (rare) lean beef,
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5 mg/day legumes, brocolli

Eggs, fish, milk

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Biotin: Needed for energy Typically no Diarrhea and milk products,

30 μg/day production toxicity (rare) lean beef,
legumes, brocolli

Vit B6:
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1.3 mg/day for Beans, nuts,

Needed for protein
ages 19-51; Dermatitis, Neurological legumes, eggs,
metabolism,
1.7 mg/day sore tongue, disorders meats, fish, whole
immune and
for males and depression, and grains, fortified
nervous system
1.5 mg/day for confusion numbness cereals and
functions
females age breads
51 above;
Beans, legumes,
Needed for cellular Diarrhea, citrus fruits, whole
Folate: growth, replication, fatigue, sore grains, dark green
Not identified
400 μg/day regulation, and tongue, poor leafy vegetables,
maintenance growth poultry and
shellfish

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 Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources

Needed in
red blood cell Anemia, Eggs, meat,
Vit B12: formation, numbness, poultry, shellfish,
Not identified
2.4 μg/day neurological weakness, loss milk and milk
function, role with of balance products
metabolism

Needed for Dry, splitting

its antioxidant hair, gingivitis,
Vit C: Gastro- Citrus fruits,
properties, iron dry skin,
90 mg/day for intestinal red and green

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absorption, depressed
males; disturbances peppers,
and role with immune
75 mg/day for (cramps and tomatoes,
connective tissues function, slow
females diarrhea) broccoli, greens
(skin, bones, and healing of
cartilage) wound

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Eggs, cheese,
milk, liver, kidney
Vit A: Night (also, beta
900 μg/day for
Important role
in vision as well
C blindness,
Toxic at
higher
carotene, which
males; decreased can be turned into
as healthy teeth, doses, birth
700 μg/day for immune a form of Vit A, is
bones, and skin defects
females function found in orange
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and dark green
vegetables)
E

Vit D:
5 μg/day for Kidney
Needed for
ages 19-50; stones and
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calcium absorption Skin exposure

10 μg/day for calcium
and for bone Osteoporosis to sunlight, fish,
ages 51-70; deposits in
growth and fortified milk
15 μg/day for heart and
remodelling
ages 71 and lungs
above;
D

Needed for Increased

its antioxidant risk of death Wheat germ, nuts,
Vit E: Deficiency is
properties and at higher seeds, vegetable
15 mg/day rare
important role in doses (400 oils
immune function IU or higher)

Excessive
Vit K:
bleeding due
120 μg/day Green vegetables,
Major role in blood to clotting
for males; 90 Not identified dark colored
clotting impairment,
μg/day for berries
more likely to
females
bruise

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 MINERALS
Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources

Needed for bone

growth and Numbness,
Calcium: 1000 maintenance, muscle cramps,
High amounts
mg/day for muscular convulsions,
for a long Milk, cheese,
ages 18-50 contractions, lethargy,
time can yogurt, green;
1200 mg/day cardiovascular abnormal heart
cause risk of leafy vegetables
for ages 51 and nervous rhythms, low
kidney stones
and above system functions, bone mineral
hormone and density
enzyme secretion

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Iron: 8 mg/
Fatigue,
day for males; Iron deficiency
dizziness, Dried beans,
18 mg/day anemia, lack
Major role in nausea, eggs, liver,
for females of energy,

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oxygen transports vomiting, lean red meat,
ages 19-50; headache,
in the blood weight loss, oysters, salmon,
8 mg/day for dizziness,
shortness of whole grain
females ages weight loss
breath
51 and above
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Slow growth,
Vomiting,
impaired
abdominal
immune
Major role in cramps,
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Zinc: 11 mg/ function, hair Beef, pork,
energy production, diarrhea, and
day for males; loss, delayed lamb, peanuts,
immune function, headaches
8 mg/day for healing of peanut butter,
and healing of can occur
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females wounds, legumes

wound with large
problems with
amount of
sense of taste
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supplements
and smell
Chromium:
30-35 μg/day
Enhances the Beer, liver,
for males; 20-
function of insulin Impaired Not identified eggs, chicken,
25 μg/day for
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and involved with glucose from dietary bananas,

females (lower
metabolism of fat tolerance sources spinach, apples,
amount for
and carbohydrates green peppers
age 51 and
above)

Magnesium:
400-410 mg/
Dark green leafy
day for males; Muscle
Major role in No set upper vegetables,
310-320 weakness,
proper muscle and limits for nuts, whole
mg/day for sleepiness (all
nerve function dietary intake grains, soy
females (lower rare)
products
amounts for
ages 19=30)

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 Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources

Selenosis
(gastro-
intestinal
Helps with Joint/bone Vegetables, fish,
upsets, hair
Selenium: 55 antioxidant disease, mental shellfish, grains,
loss, fatigue,
μg/day function to prevent retardation (all eggs, chicken,
irritability,
cellular damage rare) liver
some nerve
damage)
(rare)

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Organ meats,
Role in the
(kidneys, liver),
formulation of red
oysters and
blood cells as well Poisonous
Copper: 900 Anemia, other shellfish,
as healthy blood in large
μg/day osteoporosis whole grains,
vessels, nerves, amounts

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beans, nuts,
immune system,
potatoes, dark
and bones
leafy greens
C
Major role in Reduced Iodized salt,
Iodine: 150 metabolism of Goiter or functioning seafood (e. g.
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μg/day cells and in normal hypothyroidism of the thyroid cod, sea bass),
thyroid function gland (rare) kelp
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Major role in
the formulation
of bones and
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teeth, also
involved in the Rare (available
Phosphorus: Deposits in Milk and milk
utilization of fats, widely in the
700 mg/day muscle (rare) products
carbohydrates and food supply)
protein for growth
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and maintenance
of cells, and for
energy production

Requirements vary for different ages and status (e. g. lactation, pregnancy). For more information on
specific requirements, see http://fnic.nal.usda.gov and then find the DRI under “Topics A-Z” on the
top navigation bar
Sources: U. S. Department of Health and Human Services and National Institute of Health, U.
S. National Library of Medicine, 2010, and institute of Medicine, National Academy of Science,
1997, 1998, 2000, 2005 and 2011

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 Water

Water is a required nutrient for all human beings. Water is important for
hydration, however, it may be valuable for disease prevention as well. For example,
researchers have found a relationship between water intake and reduction of
gallstones and kidney stones as well as between water intake and colon cancer.
Similarly, maintaining a sufficient intake of water while flying may help reduce the
risk of blood clots.

With respect to physical activity, water is important for hydration. When you
are active, you need to remain in a euhydrated (balanced) estate. The DRI (Daily
Recommended Intake) of water is 2.7 liters (90 oz.) per day for women and 3.7 liters
(125 oz.) for men. Water balance means that you are replacing the fluid you lose
through sweating and urine production. Hydration does not just occur from drinking

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water. Water can be gained from food, which makes up about 20% of total water
intake, and as well as other beverages. Thus, although water is an excellent source
of fluid, other beverages, such as tea, milk, coffee and 100% juice, can also fulfill
your fluid needs.

Sweating during exercise is one way in which the body tries to cool you. Sweat

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is composed of water as well as other substances such as electrolytes (sodium,
potassium, and chloride). The amount of electrolytes in sweat varies among people
depending on sweat rate, fitness level, electrolyte intake, as well as temperature of
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the skin after prolonged sweating. Replacement of sodium lost in sweat is not an
issue for most people, considering that, in general, Americans including Filipinos
consume far more salt than their bodies need.
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
D
College of Sports Medicine, 2011, pp. 61-76

Managing Your Weight

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Establishing or maintaining a healthy body weight requires an understanding

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of how the body uses food to provide energy. In addition, when weight loss is
desired, a plan of action is needed for long-term success.

Energy Balance
Understanding the concept of energy balance (EB) is critical if you want
to understand how body weight is regulated in human beings. EB in its simplest
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form simply compares the amount of energy consumed as food with the amount of
energy expended through the combination of resting metabolism, activities of daily
living, and voluntary physical exercise. The three possible states of EB are positive,
negative and neutral. Positive EB occurs when you consume more energy (calories)
than you expend, resulting in weight gain. Negative EB occurs when you expend
more calories than you consume, resulting in weight loss. Neutral EB occurs when
the amount of calories you consume equals the amount that you expend.

Estimating Calorie Needs

Probably the first question that comes to mind when contemplating your own
body weight is How many calories do I need? There are sophisticated laboratory

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 techniques to estimate this, but these tests are not practical for most people. Table 4
of this module includes one simple method of estimating needed calories based on
body weight and activity level. An alternative method devised by the U. S. Department
of Agriculture (USDA) estimates energy needs based on sex, age and activity level.
Refer to the table below:
Table 8. Estimated Calorie Needs Based on Sex, Age and Activity Level of Adolescents
MALES FEMALES
Activity Level** Activity Level**
Age Age
Sedentary Moderately Moderately Active
Active Sedentary
Active Active
12 1800 2200 2400 12 1600 2000 2200
13 2000 2200 2600 13 1600 2000 2200
14 2000 2400 2800 14 1800 2000 2400
15 2200 2600 3000 15 1800 2000 2400

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16 2400 2800 3200 16 1800 2000 2400
17 2400 2800 3200 17 1800 2000 2400
18 2400 2800 3200 18 1800 2000 2400
19-20 2600 2800 3000 19-20 2000 2000 2400
21-25 2400 2800 3000 21-25 2000 2000 2400

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Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from the
Institute of Medicine and Dietary Reference Intakes Macronutrients Report, 2002

**Activity Level Description

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Sedentary less than 30 minutes a day of moderate physical activity in addition to daily
activities;
Moderately Active at least 30 minutes up to 60 minutes a day of moderate physical activity in
D
addition to daily activities
Active 60 minutes a day of moderately physical activity in addition to daily activities
Reprinted from U. S. Department of Agriculture
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Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 268-272
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Processing Questions:
After having a comprehensive reading on nutrition, questions are prepared for
you to answer. Copy the questions and write your answers in your activity notebook.

1. What are the factors that contribute to any of the following which you may have
D

experienced when you did your cheerdance routine? Choose one from the five
(5) given experiences below and give your assumptions:
• Dizziness
• Heart rate reaching beyond the THR range
• Difficulty in executing the cheerdance combinations
• Inability to cope up with the intensity of the cheerdance routine
• Cannot carry own weight or swiftly execute the combinations in the
cheerdance routine
2. How can the information gathered on nutrition, through the given reading, help
you perform better in your cheerdance activities?
3. If you were to choose among sedentary, moderately active or active lifestyle,

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 which would you prefer? Why?
4. Considering cheer dancing activity as a vigorous physical activity, your daily
physical activities, and your nutritional/caloric needs for such activities, come
up with a personal weight management plan. You may use the suggested
template below as your guide.

Template on My Personal Weight Management Plan

My Personal Weight Management Plan
Name:
Weight: Height:
BMI: Classification:
Objective: Weight Gain ( ) Weight Loss ( )

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Target Weight: Target No. Of Weeks:
Foods to
be Taken Remarks
Calories
No. of Calories in (Include (Positive, Nega-
Physical to be con-
Minutes/ Expended source: car- tive, Neutral
Activity sumed

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Day (Used) bohydrates, Energy Balance
or Taken in
proteins, or or EB)
fats)
1.
2.
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3.
4.
D
5.

Activity 4: Health Cheer: Go, Fight, Win!

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I. Objectives:
At the end of the activity, they will be able to:
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• perform a cheerdance routine with mastery and synchrony, completeness,

difficulty (intensity level) and teamwork;
• maintain a healthy and fit lifestyle through cheerdancing; and
• appreciate the value of proper nutrition to the efficient and effective
performance of cheerdances.
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II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance music
• music player and speaker
• HR log (activity notebook)

III. Procedure:
1. Perform a 10-15 minute syllabised warm-up exercises. As introduced in
Activity 1 of Part 2 of your lessons.

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 2. With the same groups, you will be given 20 minutes to prepare your
competitive cheerdance routines. You can make use of your own dance
mixes which should last for a maximum of 2 minutes. You will have a
competition within the class. Your performance will be assessed through
these criteria: completeness (gymnastics, contemporary-hip hop and
contemporary dance elements, and cheers), mastery and synchrony,
difficulty (in terms of intensity) and teamwork.
3. Group presentations

RUBRIC FOR ASSESSMENT

Completeness Mastery Intensity Teamwork

4 All elements With no mistakes High level of All groupmates

(Advanced) are present committed intensity routine are cooperating

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3 Only three With two to One to two
Moderate level
(Approaching elements are three mistakes members are not
of intensity
Proficiency) present committed cooperating
Only two With four to Three to four
2 Light level of

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elements are five mistakes members are not
(Proficient) intensity
present committed cooperation
Inconsistent
1
Only one or no
element was
C With 6 or
more mistakes
with the level of
intensity due to
5 and more
members are not
(Developing)
present committed non-mastery of cooperating
routine
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PART III. WHAT TO REFLECT and UNDERSTAND

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In this part of your lesson, you will go deeper and

further in terms of the demonstration of your understanding
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of the benefits of cheer and contemporary dancing to you

and society. You will be given opportunities to reflect more
on the relevance of cheerdance and contemporary dance
to your fitness and well-being. Activities will be provided
for you to integrate your learning on weight management,
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lifestyle diseases and fitness benefits of cheerdance and

contemporary dance, which in turn will be beneficial for others as you initiate activities
to influence society.

Activity 1: Cheer ‘Em Up

I. Objectives:
At the end of the activity, they will be able to:
• employ the parts of contemporary dancing which include the beginning,
middle and end (storyline) in creating your cheerdance routines;
• create a combination of cheers and yells to be performed with the
cheerdance routine with the intention of motivating others to engage in

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 cheerdancing activities;
• perform a cheerdance routine with mastery and synchrony, completeness
of the routine, difficulty (intensity level), and teamwork; and
• maintain a healthy and fit lifestyle through cheer and contemporary dancing.

II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)

PY
III. Procedure:
Give the learners the following instructions:
1. Do a 10-15 minute syllabised warm-up exercises as introduced in Activity
1 of Part 2 of your lessons.
2. With same groups, you will be given 20 minutes to refine your original
cheerdance routine by integrating a storyline or developmental treatment

O
to it and using contemporary dance steps (improvisational steps).
C
Refer to the readings included in the APPENDIX D relative to dance,
its elements and the two primary approaches in creating a dance piece.
D
3. Dance presentations should have a beginning, middle and end. You can
make use of your own dance mixes which should last for a maximum of
3 minutes. Your performance will be assessed through these criteria:
E

mastery and synchrony, completeness of the routine, difficulty (intensity

level), and teamwork.
EP

4. It is a requirement that in any part of your routine, a combination of 2 to

3 lines of cheers and yells should be performed. Content of such cheers
and yells should focus on cheering or convincing others, especially those
with sedentary lifestyle, to engage in cheerdancing activities to adopt and
maintain healthy living. Refrain from using foul and offending words in your
D

yells and cheers.

5. Present you work to the class.

Activity 2: Video Documentary Exhibition

I. Objectives:
At the end of the activity, they will be able to:
• perform a cheerdance routine with mastery and synchrony, completeness
of the routine, difficulty (intensity level), and teamwork;
• create a video documentary of the conduct of the lessons in cheerdancing
and contemporary dancing with emphasis on the promotion of a fit and

196

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 healthy living;
• maintain a fit, healthy lifestyle through cheerdancing; and
• influence others’ judgement regarding the benefits derived from engaging
in cheerdancing activities.

II. Materials/Equipment:
• videocamera/digicam
• computer/laptop by group with video editing software
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)

PY
III. Procedure:
Give the following instructions to the learners:
1. Do a 10-15 minute syllabised warm-up exercises. As introduced in Activity
1 of Part 2 of your lessons.
2. Meet with your group. Assign groupmates to these sub-groups:

Group A
Group B
O
those with knowledge and skills in videography;
those with knowledge and skills in videoeditting; and
Group C
C
those with skills in broadcasting/public speaking.

3. With the same groups, one after the other, you will be asked to perform
D
your cheerdance routine with the integrated contemporary dance elements
and treatment. Draw lots to determine the sequence of presentation. The
same criteria for assessment will be used in this activity.
E

4. Those assigned to cover the whole session from the beginning until the end
will do their job. Those with skills in broadcasting or public speaking will then
come up with a script to guide the video coverage and the documentation
EP

proceedings. After all performances are done, those assigned to video-edit

these activities covered will proceed with refine the video documentary and
employ other applications to emphasize the objective of the activity, that is,
to influence the viewer of the video documentary to engage in cheerdancing
activities to maintain a fit and healthy lifestyle.
5. You are encouraged to employ other styles of presentation and coverage.
D

You are as if featuring a scoop, a very important story for others to watch
and learn from.
6. Are you ready? If so, let’s do this! You will be given 40 minutes to do this.
7. Present the video documentary to the class.

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 Part IV: WHAT TO TRANSFER

In this phase, you will be challenged to apply the

things you have learned about the lesson into another
context. Your understanding of the lesson will be measured
by your ability to provide tangible results of your learning.

Activity 1: PROMOTIONAL AD (for cheerdance and its benefits)

I. Objectives:
At the end of the activity, they will be able to:
• design a multi-media advertisement promoting the cheerdance festival to

PY
the whole school and community;
• promote cheerdancing as an excellent means of achieving fitness by
actually airing the designed ad; and
• influence the school and immediate community’s participation to
cheerdancing as an effective and efficient means to achieve fitness and

O
wellness.

II. Materials/Equipment:
• computer/laptop
C
• LCD projector
• HR log (activity notebook)
• Tarpaulins and other print ads, video advertisements, and/or audio
D
advertisements

III. Procedure:
E

1. Let the learners warm-up exercises as introduced in Activity 1 of Part 2 of

your lessons.
EP

2. Divide your class into three groups. Grouping may be according to expertise
in advertising (print ad, video-editting, movie-making, social media, wall
painting (mural), etc.)

3. Let them come up with an advertisement promoting cheerdancing as an

D

excellent means of achieve fitness and wellness and invite everyone to

come and watch the upcoming cheerdance festival to be initiated by all
classes in your curriculum year level.

4. Your output will be rated according to these criteria: creativity, effectiveness,

relevance.

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 RUBRIC FOR ASSESSMENT
Creativity Effectiveness Relevance Teamwork
Group cheerdance
Increased
4 or more routine, benefits
awareness of
multimedia of cheerdancing,
the whole locality All members
4 programs effects of physical
with benefits of collaborated
(Advanced) were inactivity and
cheerdancing to with the group
excellently campaign
fitness and well-
employed strategies are
being
evident
Increased
2 multimedia awareness of Cheerdance
Most
3 programs the whole class routine, and
members

PY
(Approaching were with benefits of benefits of
collaborated
Proficiency) satisfactorily cheerdancing to cheerdancing are
with the group
employed fitness and well- evident
being
Increased
Group cheerdance
3 multimedia awareness

O
routine, benefits Almost all
programs of the school
2 of cheerdancing, members
were with benefits of
(Proficient) and effects of collaborated
excellently cheerdancing to
employed
Cfitness and well-
physical inactivity
and are evident
with the group
being
Increased
Only one awareness of Only the 3 or more
D
multimedia the group with cheerdance members of
1
program was benefits of routine is the group
(Developing)
satisfactorily cheerdancing to shown on the did not
E

employed fitness and well- presentation collaborate

being
EP

Activity 2: Cheerdance Festival

I. Objectives:
At the end of the activity, they will be able to:
• conduct a cheerdance festival;
D

• promote cheerdancing as a means to dance a fit and healthy lifestyle;

• perform a cheerdance routine with mastery and synchrony, completeness
of the routine, difficulty (intensity level); and
• maintain a healthy and fit lifestyle through cheerdancing.

II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)

199

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III. Procedure:
Give the following instructions to the learners:
1. Do a 10-15 minute syllabised warm-up exercises. The one introduced in
Activity 1 of Part 2 of your lessons.

2. In the previous sessions, you were asked to perform your routines by group
within your class. This time, you will work together as a class, as one single
group. Combine all the best parts of your respective routines; that include
your dance steps (classical, contemporary and hip hop), gymnastic skills,
cheers and yells, and also your choreography.

3. You will be performing your output in the cheerdance festival to be

participated in by all other classes in your curriculum year.

PY
4. For purposes of uniformity, though it has no bearing in the judgement, you
may assign a common outfit, cheerdance attire or costume with all of your
classmates, to emphasize synchrony and visual artistry.

O
5. The same criteria will be used in assessing your performances in this
activity.
C
6. The three best routines will be documented and uploaded over YouTube
and/or Facebook to promote the value of cheerdancing in enhancing one’s
fitness and wellness.
D
7. Sounds exciting? Let’s go! Let’s fight, and win this game!

RUBRIC FOR ASSESSMENT

E

Completeness Mastery Intensity Teamwork

High level All
EP

4 All elements No mistake

of intensity groupmates
(Advanced) are present committed
routine cooperate

With two
3 Only three Moderate One to two
to three
(Approaching elements are level of in- members did
D

mistakes
Proficiency) present tensity not cooperate
committed

With four
Only two Three to four
2 to five Light level of
elements are members did
(Proficient) mistakes intensity
present not cooperate
committed
Incosistent
With 6 with the level
Only one or no 5 and more
1 or more of intensi-
element was members did
(Developing) mistakes ty due to
present not cooperate
committed non-mastery
of routine

200

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 Activity 3: Fitness Assessment
I. Objectives:
At the end of the activity, you will be able to:
• gather data on your HR (Heart Rate) for the past days of engagement in
cheerdance and contemporary dance activities;
• interpret results of your HR based on your own HR Log; and
• reflect on the advantagers of cheerdance and contemporary dance
participation to one’s fitness.

II. Materials:
• HR log
• activity notebook

PY
III. Procedure:
1. Reflect on the data you have entered in your HR log for the past days of
your lesson.
2. Write a one-paragraph essay that represents the result of you HR and RPE,
and explain your findings about your fitness condition now that you have

O
been through all the activities provided under your lessons in cheerdance
and contemporary dance.
3. This will be rated based on these criteria: completeness and correctness
of data, right interpretation of the data gathered, and intensity of exercise
C
which may be a factor for better fitness.

RUBRIC FOR ASSESSMENT

D
Complete- Right Training/Exercise
ness Interpretation Intensity
All interpretations All 11 class warm-ups
E

All data of the HR and physical activities

4 needed are gathered in terms generated/ obtained a
(Advanced) available of intensity are vigorous intensity level
EP

correct based on the HR Log

1 to 2 Only 8 to 10 class warm-
3 interpretations of ups and physical activities
1 to 2 data are
(Approaching the HR gathered in generated/ obtained a
missing
Proficiency) terms of intensity vigorous intensity level
D

are not correct based on the HR Log

3 to 4 Only 5 to 7 class warm-

interpretations of ups and physical activities
2 3 to 4 data are the HR gathered in generated/ obtained a
(Proficient) missing terms of intensity vigorous intensity level
are not correct based on the HR Log

5 or more Only 1 to 4 class warm-

interpretations of ups and physical activities
1 5 or more data the HR gathered in generated/obtained a
(Developing) are missing terms of intensity vigorous intensity level
are not correct based on the HR Log

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SUMMARY

There is much to enjoy in life. Maximize your enjoyment by staying fit and
healthy. It is a basic need to maintain our health so that all other things will fall into
place and will happen the way they should. Now that you have already learned the
rudiments of managing your weight, watching your diet and keeping your body fit
through cheerdance and contemporary dance, it’s not too early nor too late for you to
start. The best time to be healthy is now.

There is more to dancing than just movement and rhythm. Being fit and healthy
as a result of this active recreational activity are just bonus points. As you make
dancing a habit, you will find out that, as time goes on, you tend to be more sociable,
and more confident yet disciplined, more beautiful inside and out, and find yourself an
essential organ working in a system. Just like any other sport or endeavour for that

PY
reason, dancing develops a sense of community and teamwork.

Influencing your family, community and society, in general, to actively engage

themselves in cheerdance and contemporary dance is never an easy task. It requires
a great deal of commitment to oneself if you intend to be a model of good health
and fitness to others. It is only through serving as a model worthy of emulation that

O
others will be motivated to follow and do the same. If they will see the positive effect
of dancing on your body, lifestyle, and health, then, without doubt, people around you
will want to dance themselves out too. If your goal is to influence society to be fit
C
and healthy, then you should “take care of the minutes and the hours will take care of
themselves.”
E D
EP
D

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 SUMMATIVE ASSESSMENT
TEST I: MULTIPLE CHOICE. Read each question carefully. Choose only the letter
of the best answer and write it in the corresponding number in your activity notebook.
1. How much of our calorie intake should come from our total carbohydrate
consumption?
a. 10% to 15% c. 45% to 65%
b. 20% to 35% d. 50% to 70%
2. Our body is like a machine which needs fuel in order to function. This role is
played by the calories or energy we take in. Which of the following is NOT a
source of calories?
a. carbohydrates c. proteins
b. fats d. vitamins and minerals
3. If your goal is to lose weight, which of the following states of EB (Energy

PY
Balance) shall be implemented in your fitness regimen?
a. negative EB c. positive EB
b. neutral EB d. all of the above
4. Which of the following best describes your lifestyle if you consume 60 minutes
for your moderate physical activity in addition to daily activities?

O
a. active c. sedentary
b. moderately active d. very active
5. Having an active lifestyle through recreational activities such as cheerdance
C
and contemporary dance can be beneficial to your health. Which of the
following diseases can be prevented if you have an active lifestyle?
a. diabetes c. obesity
b. heart diseases d. all of the above
D
TEST II: ONE-PARAGRAPH ESSAY. Choose any of these topics and discuss it in 1
paragraph. Write your essay in your activity notebook.
E

• How to lose weight and maintain an active lifestyle

• How to gain weight and maintain an active lifestyle
EP

• How to maintain weight and have an active lifestyle

• How can knowledge in exercise intensity, nutrition,
first aid and weight management contribute to a better
cheerdancing activity
D

TEST III: GRAPHIC ORGANIZER. Using the illustration below come up with at least five
(5) ideas you can remember about the effects of one’s engagement in cheerdancing:
Fitness:

First Aid:

CHEERDANCE
Weight
Management:

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 APPENDIX A

READINGS:
THE NUTRITIONAL SIDE OF CHEERDANCE AND CONTEMPORARY DANCING

Nutrition and Weight

When you consume basically the same number of calories as you expend, your
body weight remains relatively stable. If you want to gain weight, you must manipulate
this balance between calories consumed and calories expended.

Gaining Weight
Some people have a difficult time gaining weight. This can be a result of a
higher-than-normal basal metabolic rate or higher physical activity level. When weight

PY
gain is a goal, the focus is on gaining muscle and not fat weight. To do this in a healthy
way, you should consume more meals with healthy snacks. For example, in addition
to three main meals, consume three snacks per day. Consuming about an additional
300 to 500 calories per day would result in about a 1 pound (0.45 kg) per week weight
gain. Healthy snacks include yogurt, peanut butter and jelly sandwiches, cereal with

O
milk, fruit smoothies, and turkey sandwiches. It is also important to continue to exercise
to ensure that the weight gain is mostly muscle. In particular, resistance training will
be an important factor for building muscle. Although it will take some time, the slower
C
the weight gain, the more likely it will be to be muscle gain not fat or water gain.

Losing weight
Weight loss is a more common goal than weight gain. Losing weight involves a
D
negative energy balance. This can be achieved by increasing exercise and decreasing
caloric intake.
E

Determining Calorie Needs

What is a Calorie?
EP

A calorie is defined as the heat required to raise the temperature of 1 gram

of water by 1 degree Celcius. Because this is a relatively small amount, scientists
use larger unit Calories (uppercase C), also called a kilocalorie (abbreviated
kcal.). The Calorie or kilocalorie, is 1,000 calories.

D

Total Energy Expenditure (TEE) is the total number of calories your body needs on
a daily basis and is determined by the following:
• Your basal metabolic rate (BMR)
• The thermic effect of food (also known as dietary-induced thermogenesis)
• The thermic effect of your physical activity

Basal Metabolic Rate (BMR)

Basal Metabolic Rate is defined as the energy required to maintain a body at
rest (e. g. breathing, circulation). To precisely determine your BMR, you would need
to fast from 8 to 12 hours and then undergo a laboratory test in which you sit quietly
for about 30 minutes while the air you exhale is analyzed. This determines how many
calories you are burning while at rest. The Basal metabolic rate is 60% to 75% of the

204

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 total energy expenditure. Typically, the larger and more muscular the person is, the
higher the BMR is.

The Thermic Effect of Food

The thermic effect of food is the energy required to digest and absorb food.
The thermic effect is measured in a similar way as BMR, although the measurement
time is usually about four hours after you consume a meal. The thermic effect of food
is 10% to 15% of your total energy expenditure.

The Thermic Effect of Physical Activity

The thermic effect of activity is the amount of energy required for physical
activity. It can be measured in a laboratory when you exercise on a stationary bike
or treadmill. The thermic effect of the activity is the most variable of the three major

PY
components of total energy expenditure because it can be as low as 15% for sedentary
people and as high as 80% for athletes who train six to eight hours per day.

One other component of total energy expenditure that plays a role is non-
exercise activity thermogenesis (NEAT), which is energy expended in unplanned

O
physical activity. This can include taking the stairs instead of the elevator, sitting on
a balance ball at your desk, parking farther from your destination in a parking lot,
fidgeting, and other calorie-burning activities.
C
Maximizing Food Consumption
Consuming an appropriate number of calories and food from various categories
D
results in optimal nutrition. The table below shows an age-specific daily calorie and
serving size recommendation for grains, fruits, vegetables, and milk and dairy items
for both boys and girls. Note that the calorie recommendations in the table are for an
E

inactive child; about 200 calories would need to be added for a moderately active child
and 200 to 400 calories per day for a very physically active child.
EP

Daily Estimated Calories and Recommended Servings for Adolescents

Food 9-13 Years 14-18 Years
Calories 1800 kcal for males; 2200 kcal for males;
1600 kcal for females 1800 kcal for females
Fat 25% - 35% kcal 25% - 35% kcal
D

Milk/Dairy 3 cups 3 cups

Lean Meat/Beans 5 oz 6 oz for males;
5 oz for females
Fruits 1.5 cups 2 cups for males;
2.5 cups for females
Vegetables 2.5 cups for males; 3 cups for males;
2 cups for females 2.5 cups for females
Grains 6 oz for males; 7 oz for males;
5 oz for females 6 oz for females
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 190

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 APPENDIX B
ILLUSTRATION OF TUMBLING SKILLS

Forward Roll Backward Roll

PY
O
Aerial Cartwheel
Cartwheel C
E D

Forward Handspring Back Handspring

EP
D

Back Tuck

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 APPENDIX C: Hand Movements and Positions in Cheerdance

BEGINNING STANCE CHEER STANCE CLASP CLAP HIGH V

Feet together, hands Feet more than shoulder Hands clasped, at the Hands in blades, at the Arms extended up
down by the side in width apart, hands down chin, elbows in chin, elbows in forming a “V”, relax
blades by the side in blades the shoulders

PY
LOW V TOUCHDOWN LOW TOUCHDOWN SIDE LUNGE FRONT LUNGE
Arms extended down Arms extended straight Arms extended straight Lead leg bent with the Lead leg bent with the

O
forming a “V” and parallel to each other, down and parallel to each knee over the ankle, knee over the ankle,
fist facing in other, fist facing in back leg straight, feet back leg straight, feet
perpendicular perpendicular to each
to each other other
C
E D

BOW AND ARROW OVERHEAD CLASP TABLETOP LOW CLASP PUNCH

One arm extended to side Arms are straight, above Arms bent at elbow, fists Arms extended straight One arm extended
with other arm bent at the head in a clasp and in front of shoulders down, in a clasp and straight up, one arm
slightly in front of the face slightly in front of the body
EP

elbow in a half “T” motion on hip, in a fist

D

L MOTION DIAGONAL T MOTION HALF T

One arm extended to
the side with other arm
extended in a punch
motion, (Left L shown)
One arm extended in a
high “V” and the other
arm extended in a low
“V” (Right Diagonal
shown)
Both arms extended straight Both arms parallel to the
out to the side and parallel ground and bent at the
to the ground, relax the elbows, fists into shoulders
shoulders

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 APPENDIX D

READINGS: DANCE AND ITS ELEMENTS

Dance
A profound solitary artistic and creative endeavor that requires introspection,
philosophical analysis and complex conceptualization.

I. Classifications Of Dance
A. Interpretative Dance
Dances that are meant to be interpreted for performances and staging.
Dance literatures and signature basic steps are already inherent to these
dances which serve as identifying steps to the dance. Such dances include

PY
folk dance, ballroom dance, and ballet.

B. Creative Dance
Dances that are created out of two approaches, the elemental approach
and creative approach. These dances are highly improvisational in nature

O
considering the different elements necessary in the creation of dance. Dances
that fall under this classification include modern-contemporary dance, jazz,
pop and hip-hop (b-boying).

II. Elemental Approach in the Creation of Dance

C
A. Elements of Dance:
1. Space
D
a. Floor Pattern - Patterns created by the body as it moves through space
examples of which include lines, letters, shapes or polygons, and other
non-geometric patterns.
E

b. Direction - The course or way in which movement is directed with

reference to the frontal plane of the body. Examples include forward,
backward, sideward, diagonally sideward and upward.
EP

c. Focus - Point of attention by either the performer or the audience. It

may be a personal focus or general focus. Personal focus is the point
of attention by the performer while performing, while general focus is
the point of attention that the performer draws the audience to.
d. Dimension - How performers appear with reference to the audience’s
D

view. The nearer the performer, the bigger he would appear; the farther
the performer, the smaller he would appear. Dimension has something
to do with perspective.
e. Balance - It may be static or dynamic in nature. Static balance is balance
at rest, while dynamic balance is balance in motion.
f. Levels - They are classified as low, middle and high with the lowest
level the basis of middle and high levels.
g. Mass and Volume - This is dictated by the number of bodies performing
through space. There are dances or parts of the dance performance
that require more dancers while some require less or few.
h. Contours and Shapes - Shapes and forms created by the body or
bodies as they move through space.

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 2. Time
Dance is both a space and time art because it makes use of space and
spends time as movements are executed. Once time passes and movements
are executed, it may or may not be the same when done again. That’s why live
performances of dances are preferred to maximize its artistic and aesthetic
values, which are put on full display when performed live. Time in dance
dictates and determines its speed or length, its mood, and the energy required
in its performance. Time in dance is represented by music specifically, and is
predominantly influenced by rhythm, tempo, dynamics and melody. Rhythm
guides the movement count, tempo dictates the speed of movement, and
dynamics and melody speak of the mood of movement.

3. Energy

PY
Pertains to the amount of effort exerted in the performance of dance or
dance movements and combinations. Energy in dance makes the difference
in terms of the intensity of movement. Two dancers might be executing same
movement, but differ in the manner of execution and level of energy exerted.

O
B. With reference to the amount of energy used in the performance of movement:
1. pendular: swinging, swaying
2. percussive: strong, big, abrupt, and striking movements
3. vibratory:
movements
C
series of rapid and quickly executed small percussive

4. sustained: movement with no preparation, beginning, and

unnoticeable end
D
C. With reference to the application of energy in the performance of movement:
1. Locomotor Movement -- allows one to move from one point to another
E

a. Walk
Series of steps executed by both of your feet alternately in any direction.
In executing a walk, observe that there is this moment when both feet
EP

are in contact with the ground while one foot supports the weight and
transfers it to the other.

b. Run
Series of walks executed quickly in any direction wherein only one foot
D

stays on the ground while the other is off the ground.

c. Jump
This movement is simply described by having both feet lose contact
with the ground. There are five ways to do it:
• Take off from one foot and land on the same;
• Take off from one foot and land on the other;
• Take off from one foot and land on both feet;
• Take off from both feet and land on one foot; and
• Take off from both feet and land on both.

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 2. Non-Locomotor Movement
These are movements that are performed in one point in space without
transferring to another point. They do not allow you to move from one place to
the other. These movements include:

a. Flexion
It is the act of decreasing the angle of a joint. Another term for flexion
is to bend. If you bend a joint, like your elbow or knee, you are
performing flexion.
b. Extension
This is the opposite of flexion. You are extending if you are increasing
the angle of a joint. Stretching is another word for extension.
c. Contraction

PY
A muscle movement done when it shortens, narrows and tightens
using sufficient amount of energy in the execution.
d. Release
A muscle movement opposite to contraction done when it lets go or
lets loose from being held in a shortening movement.
e. Collapse

O
To deliberately drop the exertion of energy in a body segment.
f. Recover
The opposite of collapse. This is to regain the energy exerted in a
body segment.
C
g. Rotation
To rotate is to move a body segment to form a circle. It is not only
D
limited to circumduction which is done in ball and socket joints.
Rotation can also be done in the neck, wrists, waist, knees and
ankles.
E

h. Twist
To move a body segment from an axis halfway front or back or quarter
to the right or left as in the twisting of the neck allowing the head to
EP

face right or left and the like.

i. Pivot
To change the position of the feet or any body part that carries the
body’s weight allowing the body to face in a less than 360 degrees
turn.
D

j. Turn
To move in a turning movement with a base of support, usually a
pointed foot, the other raised, while equilibrium is maintained until the
completion of the turn.

III. Improvisation

The art of creating movements that the body is not familiar with. It is
exploring potential movements which can later be refined and transformed into dance
movements. This process is the key to combining the different elements discussed
to create a masterpiece. Improvisation is the act of improvising and which means
creating something new, something different and something unusual and non-habitual.

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 IV. Technique and Technique Development

Technique is the exceptional way of performing or executing a certain

improvised movement so that the body will adapt to it and later as it adapts, will be
executed automatically and effortlessly. This is done by repeatedly doing movements
that the body is unfamiliar with until mastery is achieved.

A. Lengthening Techniques:

These techniques may be used to answer the problem of having difficulties

in coming up with dance combinations and movements. There are many others but
these are some of the most effective techniques used by experienced dance artists
and choreographers:

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Mirroring imitating the movements done by a dancer in face to face
formation. To mirror is to do the movements done by a performer
with his/her right and imitated with the left by the one mirroring it.

Succession to repeat same sequence of movement or movement combinations

after every count, two, three or even four, depending on the need

O
to repeat the movement.

Counterpoint the levels of movement or energy application in the execution of

C
movement. To recall, there are three levels of movement, low,
middle and high. In terms of energy application to movement,
we have sustained or smooth flowing movements, pendular or
swinging movement, percussive or strong striking movements,
D
and vibratory or small and fast percussive movements. In
doing a counterpoint technique, opposites are considered. Part
of the dancers may do high movements, while the rest do low
E

movements; some may do smooth flowing movements while the

rest may perform percussive movements.
Retrograde Repeating a movement sequence from the end to the beginning.
EP

Theme and Each movement combination has a common movement that is

variation seen in a succession of movement combinations. That movement
common to all is called the theme added with a little variation for it
to appear different from the rest. Seamless commonality among
D

the combinations put together is achieved using this technique.

Unison This technique is the most commonly used in lengthening a dance

movement. All movement combinations are done simultaneously
by all dancers.

Canon
This technique is somewhat similar with that of the succession
but differ in ending. In succession, groups of dancers performing
same movement sequence, end up successively while in canon,
all groups performing the same sequenceof movements will all
arrive at a common movement and end up at the same time.

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V. Creative Approach in the Creation Of Dance
This approach is used in creating a storyline of the whole dance performance
and experience. It is the finishing touch in polishing a dance creation. It involves the
following elements:
1. need The very reason why the dance needs to be done. It might come in the
form of tangible or intangible (idea) object that represents the whole
idea of the dance presentation. For example, the need for peace or the
need to get out of poverty.
2. seed An idea, tangible or intangible, that may represent the need. For
instance, the need for peace is represented by a cross. The cross
stands as the seed of the dance presentation and can be represented
in any way in any form as the dance preparations progress.
3. picture This represents the whole concept of the dance presentation; it may

PY
answer the need for peace, for example, on why is it represented by a
cross. The whole picture speaks of the whole concept of the dance.
4. developmental treatment This represents a draft of how the dance
presentation should progress and develop, how should it start, build
up and end. It may follow a free form wherein it does not necessarily

O
require a definite order of events that may happen in the dance. It may
also be strictly guided by a chronology of events if it is a narrative dance
presentation. This part requires a story board to guide the development
of the performance.
C
Example (Clear Narrative):
exposition Introduction of the lead and supporting characters including the
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setting of the dance presentation; introductory part of the dance.
complication A scene or situation that leads to the conflict of the dance
presentation
E

conflict The turning point of the dance performance; it shows the need for
a problem to be settled or resolved. Examples of conflict include
EP

man against man, man against society, man against nature, and
man against self.
climax The highest point of interest in the dance performance or
presentation where the lead characters, both the protagonist and
antagonist take actions against each other.
D

resolution/ This is the point where the conflict or problem is resolved in a

denouement dance presentation. It is when either the fate of the protagonist or
antagonist in the dance is finally determined.
actualization Improvisation of movements that suit the scene that the dance
wishes to convey.
• movement familiarization
• rehearsals
• dance work-outs and workshops
completion Dress and technical rehearsals with appropriate props and
accessories with the music actual performance of the dance piece
with all the elements of staging incorporated and integrated

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 GLOSSARY OF TERMS

Ball Change A move that consists of a change of weight between

both feet. Body weight is transferred on the ball of one
foot (usually placed behind), followed by a step on the
other foot.
Base [beys] In acrobatic gymnastics, the role in pair and group
competition that requires strength and balance. The
base is usually an older, larger athlete.
Battement [bat-manh] Beating. A beating action of the extended or bent leg.
There are two types of bettements, grand battements
and petite battements. Big and small kicks respectively
with the knees straight and toes pointing

Cartwheel [kart-whil]
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Cartwheel is a sideways rotary movement of the body.
It is performed by bringing the hands to the floor one at
a time while the body inverts. When both hands are on
the floor, the legs travel over the body and feet return
to the floor one at a time, ending with the performer

O
standing upright.

Chant [chant] A short cheer, with simple arm movements. A short

repeated yell. Usually done on the sidelines.
C
Chaīnēs [sheh-nay] Chains, links. This is an abbreviation of the term “tours
chainēs dēboulēs,” a series of rapid turns on the points
or demi-pointes done in a straight line or in a circle.
D
Chassē [sha-sey] Chassē is a kind of gallop where one foot is leading
being chased by the other. Its step pattern is step,
E

close, step and its counting is one and two.

Cheers [chirs] A longer yell, that involves motions, pom pons, stunts,
EP

jumps, or tumbling.
Curls To make curling motion by the hands ending up
with a point by the fingers. A basic in b-boying or
breakdancing.
D

Dismount [dis-mawnt] The act of getting off an apparatus and the skill used
to do it. It can also be used to refer to the flyer’s act
of getting down from a position done when lifted by
bases in a pyramid.

Down Rock (Bounce)
Flier/Flyer/Floater
To make bouncy movement from the knees with an
accent on the upward movement during the extension
of the knees.
The person that is elevated into the air by the bases or
the person on top of the pyramid or stunt.

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 Freeze To stop suddenly from a movement. The act of freezing.

Handstand Handstand is to stand straight up with a tight body and

hands on floor.
[hend-is-tǣnd]

Hurkie/Herkie/Herky/ A cheerleading jump where one leg (usually your

Hurky weakest) is bent towards the ground and your other
leg (usually your strongest) is out to the side as high
as it will go in the toe touch position. This jump is very
similar to the Side Hurdler except for the position of
the bent leg. There are right Herkies and left Herkies.
In a right Herkie your right leg is straight with your
left leg bent and the opposite is true for a left Herkie.

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Sometimes called a hurkie. Named after Lawrence
“Herkie” Herkimer.

Lock To make an isolated movement by a specific body part

without letting its adjacent body segments move.

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Pirouette [peer-wet] Whirl or spin. A complete turn of the body on one foot,
on point or demi-pointe. Pirouettes are performed
C
en dedans, turning inward toward the supporting leg,
or en dehors, turning outward in the direction of the
raised leg.
D
Piquē [pee-kay] Pricked, pricking. Executed by stepping directly on the
point or demi-pointe of the working foot in any desired
direction or position with the other foot raised in the air.
E

Pliē [plee-ay] Bent, bending. A bending of the knee or knees. This

is an exercise to render the joints and muscles soft
EP

and pliable and the tendons flexible and elastic, and

develop a sense of balance. There are two types of
pliēs: grand pliē or full bending of the knees (knees
should be bent until thighs are horizontal and heels
are raised) and demi-pliē or half bending of the knees
without raising the heels. Pliēs are done at the bar and
D

is the center in all five positions of the feet with the

weight of the body equally distributed on both feet.
Pyramids [pi-rah-mids] Multiple mounts or a group of stunts next to one
another.

Relevē [ruhl-vay] Raised. A raising of the body on the points or demi-

pointes, point or demi-pointe. There are two ways
to relevē. In the French School, relevē is done with
smooth, continuous rise while the Ceccheti Method
and the Russian School use a little spring. Relevē may
be done in the first, second, fourth and fifth positions.

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 Roll [rol] A roll is a rotation over an axis in the body over a
surface. It can be done forward and backward in
different ways.

Roundoff A basic beginner tumbling skill. Once perfected it is

used as a setup for combination tumbling skills (back
handsprings etc.) 

Routine [ro-tin] A continuous show of talent in the squad by use of

cheers, chants and dance steps. Can last from 2 min.
30 sec. up to 4 min. depending on the time limits of the
competition or showcase. 

Spotter [is-pah-ter] A person that stays in contact with the performing

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surface and watches for any hazards in the stunt or
mount. The spotter is responsible for watching the
flyer and be prepared to catch her if she falls.

Somersault [somer-solt] A gymnastics maneuver in which a person rotates

O
around the somersault axis, moving the feet over the
head. It can also be referred to as salto which may be
done forward or backward.
C
Tendu [ton-dū] Point or pointing. To point the toes in any of the five
feet positions. It is an exercise that develops elasticity
of the tendons and ligaments of the ankles and toes.
D
Top Rock (Groove) To make bouncy motion from the waist to the chest in
time with a hip hop beat.
E

Toe Touch One of the most widely used jumps in Cheerleading.

A jump where your arms are in a “T” motion and your
EP

legs split to the sides, toes pointed with your knees up

or pointed back. Hands do not touch the toes, as the
name implies, but instead your hands try to reach to
the insides of your ankles. You should keep your back
straight, your head up, and rotate your hips to perfect
this jump.
D

Tuck [tak] You jump with your knees to your chest. Can be used
as a jump or for flipping.

Tumbling [tamb-ling] The acrobatic skills performed on  floor

exercise and balance beam, such as back
handsprings and saltos. Also, a specific discipline of
gymnastics, performed on a 25-meter-long dynamic
track, in which participants perform tumbling skills.

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Web-based sources:
Images:
www.wakeforestsports.com www.raulcibanez.blogspot.com
www.lifeofanamericancheerleader.tumblr. www.bloalog.com
com www.cornwall.schooljotter.com
www.foxnews.com www.cynicalbabblings.wordpress.com
www.letmeplay.co.uk www.dailyhow2videos.com
www.danceinforma.com www.blog.stjosehpinstitute.com
www.tharulanka.com www.fotosearch.com
www.topendsports.com www.buckscountryrowing.com
www.adorblewall.com www.bgcsantafe.org
www.scvnews.com www.youtube.com/howcast.com/
www.susanpogar.blogspot.com balletbasics
www.holdempokergame.co.uk http://nca.varsity.com/pdfs/Motions.pdf
www.myenglishclub.com (images of cheerdance arm movements)

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www.123rf.com
www.manila.metblogs.com

Readings:
http://www.abt.org/education/dictionary/index.html (glossary of ballet terms)

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http://cheerleading.about.com/library/glossary/bldef_spotter.htm (glossary of
cheerleading terms)
C
http://www.health24.com/Fitness/Sports-injuries/Sprains-strains-fractures-
and-dislocations-20120721

http://www.webmd.com/first-aid/ankle-sprain-treatment
D
References:
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D.,
E

American College of Sports Medicine, 2011, pp. 268-272.

EP

Concepts and Principles of Physical Education (What Every Student

Needs to Know) 3rd Edition, Bonnie S. Molmsen, National
Association for Sports and Physical Education, an association of the
American Alliance for Health, Physical Educaiton, Recreation and
Dance, 2010.
D

Lifetime Physical Fitness and Wellness: A Personalized Program,

Twelfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013.

The Douglas Nierras PowerDance Workshop, 2014 Bambanti Festival,

Province of Isabela, Philippines.

2010 Cheerleading Seminar-Workshop, Cheerleading Association of the

Philippines, Baguio City Teachers Camp.

The International Association for Dance Medicine and Science

(www.DanceMedicine.org)

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 Unit 1: Consumer Health

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O
C
E D
EP
D

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Number of Sessions: 10
CONTENT STANDARDS PERFORMANCE STANDARDS
The learner demonstrates critical
The learner understands the guidelines
thinking and decision-making skills in
and criteria in the selection and
the selection, evaluation, and utilization
evaluation of health information,
of health information, products, and
products and services.
services.

I. Overview

Module 1 concentrates on developing students’ critical thinking and decision-

PY
making skills on consumer health. For four (4) days, the students will learn the facets
of consumer health: health information, products, and services. In the days allotted
for What To Know, students will identify reliable and unreliable sources of health
information and products, which are very relevant to their lives.

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In addition, health services will also be discussed in depth: from kinds to
features. The students will further understand the effects and implications of falling
for quackery, which is a fad or misleading health information and product. The part on
C
What To Process will enable students to identify the types of quackery and analyze
its underlying causes. Since students are equipped with the basic knowledge and
understanding on consumer health, they will elaborate on how other individuals,
D
groups, and institutions influence their being consumers.

In the What To Reflect and Understand part, the students will be given three (3)
E

days to create their own criteria on how to evaluate the reliability of health information,
products, and services. In addition, they will also be equipped with the skills on how
to properly and legally act on certain quackery cases. Ultimately, their knowledge and
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understanding will be applied through various and differentiated projects in the What
To Transfer phase.
D

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 II. Learning Competencies

The learner:
1. differentiates reliable from unreliable health information, products, and
services;
2. explains guidelines and criteria in the selection and evaluation of health
information, products, and services;
3. discusses various forms of health service providers and healthcare plans;
4. selects health professionals, specialists, and healthcare services wisely;
5. explains the nature and dangers of quackery;
6. identifies and reports fraudulent health services;
7. explains the different kinds of complementary and alternative healthcare
modalities;

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8. explains the importance of consumer laws to protect public health;
9. identifies national and international government agencies and private
organizations that implement programs for consumer protection;
10. participates in programs for consumer welfare and protection.

III.

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Pre-Assessment
C
D

Day 1
E

1. Ask the students to study the cover page.

2. Initiate discussion on the elements of the cover picture.
EP

• Two adolescents (represent the students)

• Buildings (represent the institutions that may help)
• Health professionals (represent the reliable sources of health
information, products and services)
• Government logos (represent the agencies concerned in consumer
D

health)
3. Use Activities A and B in LM p. 199 - 200.
4. Give students twenty (20) minutes to answer the pre-test.
5. Ask students to exchange their notebooks for checking of Activity A only.
6. Collect and check the answers for Activity B.

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Answer Key:
Crossword Puzzle
Across: Down:
3. quackery 1. pulmunologist
4. dentist 2. acupuncture
5. nurse 4. device
6. philhealth 7. HMO

Situation
1. The teenager’s problem was about a fraudulent sale of a product in the
store.
2. The teenager may report to the business owners or to the authorities of the
store/establishment through a formal letter of complaint.

PY
3. You may consider criteria in selecting a product: its health content,
ingredients, source, etc.
4. Under the Consumer Act, all consumers are protected by the right to
correct information and redress. The manufacturer should replace the
malfunctioning product or return the money used of the consumer.

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5. A Grade 10 student may help the teenager by directing him/her to the
proper individuals who may give help.

IV. Procedure
Part I: WHAT TO KNOW
C No. of Sessions: 4
D
In the WHAT TO KNOW phase, students will answer
activities which will assess their prior knowledge and correct
misconceptions. At the end of the phase, they will be assessed
E

again to check their knowledge about the concepts and

information learned.
EP

Note: For differentiated instruction, a number of activities were provided. They may
also serve as make-up activities during class interruptions, due to inclement weather,
holidays, and the like.
D

Day 2: Health Information and Health Products

1. (Motivation) Direct the students to LM p. 201. Provide instructions for

Activity 1. Ask the students to get a piece of paper where they will record
the answers of their classmates.
2. Give the students five (5) minutes to go around the classroom. Make a
signal (through ringing of bell/tambourine, clapping, or tapping) to stop the
activity.
3. Ask the students to pair up and discuss the questions in Activity 2. Give the
pairs three to five minutes.
4. Initiate class sharing.

220

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 Alternative activity:
Instead of pairing, you may ask the students to write a short reflection
(5-7 sentences) about Activity 1. Initiate sharing of reflection afterwards.

Possible points for reflection:

a. Where do you think did your classmates acquire their answer?
b. How well do you trust your classmates about health concerns?
c. Why did you disagree to some of their answers?
d. Where did you get your proof? (For both the interviewer and the
interviewed classmate)

5. Lead the discussion on health information using the content on p. 201.

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6. Ask the students to answer Activity 3: Stop or Go on p. 202.

7. Process the activity through Think About It guide questions. Provide

instructions for Beyond the Classroom (homework).
Answer Key:

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1. GO
2. STOP
3. STOP
4. GO
C
5. STOP
6. STOP
7. GO
D
8. STOP
9. STOP
10. GO
E

8. Introduce health products through Activity 4 in LM p. 203.

Possible responses:
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Food, medicine, clothes, toiletries

9. Ask the students, Where do we acquire health products?

Possible responses: hospitals, supermarkets / convenience stores,
malls, drug stores
D

10. Direct students to Activity 5 in LM p. 204. Provide instructions for the activity.
Possible responses:
a. Reliable: doctor, textbooks, licensed healthcare practitioners, consumer
advocacy groups, medical websites, government websites, teacher
b. Unreliable: testimonials, hearsay, websites of businesses, unknown
income-generating companies

221

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 11. End the lesson by asking for volunteers to share significant learning or you
can let the students complete the following statements.

“Health information and health products are ___________”

“Consumers should get reliable health information and reputable products
because ____________.”

Day 3 and 4: Health Services (Professionals, Facilities, and Insurance)

1. Initiate review of the previous lesson. Ask the following questions:
a. What are health information and products?
b. Give examples of each.
c. What are examples of reliable and unreliable sources?
2. (Motivation) Show a picture of a hospital.

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3. Ask:
a. What health information, products, and services can we acquire from
a hospital?
b. What else can we avail from a hospital, a clinic, or a health center?
4. Introduce the concept of health services by relating it to various healthcare

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providers.
5. Start with Health Professionals by asking the students to describe the work
of a physician. Afterwards, discuss the different types of physicians.
C
6. Ask the students to answer Activity 6 on LM p. 205. Give them five (5)
minutes to answer. Afterwards, initiate checking of answers.
Answer Key:
1. cardiologist
D
2. pediatrician
3. gynecologist
4. pulmonologist
E

5. geriatrician
6. neurologist
EP

7. urologist
8. dermatologist
9. ophthalmologist
10. gastroenterologist
7. Ask:
D

a. Are physicians the only ones considered health professionals?

b. What about nurses, therapists, etc.?
8. Elaborate on the concept of allied health professionals using Do You
Know? on LM p. 206.
9. Ask: Aside from hospitals, where else can we avail of health services?
10. Introduce Healthcare Facilities. Let the students read the information on
LM pp. 206-207 for five (5) minutes.
11. Instruct the students to close their modules and ask:
a. What are the different types of healthcare facilities?
b. How would you describe each?
c. How about health insurance? Is it considered a type of health service
as well?

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 d. Where do we avail of health insurance?
e. What are the benefits of having one?
12. Discuss health insurance, including HMO. Describe the features and
benefits of local health insurance and PhilHealth.
13. Give instructions for the homework Activity 7 on LM p.208.
14. Assign students who may report on alternative and complementary
healthcare options next meeting.
15. End the session by summarizing key points.

Day 5: Alternative and Complementary Medicine

1. (Motivation) Ask:
a. What do you do to relieve a severe dry cough?

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b. What medicines do you take?
2. Show a picture of lagundi leaves and ask:
a. What is this herb/plant?
b. What medicinal effect will lagundi provide you?
c. What form of treatment do you avail when you consider lagundi over

O
medicine bought from the pharmacy?
3. Introduce alternative and complementary medicine and its forms.
4. Ask about other medicinal plants that the students know (for example
C
oregano). Emphasize that not all plants are proven to be medicinally effective
unless approved by the Department of Health. At certain situations (and
places), these plants may be effective, but should be used with caution.
5. Use Activity 8 on LM p.210 in discussing the medicinal plants approved by
D
the Department of Health.
Answer Key:
1. akapulco 6. niyog-niyogan
E

2. ampalaya 7. sambong
3. bawang 8. tsaang gubat
9. pansit-pansitan
EP

4. bayabas
5. lagundi 10. yerba buena

6. Call selected students to report on each alternative and complementary

D

methods.
7. Call on students to summarize and recall the modalities discussed.
8. (Differentiated Activities) Discuss Activities 9a and 9b for homework in LM
p. 213.
Activity 9a: for artistically-inclined students
Activity 9b: for linguistically-inclined students

9. Explain the class project My Community Healthcare Survey on LM p.214.

10. Ask the students to answer Test Your Knowledge on LM p. 215.

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Part II: WHAT TO PROCESS No. of Sessions: 1

In the WHAT TO PROCESS phase, students will answer and

perform activities which will help them process and improve
their understanding. At the end of the phase, students will
be assessed again to check their processing skills about the
concepts and information learned.

Note: For differentiated instruction, a number of activities are provided. They may also
serve as make-up activities during class interruptions due to inclement weather, and
holidays.

Day 6: Quackery

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1. (Motivation) Ask:
a. What health information did you learn in the past days?
b. What health services did you last avail of?
c. What health product did you last purchase?
2. Tell the students that you are going to sell a product. Direct them to Activity

O
10 on LM p. 216. Discuss the activity.
Points for discussion
1. Where do you often see these kinds of posters?
C
2. What message do these posters want to convey?

3. Unlock and explain the word quackery and explain.

4. Use Activity 11 on LM p.217 to discuss the types of quackery.
D
Answer Key
1. Medical quackery
2. Device quackery
E

3. Nutrition quackery
5. Ask:
EP

a. Have you ever been a victim of a quack?

b. What are examples of each type of quackery?
c. What type of quackery do teenagers easily fall for?
d. Why do people fall for quackery?
6. Ask the students to form groups of five (5) members each. Use Activity 13
on LM p. 218. Afterwards, elaborate on the possible causes of quackery.
D

Points for discussion

1. What makes you vulnerable to quackery?
2. How can you be resistant to quackery?
7. Ask:
a. What are the dangers of quackery?
b. What do people lose when they fall for quackery?
c. What are the physical and psychological effects of falling for it?
8. Ask the students to list the responses of the class in Activity 14 on LM p.
219.
9. Use Test Your Processing Skills on LM p. 219 for homework

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 Part III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 3
In the WHAT TO REFLECT AND UNDERSTAND phase,
the students will do activities which will assess their deeper
knowledge and understanding of the topics learned. At the end
of the phase, they will be assessed again to check how they
reflect and understand the concepts and information learned.

Note: For differentiated instruction, a number of activities are provided. They may also
serve as make-up activities during class interruptions during inclement weather, and
holidays.
Day 7: Reliability of Health Information, Products, and Services

1. Initiate review of quackery and its types.

PY
2. (Motivation) Ask:
a. How would you know if there is quackery?
b. What are the factors that you consider before purchasing any product?
3. Direct students to Activity 16 on LM p.220.
4. Call on volunteers to construct a question to ask about the source of the

O
product. Write the responses on the board. Ask:
a. Will you buy the product? Why or why not?
b. What criteria do you use to evaluate its reliability?
C
5. Use Activity 17 on LM pp. 221 to discuss the criteria in evaluating.

Answer Key:
1. credibility
D
2. content
3. disclosure
4. interactivity
E

6. Ask:
a. What are the types of health services?
EP

b. How would you evaluate health services?

7. Recall healthcare providers.
8. Use Activity 18 on LM p. 222 to discuss the selection of health professionals.

Points for discussion:
D

a. What makes a doctor reliable? (physical appearance, use of language,

accommodating, accessibility, track history, referred by other patients)
b. What makes a good health facility? (facilities, working personnel,
accessibility)

9. Discuss evaluating health insurance using content on LM p. 223

10. Elaborate on PhilHealth as the main public health insurance offered by
the government. Emphasize the benefits of PhilHealth to oneself, family,
community, and nation.
11. Ask:
a. Are your family members enrolled in a health insurance/PhilHealth?
b. Will you avail of health insurances?

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 c. Will it be a waste if you do not get sick or when you are not involved in
an accident during your working years?
d. What are its advantages and disadvantages?
12. Call on volunteers to share their ideas.

Day 8: The Consumer Act and the Concerned Government Agencies

1. (Motivation) Ask:
a. What are examples of your rights as a citizen of the country?
b. What are your rights as a consumer?
c. How are you protected by law against quacks and other fraudulent
health practices?
2. Introduce the Consumer Act to the students.

PY
3. Use Activity 20 and Reflect! on LM pp. 224-225 in discussing the rights.
Answer Key:
1. Basic needs
2. Safety
3. Information
4. Choose

O
5. Representation
6. Redress
7. Consumer education
C
8. Healthy environment

4. Ask:
D
a. Having known your rights, how will you practice them?
b. If somebody violates your rights, from whom will you ask help?
c. What are the government agencies that monitor companies that adhere
E

to your rights as a consumer?

5. Use Activity 21 on LM p. 226 to discuss the different government support
agencies. Discuss the role of each agency in consumer protection.
EP

6. End the discussion by asking, “Why is it important to know and practice

your consumer rights?”

Day 9: Letter of Complaint

D

1. (Motivation) Ask:
a. Are you always a satisfied consumer? Was there an incident when you
were not satisfied with what you bought?
b. What did you do about it?
c. To whom should you properly and legally report the case?
2. Direct the students to Activity 22 on LM p.227. Ask:
a. What is the letter about?
b. To whom is it addressed?
c. What is the complaint about?
3. Discuss the details of the complaint letter. Ask: What is the importance of
putting the complaint in writing?
4. (Differentiated Activity) Divide the class into columns (with varied abilities).

226

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 The fast-learners in the group will write a letter of complaint. Assign one
item below to each group.
a. Column 1: expired flour
b. Column 2: sour-tasting milk in a carton
c. Column 3: bread loaf that has bad odor
d. Column 4: malfunctioning light bulb
e. Column 5: malfunctioning radio
f. Column 6: malfunctioning electric stove
5. Instruct the slow-learners to act the handing over and negotiating with the
company. Each group performs a short skit that shows how to report the
complaint.
6. Synthesize and process as each group finishes presenting.
7. Collect the letters of complaint of each group.

PY
8. Use Summary Activity on LM p. 229 for homework

Part IV: WHAT TO TRANSFER

O
C
D
Day 10: Advocacy Materials

Explain to the students the instructions for the Transfer Activity on LM p. 228.
E
EP
D

227

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 RUBRIC FOR ADVOCACY MATERIAL MAKING
(Adapted from Grade 8)

Criteria 4 3 2 1

Required The advocacy All required All but one of Several

Elements material elements are the required required
includes all included in elements are elements were
required the advocacy included in missing.
elements material. the advocacy
as well as material.
additional

PY
information.

Labels All items of Almost all Many Labels are too

importance on items of items of small to view;
the advocacy importance on importance no important

O
material are the advocacy on the items were
clearly labeled material are advocacy labeled.
and can be clearly labeled material
read from at
C
and can be are clearly
least 3 feet read from at labeled and
away. least 3 feet can be read
away. from at least
D
3 feet away.
Graphics - All graphics All required All graphics Several
E

Relevance are related to elements are relate to the required

the topic and included on topic. One or elements were
are easier to the advocacy two borrowed missing.
EP

understand. material. graphics

All borrowed have source
graphics have citation.
source citation.
D

Attractiveness The advocacy The advocacy The The advocacy

material is material is advocacy material is
exceptionally attractive material is distractingly
attractive in terms of acceptably messy or
in terms of design, layout attractive very poorly
design, layout, and neatness. though it designed. It is
and neatness. may be a bit not attractive.
messy.

228

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 Criteria 4 3 2 1

Grammar There are no There are 1-2 There There are

grammatical/ grammatical/ are 3-4 more than 4
mechanical mechanical grammatical/ grammatical/
mistakes on mistakes on mechanical mechanical
the advocacy the advocacy mistakes on mistakes on
material. material. the advocacy the advocacy
material. material.
Total / 20 points
Source: www.docstoc.com/documents/most-recent

PY
IV. Post-test
A. Using 1-2 sentences, define the following concepts. (12 points)

O
1. Health information and products
_______________________________________________________
_______________________________________________________
2. Health services
C
_______________________________________________________
_______________________________________________________
3. Alternative medicine
D
_______________________________________________________
_______________________________________________________
4. PhilHealth
E

_______________________________________________________
_______________________________________________________
EP

5. Quackery
_______________________________________________________
_______________________________________________________

B. Read the following profile of an individual. What health services does he/she
D

need? Search for available health services he/she needs. Write your plan on a
piece of paper. (20 points)

Individual A is 40 years old. Her family has a
history of diabetes and hypertension. She and her
husband are earning the minimum wage. They have
three kids who are still in the elementary and high school.

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VI. Glossary

Acupressure uses hands to apply pressure on certain points of

the body
Acupuncture a form of energy medicine where long thin needles
are inserted to the body to affect energy flow

Allied health a trained healthcare provider who practices under

professional the supervision of a physician or healthcare
practitioner
Alternative medicine offered in place of traditional medicine

PY
Complementary availed and integrated together with traditional
medicine medicine
Device quackery makes use of miraculous gadgets (such as dials,
gauges, electrodes, and blinkers) that are believed
to cure certain health conditions

O
Extended healthcare provides treatment, nursing care, and residential
facility services to patients
C
Health center caters to a specific population with various health
needs.
Health information any concept, step, or advice that various sources
D
give to aid the health status of an individual

Health insurance a financial agreement between an insurance

E

company and an individual or group for the

payment of healthcare costs
EP

Health maintenance a healthcare provider that offers medical services

organization (HMO) that are availed through a prepaid amount of
money

Health products food, drugs, cosmetics, devices, biologicals,

vaccines, in-vitro diagnostic reagents, and
D

household/urban hazardous substances and/or a

combination of and/or a derivative thereof

Health professionals individuals who are licensed to practice medicine

and other allied health programs

Health services programs that aim to appraise health conditions of

individuals through screenings and examinations,
cure and treat disorders, prevent and control the
spread of diseases, provide safety, emergency
care, and first aid, and ensure a follow-up program
for individuals who have undergone treatments

230

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 Healthcare facilities places/institutions that offer healthcare services

Healthcare practitioner an independent healthcare provider who is

licensed to practice on a specific area of the body

Healthcare provider a trained professional who provides people with

healthcare

Hospital an institution where people undergo medical

diagnosis, care and treatment

Medical quackery includes cures, treatments and remedies of

various health conditions that are drugless or
bloodless in nature

PY
Naturopathy views diseases as a manifestation of an alteration
in the processes by which the body naturally heals
itself

O
Nutrition quackery involves promotion of food fads and other
nutritional practices that are all-natural. These
are believed to have magical properties of certain
C plants such as sunflower seeds, and honey.

Nutrition therapy approaches treatment of a medical condition by

providing a tailored diet for the patient
D
Physician takes medical history of individuals, provides
diagnoses, performs medical examinations, and
E

prescribes medications
Quack an individual that has little or no professional
EP

qualifications to practice medicine

Quackery a form of a health fraud and/or any advertisement,

promotion, or sale of products and services that
have not been scientifically proven safe and
D

effective

Reflexology focuses on treating specific disorders through

massaging the soles of the feet

Ventosa cupping done by placing inverted glasses that have flames

therapy from burning cotton, on specific points in the body
to relieve muscle and joint pains

Walk-in surgery center a facility that offers surgery without the patient
being admitted in the hospital

231

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References

Donatelle, R. (2206). Access to Health. (9th ed.). San Francisco: Pearson

Education, Inc.

Galvez-Tan, J. Z., et al. (2009). The Health Curriculum in Philippine Basic

Education. (Volume 2: A resource book on Health for teachers).
Pasay: UNESCO, National Commission of the Philippines.

Haag, J. (1976). Consumer Health: products and services. Great Britain:

Henry Kimpton Publishers.

Jones, K., Shainberg, L., & Byer, C. (1975). Consumer Health. (2nd ed.). San

PY
Francisco: Canfield Press.

Meeks, L., et al. (2005). Comprehensive school health education: Totally

awesome strategies for teaching health ®. (4th ed). McGraw-Hill.
New York.

O
Payne, W. (2005). Understanding your health. (8th ed.). Boston: McGraw Hill.
C
Schaller & Carroll. (1979). Health, Quackery & the Consumer. W.B. Sanders
Company.
E D
EP
D

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Unit 2: Health Trends, Issues, and
Concerns in the National Level

PY
O
C
E D
EP
D

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Number of Sessions: 10

CONTENT STANDARDS PERFORMANCE STANDARDS

The learner demonstrates The learner consistently demonstrates

understanding of current health trends, critical thinking skills in exploring local,
issues, and concerns in the local, regional, and national health issues,
regional, and national levels. trends, and concerns.

I. Overview

PY
Module 2 focuses on common concerns, trends, and issues of adolescents
in the country. In WHAT TO KNOW, students will familiarize themselves with
policies concerning them. They will also learn how these policies protect them.
In WHAT TO PROCESS, students will thoroughly discuss the impact of these

O
policies to them as adolescents, as members of their families, as members of
their community, and as citizens of the Philippines. In WHAT TO UNDERSTAND,
students will reflect on how these policies are applied in real-life situations. The
C
module will also require the students to do simple research on the impact and
influence of selected policies to specific groups of people in our society. After
finishing the module, the students are expected to know, process, understand,
D
and most importantly, apply the policies learned in their everyday lives.
E
EP
D

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 II. Learning Competencies
The learner:
1. discusses the existing health-related laws;
2. explains the significance of the existing health-related laws in safeguarding
people’s health;
3. follows existing health-related laws;
4. critically analyzes the impact of current health trends, issues, and concerns;
and
5. recommends ways of managing health issues, trends, and concerns.

III. Pre-Assessment

PY
Day 1

O
1. Ask the students to study the cover page.
2. Initiate discussion on the elements of the cover picture.
a. Two adolescents (represent the students)
C
b. Mother, father, sister, and brother (represent family support)
c. Seal of the Republic of the Philippines (represents the government)
d. School, hospital, etc. (represent the community)
3. Direct the students to the Introduction on LM p. 232. Ask: What are health
D
issues and concerns that you experience as an adolescent?
4. Ask students to fill in each circle a health issue or concern they have.
Initiate sharing afterwards.
E

5. Use Activity A in LM p.233.

6. Give the students twenty (20) minutes to answer the pre-test.
7. Ask the students to exchange their notebooks for checking.
EP

8. Initiate sharing and checking of answers.

Answer Key:
1) K
2) F 8) E
D

3) D 9) B
4) A 10) L
5) I 11) H
6) J 12) G
7) M 13) C

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IV. Procedure
Background Information:

You may use the Department of Health online portal to access a full
copy of each policy. You may also refer to online references found at the end
of this guide. You may also visit the municipal / barangay hall to access a copy
of the laws and policies.

Part I: WHAT TO KNOW No. of Sessions: 4

In the WHAT TO KNOW phase, students will answer
activities which will assess their prior knowledge and
correct misconceptions. At the end of the phase, they will be

PY
assessed again to check their knowledge about the concepts
and information learned.

Note: For differentiated instruction, a number of activities are

provided. They may also serve as make-up activities during

O
class interruptions due to inclement weather, holidays, and
the like. C
Day 2: Consumer Health

1. (Motivation) Direct the students to Activity 1 on LM pp. 234-235. Ask the

students if they still remember the same kind of letter. Let the students
D
answer the questions. Initiate sharing afterwards.
2. Ask the students to form groups with five (5) members each. Use Activity
2 on LM p. 236. Ask each group to discuss their answers. Initiate brief
E

sharing afterwards.
3. Ask the students: What law ensures the protection of our consumer rights?
4. Direct students to review Time to Read on LM p. 236. Give the students ten
EP

(10) minutes to read. Ask:

a. What are the objectives of the Consumer Act?
b. What are its provisions?
c. What is TAMA?
d. What are its provisions?
D

e. Recall concepts learned in the previous quarter to connect with TAMA.

5. (Differentiated Activity) Use Activity 3 in LM p. 237 for slow-learners and the
Let’s Recall for fast-learners. Initiate checking afterwards.
6. End the lesson by calling on volunteers to sum up the essence of the
Consumer Act and TAMA.

Day 3: Reproductive Health

1. (Motivation) Write the word “premarital sex” on the board. Ask:

a. What is premarital sex?
b. What are your views about it?
c. What are the possible dangers of doing it?

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 d. How do we avoid the dangers brought about by it?
e. Aside from premarital sex, what are other reproductive health issues
concern you?
f. How does our government address these issues?
2. Introduce the Responsible Parenthood and Reproductive Health Law to
the students. Ask their ideas about it.
3. Use Activity 4 on LM p. 238 to discuss the said law.

Answer Key
Pillar 1: Informed Choice
Pillar 2: Respect for Life
Pillar 3: Birth Control
Pillar 4: Responsible Parenthood

PY
4. Ask the students to pair up and discuss the questions on Let’s Reflect on
LM p. 239.
5. Initiate sharing of output of each pair.
6. Provide instructions for group reporting next meeting. Use Read At Home

O
on LM p. 240.

Group 1: What are HIV and AIDS?

C
Group 2: How can HIV and AIDS be transmitted?
Group 3: What are the signs and symptoms of HIV and AIDS?
Group 4: What is the situation of HIV and AIDS in the Philippines?
D
Day 4: AIDS and Substance Use and Abuse

1. Instruct each group to report on the assigned topic. Elaborate and discuss
E

after each group finishes reporting.

2. (Optional) If there is still time, let students answer Activity 5 on LM p. 240.
3. Ask, “How does the government respond to the HIV and AIDS situation?”
EP

4. Introduce the Philippines AIDS Prevention and Control Act of 1998. Discuss
using the content on LM p.240.
5. Use Activity 6 on LM p. 241. Ask:
a. Who are the people who are usually infected with HIV?
b. How does unprotected sex affect transmission of HIV?
D

c. Why do people engage in premarital sex?

6. List down the common responses of students on the diagram on Activity 7.
7. Research on and discuss the influence of narcotic substances as a window
to unprotected sex. Introduce gateway drugs. Use content on LM p. 242.
8. Use Activity 8 on LM p. 243 to enrich student knowledge on gateway drugs.
9. Ask the students, “What law concerns gateway drugs such as alcohol and
tobacco?”
10. Discuss the Comprehensive Dangerous Drugs Act of 2002 and Tobacco
Regulation Act of 2003. Use content on LM p. 243.
11. Give instructions for homework on Activity 9 on LM p. 244.

237

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 Day 5: Social Health

1. (Motivation) Instruct the students to sit with their circle of friends.

2. Ask:
a. What does friendship mean to you?
b. What are the good things that you get from your friends?
c. What are the good things that you are willing to do with your friends?
d. When does friendship become harmful? Give examples.
3. Explain peer pressure as introduction to policies relating to social health.
4. Discuss each policy using the content LM p. 245.

Points for discussion:

a. Anti-Cybercrime Act

PY
• What are examples of criminal offenses that may be committed
online?
• How often do you witness cybercrime?
• Why do some people ignore cybercrime?
• How could you avoid being a victim of cybercrime?

O
• How is cybercrime related to cyberbullying?
b. Anti-Child Pornography Act
• Why do we have victims of child pornography?
C
• How can we eliminate child (and in general) pornography?
c. Anti-Hazing Law
• What is hazing?
• What have you heard about fraternities and sororities?
D
• What are some famous cases of hazing in the country?
• What are the advantages and disadvantages of belonging to a
fraternity/sorority?
E

• How can we avoid hazing?

d. National Blood Services Act
EP

• What are some helpful and healthy activities your friends may do?
(Discuss blood donation)
• Who among your family members have donated blood? Where?
• What are the things to be considered before donating blood?
• How does the government go about blood donation?
D

5. Ask students to get a strip of paper. Instruct them to write on the paper a
friendship task that they would promise to do with a fellow.
6. End the lesson by instructing the students to go around and give the strip
of paper to a chosen friend.

Day 6: Safety in the Environment

1. (Motivation) Ask students to form groups of 4-6 members each. Instruct

students to plan for a “pose” (tableau style) that depicts the living
environment and the environment surrounding the school.
2. Give five (5) minutes for planning. Call each group to present their pose.
Ask each group:

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 • What is your pose about?
• Describe the community. Is it a healthy one?
• What makes a healthy community/environment?
3. After the last group, ask the students:
a. Does the community/environment affect our health?
b. In what way?
4. Direct the students on the concept of pollution. Discuss with them the
different kinds of pollution being observed in their community. Ask the
students: How does the government respond to pollution?
5. Introduce the National Environmental Awareness and Education Act. Use
content on LM p. 247
6. Ask students: Aside from pollution, what other factors in the environment
affect your health?

PY
7. Share with the class that road accidents are third biggest killers among
Filipinos. Call volunteers to share how they commute or walk going to
school, and how they are ensured of road safety.
8. Use content on LM p. 248 to discuss Seat Belts Use Act and Anti-Drunk
and Drugged Driving Law.

O
9. Recall the policies discussed during the whole WHAT TO KNOW. Use
Activity 12 on LM p. 248 for homework. Provide details on the privilege
speeches. (Include researched penalties of the selected policy.)
C
WHAT TO PROCESS No. of Session: 1
In the WHAT TO PROCESS phase, students will answer and
D
perform activities which will help them process and improve
their understanding. At the end of the phase, students will
be assessed again to check their processing skills about the
E

concepts and information learned.

EP

Note: For differentiated instruction, a number of activities are

provided. These may also serve as make-up activities during
class interruptions due to inclement weather, holidays, and
the like.
D

Day 7: Impact of Policies to Society

1. Divide the class into groups with four (4) members each.
2. Use Activity 13 (Jigsaw) on p. 249 for discussion. Provide instructions
3. Initiate reporting and sharing of output.
4. Use Activity 14 on LM p. 249 for homework

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Part III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 3

In the WHAT TO REFLECT AND UNDERSTAND phase, you

will do activities which will assess your deeper knowledge and
understanding of the topics learned. At the end of the phase, you
will be assessed again to check your reflection and understanding
about the concepts and information learned.
Note: For differentiated instruction, a number of activities are
provided. These may also serve as make-up activities during
class interruptions due to inclement weather, holidays, and the
like.

PY
Day 8: Applying Policies in Situations

1. (Motivation) Inform students that they will be student lawyers for the day.
Ask the students to share what they think about the work of a lawyer.

O
2. Use Activity 15 on LM p. 250 for discussion. Call volunteers to share their
responses to each situation.
3. After the discussion, use Activity 16 on LM p. 252 for enrichment. Collect
papers afterwards for checking.
C
4. End the session by using Activity 17 on LM p. 252. Ask students to research
on how the government responds to their written concerns and issues.
5. Use Activity 18 on LM p. 253 for homework.
D

Day 9:Research
E

1. (Motivation) Ask the students to share about what they have researched on
EP

other policies concerning their issues.

2. Discuss and explain the research paper to be done for Transfer activity.
3. Use Health Correspondents on LM p. 253.
4. Allot the remaining time for group planning.
D

Day 10: Research and Post test

1. Continue the drafting of the research paper. Check on the progress of each
group.
2. See p. 254 on LM for post test.
3. Collect the papers for checking.

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 SUMMARY

Every individual is faced with various health issues and concerns. These
may be brought about by problems in the person’s physical health, threats in safety,
concerns about managing finances, conflicts with other people, social relationship, and
a lot more. In this light, the government addresses these through creation of policies
that cover various concerns. It is our duty as citizens to abide by and promulgate these
laws.

The first step is getting to know these laws. Awareness is a very important
factor. If people are knowledgeable of these policies, they would be able to know
their rights. In turn, these may be practiced as they live. Another important factor is
advocacy, which is the transfer of one’s awareness to another. With advocacy, more

PY
people will be aware, and more importantly be protected by their rights.

O
C
E D
EP
D

241

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
References

Print materials:

Donatelle, R. (2206). Access to Health. (9th ed.). San Francisco: Pearson

Education, Inc.

Galvez-Tan, J. Z., et al. (2009). The Health Curriculum in Philippine Basic

Education. (Volume 2: A resource book on Health for teachers).
Pasay: UNESCO, National Commission of the Philippines.

Meeks, L., et al. (2005). Comprehensive school health education: Totally

awesome strategies for teaching health ®. (4th ed). McGraw-Hill. New

PY
York.

Payne, W. (2005). Understanding your health. (8th ed.). Boston: McGraw Hill.

O
Online materials:

https://chester2278.wordpress.com/category/reproductive-health-rh-bill/
C
http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf

http://www.gov.ph/2009/11/17/republic-act-no-9775-s-2009/
D

http://www.dti.gov.ph/uploads/DownloadableForms/RA%209211%20-%20
E

Tobacco%20Regulation%20Act.pdf
EP

http://www.pdea.gov.ph/images/documents/RA_9165.pdf

http://dtincr.ph/files/LawsAndPolicies-ConsumerAct.pdf

http://www.senate.gov.ph/lisdata/61165556!.pdf
D

http://www.senate.gov.ph/republic_acts/ra%209512.pdf

http://www.doh.gov.ph/system/files/ao2005-0002.pdf

http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf

http://www.gov.ph/2013/05/27/republic-act-no-10586/

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 Unit 3: Health Trends, Issues, and
Concerns (Global level)

PY
O
C
E D
EP
D

243

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates awareness of The learner demonstrates competence

global health initiatives. in applying knowledge of global health
to local and national context.

I. Overview:

People around the world are constantly influenced, and affected or under threat
of global health issues, concerns and trends. Men and women’s health and continuous
existence have always been challenged by health issues, concerns and trends. Health

PY
issues, concerns and trends range from lack of or unfair health care systems, impact
of poverty and inequality to people’s health, child malnutrition, communicable and
non-communicable diseases and the rise in HIV/AIDS infection around the world
particularly in developing countries.

The lead global health agency which looks for solutions to global health problems

O
is the World Health Organization (WHO). The advent of the 21st century brought many
developments and technological advancements. But along with it, peoples of different
races and cultural boundaries are also faced with global health problems that need to
be addressed and looked into carefully.
C
This teacher’s guide will help you facilitate learning through varied and
educational activities. The use of indigenous and readily available materials within the
D
community is highly encouraged. Some activities may be integrated with information
and communication technologies (ICT) like computers, projectors and other media
devices available in school in order to facilitate fast and informative learning processes.
E

The learners will be pre-assessed to check their prior knowledge, skills and
EP

attitude about the topic. From the pre-assessment activities, discussions and formative
activities will help assess their new and current knowledge, skills and attitude. At the
end of the quarter, learners will be assessed again through a performance or product
output and summative test. Differentiated and contextualized instructions are also
provided for special groups of learners in order to cope with the topics.
D

Good luck and Mabuhay!

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 II. Learning Competencies:
After facilitating the topics, the learners are expected to:

1. discuss the significance of global health initiatives;

2. describe how global health initiatives positively impact people’s health in
various countries;
3. analyze issues in the implementation of global health initiatives; and
4. recommend ways of adopting global health initiatives to local or national
context

III. PRE-TEST No. of Session: 1

The result of the pre-test will not be recorded but will check your

PY
learners’ present knowledge, understanding, skills and attitude
about global health issues, concerns and trends.

M A L A R I A
W A T E R S A F E T Y

O
Instruct the learners to S E S A E S I D
answer Activity A: Word H T L A E H ‘S N E M O W
Hunt in LM p. 259. Below M E N T A L H E A L T H
are the answers. Facilitate
C E
the discussion afterwards. A U
Ask learners to share E N V I R O N M E N T G
about what they know
D
D N O I T I R T U N
about these health issues, S E
concerns and trends.
T O B A C C O D
E

Ask the following:

EP

1. What are the current health issues and concerns in your community or locality?
Share them in class.
2. How will the world be if health issues and concerns are not properly addressed
by peoples around the world?
3. If you are a health worker in your community, what health issues and concerns
D

do you think should be addressed immediately? Why?

Let the learners read and answer Activity B: Self-Check in LM p. 260.

Key to corrections:
1. d. World Health Organization (WHO)
2. a. Africa
3. d. Respiratory diseases
4. b. Sub-Saharan Africa
5. b. Heart disease

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Part I: WHAT TO KNOW No. of Sessions: 2

In the WHAT TO KNOW phase, the learners will answer

activities which will assess their prior knowledge. At the end
of the phase, they will be assessed again to check their
knowledge about the concepts and information learned.

Let the learners do Activity 1: Brainstorming in LM p. 261.

Ask: What are the biggest health issues and concerns that people around

PY
the world face today? List them on the board. Typical answers from learners will be:
poverty, poor nutrition, lack of education, diseases, drugs, pollution, and climate
change.

Introduce the Millennium Development Goals to the class.

O
Say: In 2000, 189 world leaders heeded the call of the United Nations (UN)
in New York, U.S.A. to discuss and work together to alleviate the effects of extreme
poverty around the world. The outcome of this meeting led to the establishment of the
C
Eight Millennium Development Goals (MDGs). The 8 goals are indicators to measure
programs and projects which will eradicate extreme poverty and other health issues
and concerns connected with each other.
D
Ask the learners to read about Global Health and the Millennium Development
Goals
E

Tell the learners to do Activity 2: What If…? in LM p. 265. Answers may vary.
Accept all answers but do not forget to process everything. Sample answers are given
on the next page:
EP

What if this
Goal What if this goal
Millennium Development Goal goal is not
No. is achieved?
achieved?
There will be no Malnutrition
D

malnutrition and and poverty will

poverty. More affect lifelong
Eradicate extreme poverty and children will be learning and
1
hunger able to attend and will have a
finish schooling and lasting effect
help in making the on nation’s
economy better. economy.

GGuide the learners in doing Activity 3: The Philippine Scenario in LM p.

265. Learners’ answers may vary.

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 Ask:
1. Do you think the Philippines achieved these eight goals? How are the
achievements reflected in your community? Cite examples.
2. List which goals are highly achievable and which is not. Explain and share
your report afterwards.

Ask the learners to read about Global Health Initiatives. Facilitate Activity 4:
Issues, Concerns and Trends (ICT) in LM p. 266.

Learners’ answers may vary. Sample answers will be:

Drug Use and Abuse

PY
Tuberculosis Rise in HIV/AIDS
cases

Non-communicable
Malaria and other
GLOBAL HEALTH disease

O
vector-borne ISSUES, CONCERNS
diseases AND TRENDS
Alcohol and Tobacco Communicable
Use
C diseases

Immunization and
D
Vaccines Climate Change

Mental Health
E

Tell the learners to read the different Global Health Initiatives.

EP

• The Global Fight Against Communicable Diseases

o Roll Back Malaria
o Stop TB
o Global Alliance for Vaccines and Immunization
o The Global Fund to Fight AIDS, TB and Malaria
D

• Global Prevention and Control of Tobacco and Alcohol Use

o WHO Framework Convention on Tobacco Control
o Global Strategy to Reduce the Harmful Use of Alcohol
o Global Strategy for the Prevention and Control of Non-communicable
Diseases

• Global Initiative for Mental Health

o Comprehensive Mental Health Action Plan 2013-2020

Instruct the learners to continue reading about the different Global Health
Initiatives.

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 These are additional reading resources that the learners can browse on
using information and communication technology (computer and internet):

Reading Resources

WHO framework convention on tobacco control (2014). Retrieved March 2,

2014 from http://www.who.int/fctc/text_download/en/

Development of a global mental health action plan 2013-2020 (2014).

Retrieved March 2, 2014 from http://www.who.int/mental_health/
mhgap/consultation_global_mh_action_plan_2013_2020/en/

PY
Comprehensive mental health action plan 2013-2020 (2014). Retrieved March
2, 2014 from http://www.who.int/mental_health/action_plan_2013/en/

Mental health action plan 2013-2020 (2013). Retrieved March 3, 2014 from
http://apps.who.int/iris/bitstream/10665/89966/1/9789241506021_eng.
pdf?ua=1

O
Taylor, A.L. and Bettcher, D.W (2000). WHO framework convention on tobacco
control: a global ‘‘good’’ for public health. Retrieved March 3, 2014 from
C
http://www.who.int/bulletin/archives/78(7)920.pdf

Global Strategy to Reduce the Harmful Use of Alcohol (2010). Retrieved March
D
5, 2014 from http://www.who.int/substance_abuse/msbalcstragegy.pdf

2008-2013 Action plan for the global strategy for the prevention and control
E

of noncommunicable diseases. (2008). Retrieved March 5, 2014 from

http://whqlibdoc.who.int/publications/2009/9789241597418_eng.
pdf?ua=1
EP

The stop tb strategy (2006). Retrieved March 8, 2014 from http://whqlibdoc.

who.int/hq/2006/WHO_HTM_STB_2006.368_eng.pdf?ua=1

The rollback malaria strategy for improving access to treatment through home
D

management of malaria (2005). Retrieved March 8, 2014 from http://

whqlibdoc.who.int/hq/2005/WHO_HTM_MAL_2005.1101.pdf

248

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 Ask the learners to do Activity 5: Present and Future in LM p. 269. Learners’ answers
may vary. Sample answers are:

Global Health Issues

Present Future
and Concerns

Vaccinations and other

Communicable diseases are preventive and control
still claiming lives especially programs against
those of children. Some of communicable diseases
the communicable diseases will help eradicate dengue,
which threaten human lives Communicable malaria and other diseases.
are dengue, malaria, HIV/ Diseases HIV/AIDS rate of infection

PY
AIDS and other emerging will also be greatly reduced.
and re-emerging diseases More lives will be saved
like ebola and influenza. due to world health actions
and initiatives.

O
Instruct the learners to answer Activity 6: Questions to Ponder in LM p. 269.
Facilitate the buzz session. Throw Higher Order Thinking Skills (HOTS) questions to
the class to encourage deeper learning and understanding. Learners’ answers may
vary. Accept and process all answers.
C
Suggested questions are:
1. How is the Philippine government addressing different local and national health
D
issues and concerns like HIV/AIDS cases and tobacco and alcohol related
diseases?
E

2. The government alone will not be able to find solutions to various health
issues. Who do you think are the stakeholders or partners of the government in
addressing health problems? How can they help curb various health problems?
EP

3. How can educating the youth help develop social and health-conscious
individuals who are aware of the various global health threats and concerns?

Have the learners conduct Activity 7: Health Initiatives of Our Neighbors in

LM p. 270. An example of the activity is as follows
D

Region Country and Its National Health Initiatives

Philippines – TB-DOTS, Yosi-Kadiri, maternal and child

health care, malaria and dengue control, gender equality,
environmental health, health education and information
Southeast Asia campaign, HIV/AIDS prevention and control, emergency
and disaster preparedness plans, milk code and
breastfeeding act of 1992, immunization and vaccination
programs to eradicate diseases

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 Region Country and Its National Health Initiatives

Communicable disease (malaria, HIV/AIDS, Avian

Influenza) control and prevention, Non-communicable
disease (mental health, tobacco control, and injuries)
control and prevention, population health (maternal and
South and East Asia
child health, gender equality, adolescent reproductive
health, migrants health), environmental health, health
service delivery (emergency preparedness, health
promotion, immunization)

Polio eradication program, communicable disease

PY
Middle East & Central control and prevention, non-communicable disease
Asia control and prevention, gender, women and child equality
and violence prevention,

Health and the climate change, healthy cities project,

O
disease control and prevention, HIV/AIDS prevention,
Europe non-communicable disease control and prevention,
maternal and child health care, environmental health,
C
immunization program

Production of safer food, safer injection facilities to

eradicate HIV/AIDS, prevention and control of obesity-
D
North America
associated diseases, education which promotes healthy
lifestyles, gender equality
E

Control and prevention of food and water-borne

diseases, HIV/AIDS prevention and control, control
EP

and prevention of communicable diseases, maternal

South America and child health care, prevention and control of chronic
non-communicable diseases, family planning, improved
water and food sanitation, health and climate change,
emergency preparedness program,
D

Maternal, neonatal and child health care; HIV

counseling and testing; TB control and care; chronic
Africa non-communicable diseases; child immunization and
growth monitoring; school health and violence and injury
prevention
Chronic non-communicable disease preventive health
care, primary health care, maternity and child health
Pacific Islands &
care, food safety, environmental health, improvement of
Australia
water supply and sanitation, malaria control, population
control, mental health, health literacy

250

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 Let the learners do Activity 8: The Hold Back in LM p. 270. Learners’ answers may
vary. Sample answers are found below:

LOCAL REASONS NATIONAL REASONS
• Old health traditions and beliefs • Political differences and conflicts
o Resorting to herbal cure • Cultural differences
o Belief in spirits causing • Funding
the health problem • Lack of available resources
• Hesitations on visiting health • Lack of health facilities
centers
• Financial constraints

Have the learners do the activities under the Beyond the Classroom.

PY
TEST YOUR KNOWLEDGE

Assess the knowledge your learners have gained in the What to

O
Know phase. Record the results under Knowledge.
C
Read these statements. Write the letter of choice on the answer sheet/ notebook.
1. Diverse health issues, concerns and trends which call for all nations to address
and act on to promote and protect health of individuals and groups across
D
boundaries.
a. global health
E

b. health
c. public health
d. health education
EP

2. These are goals set by the United Nations for its member-nations to be fulfilled
on an agreed span of time to be evaluated and counter-checked under world
standards.
a. K-12 Development Goals
D

b. Millennium Development Goals

c. United Nations Development Goals
d. World Health Goals

3. What Millennium Development Goals greatly protect and care for women and
children’s health?
a. MDG No. 1 and 2
b. MDG No. 3, 4 and 5
c. MDG No. 7 and 8
d. MDG No. 1, 6 and 7

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 4. The primary international body responsible for developing leadership in health,
setting norms and standards and providing health support among nations
around the world.
a. United Nations
b. International Red Cross
c. World Bank
d. World Health Organization

5. A global health effort to control, prevent and eradicate the spreading of

mosquito-borne infections through development, preventive measures, and
effective treatment.
a. Destroy Mosquitoes Program
b. Roll Back Dengue

PY
c. Roll Back Malaria
d. Stop Dengue and Malaria

6. A nationwide effort of the Department of Health to prevent and control the

spread of tuberculosis (TB).

O
a. Tuberculosis – Dangerous Occupational Therapy Short Course Strategy
b. Tuberculosis – Directly Observed Therapy Short Course Strategy
c. Tuberculosis – Direct Occupational Treatment System
C
d. Tuberculosis – Department of Tropical Treatment Service

7. The Global Alliance for Vaccines and Immunizations aims to strengthen

children’s immunization programs especially in developing countries. Which of
D
the following vaccines is NOT part of the program?
a. HIV vaccine
b. hepatitis vaccine
E

c. influenza vaccine
d. pneumonia vaccine
EP

8. Which of these emerging communicable diseases greatly threaten developing

nations around the world especially in Africa?
a. HIV/AIDS
b. influenza
c. malaria
D

d. tuberculosis

9. Which of the following is NOT a provision of the World Health Organization

Framework Convention on Tobacco Control?
a. decrease in age limit to use tobacco products
b. increase in price and tax measures of tobacco products
c. new packaging and labeling of tobacco products
d. protection of the public from the dangers of tobacco smoke

252

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 10. Under the Global Strategy for the Prevention and Control of Non-communicable
Diseases, which of the following is a shared risk factor for developing chronic
non-communicable diseases?
a. physical inactivity
b. unhealthy eating habits
c. tobacco and alcohol use
d. all of the above

Part II: WHAT TO PROCESS No. of Sessions: 4

In the WHAT TO PROCESS phase, your learners will answer

and perform activities which will help them process and

PY
improve their understanding. At the end of the phase, they will
be assessed again to check their processing skills about the
concepts and information learned.

O
Guide the learners in doing Activity 9: Speedy Solutions in LM p. 273.

Instruct the learners to imagine they are members of a local organization

C
which wants to sponsor one of the UNDP’s projects to help achieve the millennium
development goals (MDGs).

Say:
D
1. Form a group of 6 members.
2. Pick a Quick Win project. Choose a creative title for the project.
3. Determine with the group which millennium development goal(s) does the
E

project targets.
4. Come up with the group’s slogan that captures the energy and importance of
EP

the chosen project.

5. Follow the format.

Facilitate Activity 10: Interpreting Graphs in LM p. 274.

Say: Study and use the figures to answer questions 1-9. Write your answers in
D

your notebook or activity sheet. Show Figure 1.

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Figure 1: Dengue Cases in the Philippines (Year 2010 – 2014)
1. What are the estimates of dengue cases for each year?
2. What is the trend of dengue infection f rom year 2010 to 2014?
3. Why did the number of dengue cases drop in a span of 5 years? Enumerate
several efforts which helped in the control and reduction of dengue
infections.

Figure 2: Global Estimates of HIV/AIDS Infection and Death due to AIDS 2001 – 2012
1. Describe the trend of global infection and deaths due to HIV/AIDS from
2001 to 2012.
2. Compare the global estimates of HIV/ AIDS infection and death to the
Philippine National Aids Council’s data in the country Check PNAC.org.ph

PY
Table 1: Estimated Number of Maternal Deaths for Year 1990, 2005 and 2010
Maternal Deaths by Year
Region
1990 2005 2010
Developed Countries

O
1 300 960 2 200

Caucasus and Central Asia 2 800 1 800 750

Africa
C 221 000 276 000 164 800

Asia 329 000 241 000 134 800

D
Latin America and the Caribbean 21 000 15 000 8 800
E

Oceania 1 000 890 510

EP

3. Predict the estimates by 2020. Why do you think the estimates are like
this? What global health trends have made this possible?

Have the learners do the following:

1. Construct a graph of the numbers in table 1. You can use a line, bar graph
D

or pie chart.
2. Interpret the data.
3. Share your interpretation in class and submit for evaluation. Use the rubric
to improve on the output.

Differentiated Learning:
• Learners may interview community health center personnel about the different
health programs they implement, their current status, and the benefits people
gain.
• Learners may produce portfolios of the different health initiatives within the
barangay, municipal and national level. They should include reflective sheets
of what they have learned about the different health initiatives.

254

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 • Learners who are good in story writing and visual creativity may partner up and
create comics of the benefits of the different health initiatives.

TEST YOUR PROCESSING SKILLS

The teacher will assess the students’ processing skills. The

scores will be recorded under Process.

Tell the students to:

Choose 5 from these health initiatives. In 3- 5 sentences, explain or reflect on

PY
the importance of these health initiatives. Include quick win projects for each program.

Quick Win Targeted

Health Initiatives Importance
Project MDGs
The National Tuberculosis

O
Program and TB-DOTS.

Smoking Cessation Program of

the Department of Health.
C
Disaster Preparedness and
D
Emergency Response.
Vector-Borne Diseases (TB,
E

AIDS, Malaria, Dengue)

Prevention Program
EP

Healthy Lifestyle Program

Garantisadong Pambata (GP)

Program
D

Maternal and Child Care

Expanded Program for

Immunization

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Part III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 2

In the WHAT TO REFLECT AND UNDERSTAND phase, your

learners will do activities which will assess their deeper knowledge
and understanding of the topics learned. At the end of the
phase, they will be assessed again to check their reflection and
understanding about the concepts and information learned.

Have the learners do Activity 11: Related Articles in LM p. 277.

Post these guide questions:

PY
1. Are the health issues, concerns and trends you gathered really important to
be addressed by international and national government? Why?
2. Rate the top 10 health issues, concerns and trends with 1 as the highest
priority. Explain how did you come up with those ratings.
3. What do you think are reasons these health initiatives are difficult to

O
implement worldwide? Explain.
4. If you are to implement a health initiative in your community, which would
you initiate and why? How would you organize and finance the program?
Discuss.
C
Encourage the learners to do Activity 12: Poem Writing in LM p. 277.
D
Prepare the class for Activity 13: Community Health Programs and
Strategies in LM p. 278.
E

Presentation can be in the following forms:

- Skit - News reporting

EP

- Puppet show - LCD/LED presentation

Ask the learners to choose a partner and do Activity 14: Paired-reflection in

LM p. 278.
Remind the learners to reflect on the answers.
D

Post the guide questions:

Guide Questions:
1. The three most important things I learned about the LINDP are
a. ______________________________
b. ______________________________
c. ______________________________
2. How will these experiences help me in the future?
3. How can health initiatives improve global health? Discuss.

256

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 TEST YOUR UNDERSTANDING

Assess your learners’ understanding on the concepts and

information learned. This will be recorded under Reflect and
Understand.

Differentiated Instruction:

Test your learners based on their preferred “learning styles”. In the assessment,
some of them may be more inclined in writing and communication skills, visual-
spatial, kinesthetic or musical ability. Each of the activity below suits one learning style
mentioned:

PY
• For learners who are good in writing and communication skills: Group the
class into five teams. Ask each team to have a detailed report of the different
health initiatives of different barangays or community and the Department of
Health. The following are the tasks of each team:

O
¨ Group 1 – Barangay 1
¨ Group 2 – Barangay 2
¨ Group 3 – Barangay 3
C
¨ Group 4 – Barangay 4
¨ Group 5 – Department of Health

Do not forget to mention to submit a presentable written report after the

D
presentation.
E

• For the Visually-Inclined learners: Ask the learners to paint a local health
initiative mentioned in one of the reports. Use any coloring materials they are
at ease with. They can either use a sketch paper, Oslo paper or 1/8 illustration
EP

board.

• For the Kinesthetically-Inclined learners: The learners can choose one or

two health initiatives and create a dance, drama or a combination of the two.
Limit their performance from 4-5 minutes. They can use canned music or live
D

music.

• For the Musically-Inclined Learners: Have the learners create or compose

music about the health initiatives. They can use indigenous musical instruments
and have it recorded or played live in class.

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Part IV: WHAT TO TRANSFER No. of Sessions: 2

In the WHAT TO TRANSFER phase, your learners will apply what

they have learned through creating a performance or producing a
product. At the end of the phase, they will be assessed again to
check their knowledge, skills and attitudes learned.

Inform the learners that they can choose from one of these performances or
products.
• Learners who are good in writing can do Activity 15: Dear Mr. President
in LM p. 279.
• Learners who are good in writing and declamation can do Activity 16:

PY
WHO Convention in LM p. 279.
• Learners who are good in photography and use of visual media can do
Activity 17: Infotography in LM p. 280.
• Learners who are good in dancing and music can do Activity 18:
Interpretative Dance in LM p. 280.

O
• Learners who are good in acting and media arts can do Activity 19: Health
Infomercial in LM p. 280. C
TEST YOUR KNOWLEDGE, SKILLS AND ATTITUDES
Instruct the learners to answer this in LM p.280 on a whole sheet of
paper.
D

Modified True or False: Tell whether these statements are true or not. Write the word
E

TRUE if the statement is true and if false, change the underlined word(s) to make the
statement correct. Abbreviations of answers are not allowed.
TRUE 1. The World Health Organization is the main international body
EP

which promotes international leadership in health, setting norms and

standards and sets policies for global health awareness and campaign.
Department of Health 2. In the Philippines, the lead executive department of the
government which ensures every Filipino’s access to public health
through quality and efficient health care programs and services is the
D

Department of Public Works and Highways.

TRUE 3. All of the eight millennium development goals are essential
in the fulfillment of healthy and sustainable growth and development of
every Filipino.
TRUE 4. Many nations have common programs and services which
help to prevent and or control the spread of emerging communicable
diseases like malaria, dengue, filariasis and HIV/AIDS.

Essay: In 50 – 75 words, discuss the various global health initiatives and explain their
general importance, benefits and impact to public and personal health. Cite examples
from the national and local community levels. Use the rubric in the appendices to rate
the learners. (16 points)

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 SUMMARY

Global health initiatives are programs and projects which help address global
health issues, concerns and trends. Global health is a new trend in which the World
Health Organization (WHO) addresses health concerns in cooperation with member-
nations and private international organizations. Some of these global health issues,
concerns and trends are about mental health, pollution, climate change, environmental
sanitation, tobacco control, harmful use of alcohol and prevention and control of
communicable and non-communicable diseases.

Along with the health initiatives to prevent and or reduce the prevalence of
health problems, the United Nations formulated the eight millennium developmental
goals (MDGs) in the year 2000 so that nations across the world to reduce poverty
and hunger, promote universal education for all and gender equity, reduce mortality

PY
among children, improvement of maternal health, combat HIV/AIDs, malaria and other
communicable diseases, ensure environmental sustainability and develop global
partnership in addressing global problems.

Among the global health initiatives led by the World Health Organization

O
are: Stop TB, Roll Back Malaria, Global Fund to Fight HIV/AIDS, Malaria and other
diseases, Framework Convention on Tobacco Control, Comprehensive Mental Health
Action Plan, Global Strategy to Reduce the Harmful Use of Alcohol and Global Strategy
C
for the Prevention and Control of Non-Communicable Diseases.
E D
EP
D

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Glossary of Terms:

AIDS Means Acquired Immune-Deficiency Syndrome. It is

a serious and most often fatal communicable disease
of the immune system transmitted through body fluids
like blood, plasma and mucous usually by blood
transfusion, sexual contact and use of contaminated
syringe
Alcohol a gateway drug which depresses the central nervous
system. It is an active ingredient in beverages like
brandy, beer, rum and wine

Cancer malignant growth or tumor caused by abnormal and

PY
uncontrolled cell reproduction. It may spread to other
parts of the body through the lymphatic system or the
blood.
Cardiovascular disease of the heart and blood vessels
disease

O
Childhood meningitis communicable disease characterized by inflamed
meninges (the tissues that surround the brain and
C
spinal cord) caused by bacteria with symptoms like
headache, nausea, fever, and stiff neck
Communicable any disease transmitted from one person to another
D
disease by direct or indirect contact

Diabetes a non-communicable disease characterized by

E

abnormally high blood sugar levels with symptoms like

excessive urination and persistent thirst
EP

Health issue any of the important statements in health that is in

dispute and must be settled

Health trend any general tendency to change in health concepts,

information, skills and values
D

Hepatitis inflammation of the liver caused by a micro-organism

or a toxin

HIV stands for Human Immunodeficiency Virus, which

causes the Acquired Immune Deficiency Syndrome
Hypertension a disorder in the artery which makes blood pressure
abnormally high
Gender the attributes which distinguishes a person on the
basis of reproductive roles

260

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 Global health the health of the world as a whole; the area of
study, research and practice which gives priority on
improving and achieving equal health for all people
worldwide
Global health initiative a program or strategy which addresses global health
issues, concerns and trends
Immunization the act of making a person immune from certain
diseases
Influenza an acute communicable disease characterized by
high fever that lasts for days, nausea, body pains and
fatigue that lasts for days

PY
Information and the integration of information and communication
communication technology with the use of media like computers and
technology other telecommunication devices

Malaria a communicable disease caused by plasmodium

O
parasites transmitted through mosquito bites;
characterized by chills and fever
Malnutrition insufficient or excessive intake of food and nutrients;
C
inability to absorb food properly

Maternal health the health of women during pregnancy, childbirth and

postpartum period.
D
MDG also known as the Millennium Development Goals;
are eight goals of the United Nations to address global
E

health issues and concerns

Mosquito-borne a communicable disease transmitted by mosquitoes
disease
EP

Multi-drug-resistance a condition enabling disease-causing micro-organisms

to resist drugs and medicines

Non-communicable disease not transmitted through direct or indirect

disease contact and non-infectious
D

Non-renewable energy energy from a source that is not sustainable as it takes

billions of years to form; e. g. fossil fuels like oil, coal
and natural gas
Obstetric-gynecology a branch of medical science which specializes in
treating diseases of the female reproductive organs
and delivering babies
Pneumonia disease of the respiratory system characterized by
inflammation of the lungs caused by bacteria, virus, or
irritants

261

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 Postnatal occurring after birth or delivery

Poverty the state of having no money and personal properties;

Prenatal
Renewable energy
Reproductive health
Respiratory disease
living below minimum economic and social standards
occurring before birth or delivery
energy from a sustainable source like geothermal,
rain, solar, and wind
the state of physical, mental, emotional and social
well-being in all matters related to the reproductive
system throughout life
disease of the respiratory system including the

PY
upper respiratory tract, the nerves and the muscles
surrounding it
Stroke the loss of brain function due to lack of or disturbance
in the normal blood supply to the brain

O
Tobacco the leaves of the tobacco plant which are dried and
prepared for smoking or ingestion
Tuberculosis infection of the lungs but may also occur in other body
C
parts as caused by a bacteria which causes lesions
(cut or break in tissue)
Vaccine a substance consisting of weakened or dead
D
pathogenic cells injected to stimulate production of
antibodies against a disease or a group of infections
E

Yellow fever a fatal communicable disease common in tropical

countries affecting the liver and kidneys transmitted by
EP

mosquito bites and common in tropical countries

Appendices:

APPENDIX A:
D

Acronyms:
DOH – Department of Health
FCTC – Framework Convention on Tobacco Control
ICRC – International Committee of the Red Cross
TB-DOTS – Tuberculosis – Directly Observed Treatment Short Course Therapy
WB – World Bank
WHO – World Health Organization
UN – United Nations
UNDP – United Nations Development Plan

262

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 APPENDIX B:

Rubric for Constructing a Graph

Criteria 4 3 2 1
There is no
Artistic designs
Artistic designs Artistic designs effort done to
Artistry are fair with
are advanced are satisfactory make output
minor setbacks
attractive

The use of The use of

indigenous indigenous
Creativity is fair Output lacks
Creativity materials and materials and
enough creativity
creativity is creativity is
advanced satisfactory

PY
Use of different
Media and
media and Media and
technology No media and
technology technology was
was used in technology
Use of media was employed used with minor
making the was used in

O
and technology in making the setbacks in
output. The making the
output. The layout, spacing
outcome is output
outcome is and designs
satisfactory
excellent
C
Data There is
Data
interpretation Data no data
Data interpretation
is correct interpretation interpretation
D
Interpretation lacks clarity
and exceeds is correct. included in the
and coherence.
expectations. output
E

There are
There are
Grammar Grammar numerous
EP

Grammar minor errors

and sentence and sentence errors in
and Sentence in grammar
construction are construction grammar and
Construction and sentence
all correct are correct sentence
construction
construction
D

Total: /20 points

263

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APPENDIX C: Rubric for Infotography

Criteria 4 3 2 1

 highly lacks creativity,

creative, non- questionable acks
somewhat
typical; unique,  creativity and originality, does
creative,
appropriate to originalty, subject not follow
original, subject
chosen  is weakly related assignment,
Content is of assigned
topic, conveys to assigned message
topic, conveys a
strong topic, message incomplete

PY
message, 
message,  unclear, loses or disjointed,
attracts audience
engages audience does not attract
attention
audience attention attention of
immediately audience

O
C photos
unfocused;
sharp,clear photos generally
grainy,
photos, all clear, some most photos
D
unwanted
photos are free photos included unclear with
elements
of unwanted unwanted unwanted
Quality included in most
elements, 15+ elements, 11-14 elements, 7-10
E

Of photos, less
photos, photos photos,  most photos, few
Photographs than 6 photos,
accurately depict photos accurately depict elements
photos do not
elements of depict elements of human rights
EP

accurately
human rights of human rights abuses
depict elements
abuses abuses
of human rights
abuses
D

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 Criteria 4 3 2 1

presents original ideas unclear, 

idea with great focus unclear,
ideas
detail; concise, ideas confusing,  word
understandable,
focused wording wordy, repetitive, choice
but fuzzy; a bit
on human rights all text not weak,does
wordy, all text not
abuse, accurately focused on topic; not suit
 Introduction focused on topic;
addresses all four does not address photos, wordy,
does not address
guiding questions all four guiding repetitive, lacks
all four guiding
using information questions, evidence of
questions, some
specific to questionable ownership,
questionable

PY
country, ownership addresses
ownership.
ownership 1-2 guiding
evident. questions only.

O
properly formatted bibliography bibliography

bibliography that
C
properly formatted bibliography but
limited to four
not properly
formatted and/
not properly
formatted and/
shows multiple sites explored; or 3 or less or only 1-2
sites explored; average sites explored; sites explored;
Format
excellent understanding of some problems problems using
D
mastery of proper elements using chosen chosen software
software chosen, for software software and/ evident,
appropriate music chosen, or inappropriate inappropriate
E

selection for topic appropriate music music selection music selection

selection for topic for topic for topic
EP

Total /20 points

D

265

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APPENDIX D: Rubric for Letter Writing

Criteria 4 3 2 1

The letter is Letter is

The letter
eye-catching Text may be unattractive or
is creatively
and attractive. difficult to read. inappropriate.
designed with
Text is easy to May have some Text is difficult
Layout and easily read text.
read. Grammar, grammar and or to read. It does
design Grammar, style,
style, and punctuation that not have proper
and purpose all
punctuation are indicate it is a grammar or
excellent for a
indicative of a friendly letter. punctuation for
friendly letter.
friendly letter. a friendly letter.

PY
Information
is accurate Some
Information is Information is
Information, and complete, information is
well written and poorly written,
style, audi- is creatively provided, but

O
interesting to inaccurate, or
ence, tone written, and is limited or
read. incomplete.
is cleverly inaccurate.
presented.
C
Letter is
Accurate Parts Some elements Most elements Improper
complete with
of the Friendly out of place or out of place or friendly letter
all required
D
Letter missing. missing. form
elements.

Style, purpose,
E

Information
Grammar, Excellent job on audience, Grammar,
is mislabeled
Punctuation, presentation, grammar, and punctuation,
or missing.
and choice of style, punctuation and choice of
EP

Inaccurate
words for the grammar, and all fair and words poor for
punctuation or
friendly letter punctuation. indicative of a a friendly letter.
grammar.
friendly letter.
Students are
always on task,
D

stay in their Students are

Students stay Students
own area, and often out of their
Follows Guide- in their area occasionally
work quietly. area without
lines and Di- and talk quietly leave area
Students permission and
rections to their own without
followed project are disruptive to
partner only. permission.
directions and the class.
classroom
directions.
Total: /20 points

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 APPENDIX E: Rubric for Poem Writing

Criteria 4 3 2 1

Creatively uses Uses

Effectively uses May use
appropriate inappropriate
appropriate appropriate
poetry form. poetry form.
poetry form. poetry form.
Form Complete with Too few
Complete with Fewer than four
more than four stanzas or
four stanzas of stanzas of four
stanzas with stanza length
four lines each. lines each
four lines each. is incorrect.

Student’s use
of vocabulary is

PY
Student’s use Student’s
precise, vivid, Student’s use
of vocabulary use of
Word Usage and paints a of vocabulary
is more telling vocabulary is
strong clear and is routine and
than showing. very basic.
complete picture workable.
in the reader’s

O
mind.

Effectively Uses some Uses few

Uses poetic
uses poetic poetic poetic
Poetry
Techniques
techniques such
C techniques such
as figurative
techniques such techniques
as figurative as figurative such as
(elements) language to
language to language to figurative
reinforce the
reinforce the reinforce the language.
D
theme.
theme. theme.
E

May contain
frequent and
Has grade-level Has mainly
May contain numerous
appropriate grade level
EP

many errors errors in

spelling, appropriate
in spelling, spelling,
grammar, and spelling,
Spelling, grammar, and/ grammar,
punctuation; grammar, and
grammar, or punctuation and
contains few, if punctuation;
punctuation that may punctuation
any, errors that contains some
interfere with that
D

do not interfere errors that do

the reader’s interferes
with the reader’s not interfere
understanding. with the
understanding. with the reader’s
reader’s
understanding.
under-
standing.

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 Student’s work
Student’s work Student’s work Student’s
demonstrates
demonstrates demonstrates work lacks
a complete
an some under-
Understanding understanding
understanding understanding standing
of the topic of the
of the of the of the
assignment and
assignment. assignment. assignment.
goes beyond the
requirements.

Total: /20 points

PY
O
C
E D
EP
D

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 APPENDIX F: Rubrics for Speech

Criteria 5 4 3 2 1

Content is
Content near the Content is
Content reaches expected beyond the
surmounts expected outcome. expected Content is
anticipation. outcome. Treatment outcome. very basic
Content Treatment Treatment of details Details and lacks
of details is of details is approaches are in the in-depth
advanced proficient proficiency developing analysis.
and in-depth. and of good with some phase and
quality. shallow very shallow.

PY
lines.

The The The

structure of structure of structure of The
Structure is
the essay the essay is the essay is structure of

O
unorganized
is highly organized somewhat the essay
and not
organized and organized is not too
coherent
and shows coherence and organized
Organization with the
and Style
coherence.
There is
C
is obvious.
There is
coherent.
There is
and
coherent.
topic. There
is no variety
variety in variety in somehow There is little
in structure
style which style which a variety in variety in
and subject
makes the makes style which structure and
D
matter.
essay very the essay makes the subject.
impressive. impressive. essay good.
E

Grammar
lacks
EP

There are order and

There are There
There are no many errors neatness.
minimal are some
grammatical found in There are
Grammar grammatical grammatical
errors in the grammar. numerous
errors in the errors found
essay. Editing is errors.
essay. in the essay.
suggested. Major rec-
D

onstruction
is suggested

There are There are

There are There are There are
no spelling more than
Spelling 1-3 errors in 4-6 errors in 7-10 errors
errors in the 10 errors in
spelling. spelling. in spelling.
theme. spelling.

Total: /20 points

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APPENDIX G: Rubric for Storyboard

Digital Storytelling: Digital Movie RUBRIC

CATEGORY 1 2 3 4 Score

Images create Images create An attempt was Little or no

a distinct an atmosphere made to use attempt to use
atmosphere or or tone that images to create images to create
tone that matches matches some an atmosphere/ an appropriate
different parts parts of the story. tone but it atmosphere/tone.
Images of the story. The The images may needed more
images may communicate work. Image
communicate symbolism and/or choice is logical.

PY
symbolism and/or metaphors.
metaphors.
Music stirs a Music stirs a Music is ok, and Music is
rich emotional rich emotional not distracting, distracting,
response that response that but it does not inappropriate, OR

O
Soundtrack matches the story somewhat add much to the was not used.
- Emotion line well. matches the story story.
line.
C
Grammar and Grammar and Grammar and Repeated errors
usage were usage were usage were in grammar and
D
correct (for the typically correct typically correct usage distracted
dialect chosen) (for the dialect but errors greatly from the
Grammar
and contributed to chosen) and detracted from story.
E

the clarity, style, errors did not the story.

and character detract from the
development. story.
EP

Estabishes a Establishes a There are a few It is difficult to

purpose early on purpose early on lapses in focus figure out the
and maintains and maintains but the purpose is purpose of the
Point of a clear focus focus for most of fairly clear. presentation.
View - throughout. the presentation.
D

Purpose

Focus/ Driving Focus/Driving Focus/Driving Focus/Driing

Question is Question is Question lapses Question is
addressed for addressed in focus, but is difficult to figure
Driving most of the throughout the fairly clear. out.
Question movie. movie.

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 APPENDIX H: Rubric for Health Infomercial

Criteria 4 3 2 1
The video
The video The video
Information and played with The video
played but did not
communication excellent played but with
with major play during
technology screen shots minor problems.
problems. viewing.
and details.

Excellent Satisfactory use Lacks creativity No creativity

creativity of creativity and and used in the
Creativity using various use of various minimal production
materials and materials and materials and of the

PY
properties. properties. properties. infomercial.

All contents
All contents are Most contents Most contents are incorrect
Accuracy
correct. are correct. are incorrect. and

O
misleading.

The video
The video The video played
Time frame
The video
played between
C played between played between less than 2
3-4 minutes or 2-3 minutes or minutes or
4-5 minutes.
5-6 minutes. 6-7 minutes. more than 7
minutes.
D
Total: /16 points
E
EP
D

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APPENDIX I: Rubric for Interpretative Dance

Criteria 4 3 2 1

The locomotor The locomotor

The locomotor
The locomotor and non- and non-
and non-
and non- locomotor locomotor
locomotor
Body locomotor movements movements
movements are
Alignment/ movements are are most often are somewhat
not memorized
Skill performed with memorized and memorized and
and performed
control, skill, and performed with performed with
without control
precision. some control little control and
and skill.

PY
and skill. skill.

O
The
The interpretational
The The
interpretational language does
language clearly
C
interpretational
language mostly
interpretational
language
not reflect
reflects the the theme or
reflects the partially reflects
theme or idea of idea of culture
theme or idea of the theme or
culture inspired inspired by
culture inspired idea of my
D
by a piece of art, a piece of
by a piece of art, culture inspired
music, or poetry. art, music, or
Creativity & music, or poetry. by a piece of
Took risks in poetry. Took
Interpretation Took some risks art, music, or
E

exploration of no risks in my
in exploration poetry. Took
the Elements exploration of
of the Elements very little risk in
of Dance the Elements
of Dance exploration of
EP

demonstrating of Dance. No
demonstrating the Elements
challenging and effort has been
unique patterns of Dance only
unique patterns made in the
and a variety of demonstrating
and a variety of variation of
creative options. simple patterns.
creative options. pattern and
creativity.
D

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 Criteria 4 3 2 1

The dance has

The dance has been abstracted
been partially incorporating
The dance has
abstracted only one or more
been abstracted The dance
incorporating of the elements
incorporating shows no
the elements of dance. The
all elements understanding
of dance. The choreography
of dance. The of
choreography demonstrates
choreography abstracting
demonstrates very little
demonstrates the elements
some variation variation of

PY
a developed of dance. The
Elements of of movement, movement, time,
variation of choreography
Dance time, space, space, energy
movement, time, is not varied
energy and and body. The
space, energy and not
body. This variation of
and body. This developed. All
variation is Elements of
variation is movement has

O
original, and Dance is slightly
highly original, been borrowed
very little dance original, and
not borrowed from the
choreography most dance
from the media/ media/peers.
has been choreography
peers.
C borrowed from has been
the media/peers. borrowed from
the media/peers.
E D
EP
D

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 Criteria 4 3 2 1

Participated Never
in some HR participated in
Mostly
activities and HR activities
Fully participated in
is positive and is mostly
participated in all HR activities
occasionally. negative.
all HR activities and is positive
Seldom Gave up
and was positive most of the time.
persevered completely
at all times. Often
when experience when
Persevered persevered
became experience
when expe- when
challenging/ became
riences became experience
difficult. challenging/
challenging/ became
Rarely difficult.
difficult. challenging/

PY
demonstrated Did not show
Consistently difficult.
Effort & respect towards respect
demonstrated Demonstrated
Character oneself and towards oneself
respect towards respect towards
others. and others.
oneself and oneself and
Had difficulty Showed no
others. others.
being sense of

O
Was responsible Tried to be
responsible by responsibility.
by staying responsible by
staying on task Was off task
on task and staying on task
and focused and wasted
focused during and focused
class time.
C
during class
during class
time.
class time
disrupting other
Offered support time.
Offered students.
towards other Offered some
occasional to Unable to
students. support towards
D
little support offer support
other students.
towards other towards other
students. students.
E

The
The
The The performance
EP

performance
performance performance shows evidence
shows
shows evidence shows evidence of some
evidence
of extensive of rehearsal, rehearsal.
of very little
rehearsal, often focused, Seldom focused
rehearsal,
focused, and in and in dance and lost track
focused,
D

dance character. character. of character.

concentrated
Performance Performed all Performed most Forgot the
or committed
dance steps of the steps choreography
to the
correctly with correctly with often. The
performance.
energy and energy and dance
Face is a blank
enthusiasm. enthusiasm. demonstrates
slate, without
The dance is The dance very little energy
character.
engaging and is somewhat and enthusiasm
Audience is
speaks to the engaging to the which leaves
bored and
audience. audience. the audience
embarrassed.
confused.

Total: /20 points

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 References:
Print materials:
AIDS by the number. UNAIDS 2013

AIDS epidemic update (December 2005). UNAIDS and WHO. Switzerland

Global report UNAIDS report on the global AIDS epidemic 2013. UNAIDS.
2013

Koplan JP, Bond TC, Merson MH, Reddy KS, Rodriguez MH, Sewankambo
NK, et al. Towards a common definition of global health. Lancet 2009;
373: 1993_5

Kickbush I. The need for a European strategy on global health. Scand J Public
Health 2006; 34: 561_5

PY
Say L. et al. Maternal mortality in 2005. World Health Organization and The
World Bank. Switzerland. 2007

O
Online materials:
About WHO. Retrieved February 28, 2014 from http://www.who.int/about/en/

Achieve universal primary education by 2015 (2014). Retrieved July 2, 2014

C
from www.worldbank.org/mdgs/education.html

Beaglehole, R and Bonita, R. Global health action 2010. Retrieved October

29, 2014 from http://www.globalhealthaction.net/index.php/gha/article/
D
view/5142

Combat HIV/AIDS, malaria, and other diseases by 2015 (2014). Retrieved July
E

2, 2014 from www.worldbank.org/mdgs/diseases.html

Comprehensive mental health action plan 2013-2020 (2014). Retrieved March

EP

2, 2014 from http://www.who.int/mental_health/action_plan_2013/en/

Dyar, O.J. and Costa, A. What is global health? Retrieved March 2, 2014 from
http://www.ghjournal.org/jgh-print/spring-2011-issue/what-is-global-
health/Global health initiatives (2014). Retrieved February 25, 2014
D

from http://www.who.int/trade/glossary/story040/en/

Develop a global partnership for development by 2015 (2014). Retrieved July

2, 2014 from www.worldbank.org/mdgs/global_partnership.html

Development of a global mental health action plan 2013-2020 (2014).

Retrieved March 2, 2014 from http://www.who.int/mental_health/
mhgap/consultation_global_mh_action_plan_2013_2020/en/

Ensure environmental sustainability by 2015 (2014). Retrieved July 2, 2014

from www.worldbank.org/mdgs/environment.html

Eradicate extreme poverty and hunger by 2015. Retrieved July 2, 2014 from

275

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 www.worldbank.org/mdgs/poverty_hunger.html

Global Strategy to Reduce the Harmful Use of Alcohol (2010). Retrieved March
5, 2014 from http://www.who.int/substance_abuse/msbalcstragegy.pdf

Improve maternal health by 2015 (2014). Retrieved July 2, 2014 from www.
worldbank.org/mdgs/maternal health.html

Mental health action plan 2013-2020 (2013). Retrieved March 3, 2014 from
http://apps.who.int/iris/bitstream/10665/89966/1/9789241506021_eng.
pdf?ua=1

Millennium developmental goals. Retrieved February 25, 2014 from http://

www.who.int/topics/millennium_development_goals/about/en/

PY
Promote gender equality and empower women by 2015 (2014). Retrieved July
2, 2014 from www.worldbank.org/mdgs/gender.html

Reduce child mortality by 2015 (2014). Retrieved July 2, 2014 from www.
worldbank.org/mdgs/child_mortality.html

O
Symposium on foreign policy and global health (2014). Retrieved February 25,
2014 from http://www.who.int/trade/symposium/en/
C
Taylor, A.L. and Bettcher, D.W (2000). WHO framework convention on tobacco
control: a global ‘‘good’’ for public health. Retrieved March 3, 2014 from
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D
The history of the WHO framework convention on tobacco control (2014).
Retrieved March 2, 2014 from http://www.who.int/fctc/about/history/en/
E

The rollback malaria strategy for improving access to treatment through home
management of malaria (2005). Retrieved March 8, 2014 from http://
whqlibdoc.who.int/hq/2005/WHO_HTM_MAL_2005.1101.pdf
EP

The stop tb strategy (2006). Retrieved March 8, 2014 from http://whqlibdoc.

who.int/hq/2006/WHO_HTM_STB_2006.368_eng.pdf?ua=1

Trade and health (2014). Retrieved February 25, 2014 from http://www.who.
int/trade/trade_and_health/en/
D

WHO framework convention on tobacco control (2014). Retrieved March 2,

2014 from http://www.who.int/fctc/text_download/en/

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pdf?ua=1

Images:
Johannsen C. Yap
Batasan Hills National High School NCR - Quezon City

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 Unit 4: Planning for a Health Career

PY
O
C
E D
EP
D

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Number of Sessions: 10

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates The learner prepares an appropriate plan

understanding of the concepts in of action in pursuing a health career
planning a health career

I. Overview

PY
A career is a decision which almost certainly defines ones future. Aside from
one’s primary interest and passion, people may find it hard taking into account the pay
they get and how secure it will be to have a living. Considering a health career can
open doors to different health professions.

The health care industry offers a wide variety of professions which are in high,

O
demand locally and globally. Medical advances and growing populations around the
globe make health care professionals constantly in demand for workers.
C
A career in health offers a relatively high paying and secure job. Educational
learning is widely available and opens a path for advancement in the different fields of
interests. These fields of specialization offer opportunities to get to work with people
and make a difference in the lives of other members of the community.
E D

II. Learning competencies

The Learner:
1. discusses the components and steps in making a personal health career
EP

2. prepares a personal health career following the prescribed components

and steps
3. explores the various health career paths and selects a particular health
career pathway based on personal competence and interest
4. participates in a health career orientation program
D

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 III. Pre-Assessment No. of Session: 1

The result of the pre-assessment will not be recorded but will
check your students’ present knowledge, understanding, skills
and attitude about health career.

A. Concept Mapping
1. Ask your students to answer the Pre-Assessment and prepare for a short
discussion. Answers may vary. Below are examples of possible answers.

PY
O
C
E D
EP
D

B. How many allied health professions are you familiar with? List as many on the
space provided.
nurse medical technologist
reflexologist radiographer
sonologist dentist
nutritionist/ dietician chiropractor
chiropractor paramedic

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Part I: WHAT TO KNOW No. of Sessions: 2

In the “WHAT TO KNOW” phase, the students will answer

activities which will assess their prior knowledge. At the end
of the phase, they will be assessed again to check their
knowledge about the concepts and information learned.

Activity 1: EXPLORING CAREERS IN THE HEALTH FIELD

PY
1. Group your students with 3-5 members each.
2. Each group will list all the professions associated with healthcare.
Remember to name not only the different types of physicians and nurses,
but also those in related health professions (allied health professions).
Below is a list of examples for possible answers. See page 314-316 of

O
learners’ manual for your reference.
C
reflexologist

nutritionist paramedic
E D

medical technician nurse

medical
EP

and allied
health
profession
radiologist
D

caregiver

3. Each member will choose one health profession on the list to explore. Tell
your students to explore the health profession and follow these guidelines:
a. What is the nature of their profession?
b. Where is their place of work?
c. What are their duties and responsibilities?

280

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 Activity 2: MY HEALTH CAREER PLAN

Let’s Check
1. Make sure to discuss first these topics in What to Know:
a. What is a health career?
b. Why do you pursue a health career?
c. What are the components and steps in making a health career plan?
2. After your lecture-discussion tell your students to answer Activity 2: My
Health Career Plan in LM p. 307.

Additional Activity:

Activity: Skit

PY
1. Divide the class and ask them to prepare a skit about the components and
steps in making a career plan.
2. You can also assign one component per group.
Group 1: Self-assessment

Group 2: Career Exploration

O
Group 3: Decision Making C
Group 4: Plan of Action

Let’s Check

Activity 3: HEALTH CAREER PATHWAYS

D
1. Discuss the health career pathways and tell your students to answer Activity
3 in LM p. 312
E

2. Pair/Group your students to share their answers. If there is enough time ask
your students to prepare a presentation (e.g. role-playing, slogan, poster,
EP

graphic organizer, puppet show, sing and dance etc.)

3. After this activity, tell your students to read “Medical and Allied Health
Profession” part of the module and prepare for a class recitation.
D

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Activities 4 and 5

Tell your students to answer Activities 4 and 5 in LM p. 321 after your lecture-
discussion and class recitation about Medical and Allied Health Profession. If there is
enough time, you can pair/ group your students to share their answers.

Activity 6: HEALTH CAREER ORIENTATION

1. Organize a Health Career Orientation in your school/ classroom/ community.

2. Invite different health care professionals in the field of medical and allied

PY
profession (e.g. physician, nurse, dentist, midwife, medical technologist,
care giver, guidance counselor, community health worker, medical
assistant) to share their experiences in the class.

3. Tell your students that they are required to attend the Health Career

O
Orientation and complete the chart after the orientation.

4. Set a date for the submission of a one page summary about the Health
Career Orientation.
C
E D
EP
D

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 TEST YOUR KNOWLEDGE
Assess the knowledge of your students and record the results.

Tell your students to answer Activity 7: Crossword in LM p. 324. Give the

clues to your students for each number.

Across
7. performs under the direction of a physician, various routine administrative
and nontechnical clinical tasks in a hospital, clinic, or similar facility

PY
9. therapist who examines, evaluates, and treats physical impairments
through the use of special exercise, application of heat or cold, and other
physical modalities
10. trained to give emergency medical treatment or assist medical professionals
11. a technologist trained to position patients and take radiographs or perform

O
other radiodiagnostic procedures
12. concerned with the assessment, diagnosis, treatment, and prevention of
mental disorders
C
Down
1. trained to identify and rehabilitate hearing impairments and related disorder
D
2. therapist administers radiation therapy services to patients and observes
patients during treatment with duties that may include tumor localization,
patient follow-up, patient education, and record keeping
E

3. are foot orthotic and orthopaedic footwear experts trained in the assessment
of lower limb anatomy and muscle and joint function
4. technologist who performs a variety of tasks on body fluids from simple
EP

pre-marital blood tests to more complex tests to uncover diseases such as

HIV/AIDS, diabetes, and cancer
5. uses purposeful activity and interventions to maximize the independence
and health of any client who is limited by physical injury or illness, cognitive
impairment, psychosocial dysfunction, mental illness, or a developmental
D

or learning disability
6. concerned with the promotion of good health through proper diet and with
the therapeutic use of diet in the treatment of disease
8. body of knowledge concerning physiologic, metabolic, and structural
responses to short-term and long-term physical activity

283

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Listed below are the answers.

ACROSS DOWN

7) medical assistant 1) Audiologist

9) physical 2) Radiation
10) paramedic 3) Pedorthist
11) radiographer 4) Medical
12) clinical psychologist 5) Occupational therapist
6) Dietician
8) Exercise physiologist

PY
Activity 8: TIC-TAC-TOE

Services and Activities of Allied Health Professionals

O
A. Tell your students to write their answer using the tic-tac-toe frame provided.
Each square corresponds with the statements having the same number.
C
1. It is the process of sharing and gaining knowledge.
2. It is the management and care of a patient or the combating of disease or
disorder.
D
3. The appraisal of the condition based on the patient’s report.
4. Treatment designed to recover from injury, illness, or disease towards a
normal condition as possible
E

5. Analysis based on signs, symptoms, and laboratory findings

6. Examination of data, reports, and observations in a search for facts or
principles
EP

7. A method by which patients, their families, attorneys, health professionals,

and citizen groups can work together to develop programs that ensure the
availability of high-quality health care for a community
8. The process of enabling people to increase control over their health and its
determinants, thereby improving their health
D

9. Keep illness or injury from happening

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 B. Give a one point bonus for student/s who created a horizontal, vertical, diagonal
lines from their correct answers.

Assessment/
Education Treatment
Evaluation

Identification/
Rehabilitation Research
Diagnosis

Advocacy Promotion of health

Prevention
and well being

PY
Activity 9: LET’S FIND OUT

O
Give your students enough time to do a research. Ask them to submit a written
report of their research. Make sure you will allot time to discuss thie research findings
in class.
C
1. What medical and allied health professions do you think are needed in your
school, community and our country? List down three and explain why.
D
2. What medical and allied health professionals are provided in your
community?
3. Choose five countries that you think have high demand on allied health
E

professionals.
4. For each country, list down five allied health professions they need most
and explain why.
EP
D

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Part II: WHAT TO PROCESS No. of Sessions: 3

In the WHAT TO PROCESS phase, your students will

answer and perform activities which will help them process
and improve their understanding. At the end of the phase,
they will be assessed again to check their processing skills
about the concepts and information learned.

Activity 10: CAREER EXPLORATION

1. Tell your students to bring the materials needed for this activity.
2. Instruct them that each group will make/ create a graphic organizer of their

PY
ideas about interesting jobs related to a health career path.
3. Give your students enough time to finish the graphic organizers and for the
presentation of each group.
4. Facilitate a short discussion and presentation of each group.

Activity 11: REFLECT

O
C
1. Tell your students to answer Activity 11: Reflect in LM p. 326. Answers
may vary in this activity.
2. Based on students’ answers, facilitate a discussion using the guide
questions below:
D

a. What health career do you think will suit you best based on your
E

interests?
b. How can your personal qualities help you perform and excel in the
career path you want to venture?
EP

c. Are your learnings from your previous subjects enough to help you
achieve your career path?
d. Do you think you are ready to take a career path? What are your
strengths and weaknesses?-
- For this item tell your students that they need to justify and substantiate
D

their answers which will include strengths and weaknesses.

Activity 12: TIME TO DECIDE

Tell your students to answer Activity 12: Time to Decide in LM p. 328. You
can pair your students or ask for a volunteer to share their answers. Answers from
this activity may vary.

A. List down three (3) health careers that interests you the most and identify the
pros and cons of each career.

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 Health Career that What are the PROS? What are the CONS?
Interests me

B. Answer these questions.

1. Which health career is best aligned with your values, interests and skills?
Are there any risks? Are you willing to take them? Why?

PY
2. Which health career fulfills both your current and future goals?
3. What health career will you choose that will help you create the life you
want to live doing the work you love to do?

O
Activity 13: LET’S FIND OUT
1. Tell your students to research about a health career they are interested in.
C
Each student will create a brochure for his/her chosen health career.
2. Explain to your students the content of the brochure:
• Introduction
• Job Title
D
• Nature of Work (what do you do?)
• Duties and Responsibilities
• Working Conditions (office, outdoors, team, alone)
E

• Employment (Where are the jobs?)

• Training: Qualifications and Advancement
EP

• Job Outlook
• Earnings
• Related Occupations
• Source used
D

3. Ask your students to explain in one paragraph why they are interested to
take their chosen health career.
4. Remind your students to be creative in making their brochure and prepare
for a short presentation, if there is enough time.

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Part III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 3

In the WHAT TO REFLECT AND UNDERSTAND phase,

your students will do activities which will assess their deeper
knowledge and understanding of the topics learned. At the
end of the phase, they will be assessed again to check
their reflection and understanding about the concepts and
information learned.

PY
Activity 14: WHY PURSUE A HEALTH CAREER?

1. Tell your students to choose one activity from the following:

Write a newspaper/ magazine article about the need to pursue/

O
1 choose a health career.

Compose a song that will show how health career can make a
2 difference in people’ lives.
C
Create a poster that will encourage people to choose a health career.
3
D

2. You can also pair/ group your students to do this activity.

E
EP

Activity 15: INTERVIEW

1. Divide the class into 5-8 groups and each group will do Activity 15.
2. Tell them that they are free to choose any health professional/s they want
to interview.
3. Remind them to follow the guide questions provided.
D

4. For the class presentation, each group will choose from one of the following:
a. Talk Show
b. Video Presentation
c. Documentary

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 Guidelines to Help you Plan and Develop your Health Career
Plans
• What are my short-term and long-term education and career goals?
• Why did I choose these goals?
• What education/training is required for me to achieve my goals?
• What institutions or facilities provide this training? Which institution

PY
or facility is most appropriate to my interests, lifestyle, and
preferences? Why?
• What courses will I take during grades 11 and 12 to prepare me for my
education or training?
What co-curricular, volunteer, or community experiences will help me

O
•
achieve my goals?
• What do I have to do to achieve my goals
•
C
(e.g., save money, get work experience)
• What are the potential challenges I may face in the achievement of
my goals?
D
• What will I do to meet these challenges?
• What is my timeline (e.g., 2 years, 5 years, 10 years) for achieving my
goals?
E

• How will I monitor my success as I work to achieve my goals over the

next _____ years?
EP

• Seek advice from at least one person (e.g., a parent, another)

student, a counsellor, a mentor).
D

Activity 16: MY PRELIMINARY HEALTH CAREER PLAN

1. Tell your students to submit a one page preliminary health career plan.
2. Explain to your students that they need to follow the guidelines provided.
3. Pair your students and ask them to share their health career plan.

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Activity: 17- Scrapbook

1. Review the components and steps in making a health career plan in your
class.
2. Tell your students to create a 5-10 page scrapbook about their health career
plan following the components and steps.
3. They can use their answers on Activity 6 for reference

Components and steps in making a health career plan

PY
1. Self Assessment
Discover your personal strengths through self-assessments
(values, interests, personality, testing, skills, etc.

O
C
2. Career Exploration
You can explore different careers and work environments
through career fairs, online research, meetings, internships,
D
alumni connections, professional resources.
E
EP

3. Decision Making
Before you decide on taking a career that works for you, you
can evaluate and narrow down your options through listing
the pros and cons, comparing your personal strengths and
interests, and deciding which career fulfills both current
D

and future goals.

4. Plan of Action
Plan achievalbe goals and develop strategies to reach
your goals, organize your goals into smaller steps, identify
actions for each step, utilize helpful people and resources,
review and adapt your plan regularly.

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 Part IV: WHAT TO TRANSFER

In the “WHAT TO TRANSFER” phase, your students will

apply what they have learned by producing a product or
through a performance. At the end of the phase, they will
be assessed again to check their knowledge, skills and
attitudes learned.learned.

Activity 18 : DIFFERENTIATED INSTRUCTION

1. Tell your students that they can choose from one of the following performance

PY
or product.
2. Explain clearly to your students the rubrics for each activity.
3. You can choose if you want this activity to be done individually/ pair/ group.

O
Create a poster that will promote medical and allied health
1
professionals needed in our country
C
Make a video presentation about the different health career
2
pathways
D
3 Compose a song about choosing a health career
E

Write an article about the need for medical and allied

4
professionals in our country
EP

IV. Assessment
D

Instruct your students to complete the following statement found in LM p.333.

Answers may vary for this assessment.

Complete the following statements

I learned that …
I understand…
I will choose a …
I will plan my…
I will promote…

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 TEST YOUR KNOWLEDGE, SKILLS AND ATTITUDES

Instruct the learners to answer the following on a whole sheet

of paper.

A. IDENTIFICATION:

1. It is a cluster of careers and occupations grouped according to shared

skills.
2. The body of individuals qualified to practice medicine.

PY
3. These are health care practitioners with formal education and clinical
training with credentials through certification, registration and/ or licensure.
4. It is an activity-based career exploration to broaden your knowledge about
careers in the health field.
5. It refers to an individual making a career choice, growing in the career
chosen or making a career shift.

O
C
B. MATCHING TYPE: Match column A-health career pathways in column B-
examples of careers.
D
COLUMN A COLUMN B
E

1. Community Health a. Community Health Worker

2. Personal Health Care b. Sanitary Inspector
3. Nutrition c. Caregiver
EP

4. Emergency Medical Services d. Midwife

5. Occupational Safety e. Health Teacher
6. Maternal and Childcare f. Social Worker
7. Environmental Health g. Dietician
8. Mental Health h. Nurse
D

9. Disease Prevention and Control i. Paramedics

10. Health Education j. Medical Clerk
k. Industrial Hygienist

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 C. Answer the following:
16-23. Write the steps in making a health career plan. Explain each
component and step.

24.-27. Differentiate medical and allied health professionals.

28.-35. List all duties, responsibilities and services provided by an allied

health professionals.

D. Essay: Choose only one topic.

1. Why is it important to pursue a health career?
2. How will you make a difference in people’s lives if you will pursue a health
career?

PY
3. What health career pathways do you think is needed in our country? Why?

O
C
E D
EP
D

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SUMMARY

A career in health will give you the opportunity to make a difference in people’s
lives. A wide range of healthcare career pathways will provide you with what area you
want to focus on, flexibility, and a variety of ideas and opportunities to pursue your
personal development.

You need to identify your interests and skills, expose yourself to the different
available careers, and decide on a career that works for you and your plan of action.

The medical profession comrpises a group of qualified and dedicated individuals

PY
whose vision is to ensure that every person is healthy, free from any form of illness
or disease. They may be physicians with their own specialized field, or allied health
professionals who complement them, such as nurses, physical therapists, medical
technologists, among others. To start a career in health, you must go through several
years of formal education, an extensive clinical training, and finally, certification to be

O
officially recognized and duly licensed to practice as a health professional.
C
Health career orientation will help you identify and explore health careers, and
acquire awareness of a wide variety of educational training and resources for both
academic and vocational that motivate you to pursue a career in health.
E D
EP
D

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 GLOSSARY

Allied health professions healthcare professions that complement

the medical profession, such as nursing,
pharmacy, medical technology, physical
therapy
Career an occupation or profession, especially one
requiring a special training followed as one’s
lifework

Career pathways clusters of careers and occupations that are

grouped because of shared skills

PY
Health Careers designed into familiarizing students with
various careers in the medical professions

O
Health Career Planning an individual planning in making a career
choice, growing in the chosen career or
C
making a career shift. Career planning
involves a very important step of self-
assessment.
D
Health Career Orientation an activity –based career exploration to
broaden your knowledge about careers in
the health field
E

Medical profession body of individuals qualified to practice

EP

medicine
D

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REFERENCES

Print Materials:

Anspaugh, David J. and Gene Ezel. Teaching Today’s Health (7th Ed.) San
Francisco, CA: Pearson education, Inc., 2004.

Department of Education (DepEd). K to 12 Curriculum Guide: Health

Education. Pasig City, Philippines. 2012.

Meeks, L., P. Heit & R. Page. Comprehensive School Health Education (2nd
Ed.) Blacklick, OH: Meeks Heit Publishing Company. 1996.

PY
UNACOM, Social and Human Sciences Committee. The Health Education in
Philippine Basic Education: A resource book on Health for teachers.
Volume 2. UNESCO: National Commission of the Philippines. 2009.

O
Online materials:

http://www.who.int/nha/country/phl/en/

http://kidshealth.org
C
http://www.cdc.gov/healthyyouth/
D
http://www.doh.gov.ph/node/338.html

http://explorehealthcareers.org/en/Career/49/Maternal_and_Child_Health
E

http://www.michigan.gov/documents/pathways_8310_7.html

https://www.michigan.gov/healthcareers/0,4590,7-221-39454---,00.html
EP

http://explorehealthcareers.org/en/issues/news/Article/178/Top_10_Reasons_
to_Pursue_a_Health_Career_Now

http://workinfonet.bc.ca/youth/
D

http://www.educationplanner.org/

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 APPENDICES:

RUBRIC FOR REPORTING

Criteria 4 points 3 points 2 points 1 point

 Audience
Students  Audience
cannot
ORGANIZATION present the  Students present has difficulty
understand the
information the information in following the
presentation
  in logical, logical sequence presentation
because there
interesting which the because the
Score: is no sequence
sequence which audience can reporters jump
__________ of information.
the audience follow. around in their
can follow. discussion.  

PY
 Majority of
 Most points
points briefly
covered
Addressed all  Majority of points mentioned
adequately,
required report covered in depth, without
 CONTENT but report does
elements; but with few explaining them
not go into
contained gaps. Information in depth.
detail and only

O
 
complete accurate and
makes general
Score: and detailed listeners gain Many errors in
statements
__________ explanations insight and the information
about the
that were easily learn from the and the
understandable.
C presentation.
topic; with
some errors in
audience
does not learn
information. anything new. 
D
Students  Students do
 Students are
 STUDENT demonstrate not have grasp
 Students uncomfortable
KNOWLEDGE full knowledge of information;
are at ease with the
(more than students
E

with expected information

  required) by cannot answer
answers to all and were able
answering all questions about
Score: questions, but fail to answer only
questions with the subject.
EP

__________ to elaborate. rudimentary

explanations
questions.
and elaboration.   
 Visual aids
 Visual aids
Visual aids are unreadable or
are difficult to
 VISUAL AIDS well designed too crowded.
 There is read.  There’s
D

and had a neat There’s too

appropriate too much
  and professional much or too
amount of information,
appearance; little information
Score: information on or some
helped audience that made the
__________ the visual aids. information is
members aids useless.
missing from
understand.
the visual aids.  

 GRAPHICS  Students
Students’
 Students’ occasionally  Students use
graphics explain
  graphics relate use graphics superfluous
and reinforce
to text and that rarely graphics or no
Score: text and
presentation. support text and graphics.
__________ presentation.
presentation.

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 Criteria 4 points 3 points 2 points 1 point
Students
Students use Students’ mumble,
Students’ voice
a clear and voice is low, incorrectly
is clear; correctly
correct, precise incorrectly pronounce
 ELOCUTION pronounced
pronunciation pronounced terms and
most words.
 Score:
of terms so that terms. Audience speak too
Most audience
__________ all audience members quietly for
members
members have difficulty students in the
can hear the
can hear the hearing the back of the
presentation.
presentation. presentation.  classroom to
hear.
 Students
 EYE CONTACT Students  Students

PY
occasionally
maintain eye maintain eye
use eye contact,  Students read
  contact with contact most
but still read all of report with
audience, of the time but
Score: most of report. no eye contact.
seldom returning frequently return
__________ to notes. to notes.

O
Students fail
 Students give
   Students to engage
a creative
CREATIVITY
present relevant
material in a
C
Students present
relevant material
an engaging
the audience
in their
presentation,
 
creative and in a creative and presentation.
but its format
engaging engaging manner The format
does not
D
Score: manner all the most of the time. used does not
complement the
__________ time. demonstrate
topic discussed.
creativity.
E

Member shared
equally in the
EP

PARTICIPATION The group It is apparent

preparation and One person
functioned well that there is
presentation. clearly
  as a whole; the an uneven
There is good dominates
presentation is distribution of
Score: teamwork; the or did not
clearly a sum of effort among the
__________ report clearly contribute.
its parts. group members.
D

exceeds sum of
parts. 

 
 Students
TIME Students Students extend Students extend
complete the
MANAGEMENT complete the 5-10 minutes 11-20 minutes
presentation
presentation in order to in order to
  within the
within a 5-minute complete the complete the
allotted 30
extension. presentation. presentation.
Score: minutes.
__________

TOTAL / 40 points

298

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 RUBRIC FOR COMIC STRIP

Excellent Good Fair Poor

 
4 pts 3 pts 2 pts 1 pts
Shows most of
Shows events the important Shows most Shows some
that are related to important events related
relevant and the topic, events related to the topic, but
Choice of
reasonably however there to topic, information is
Scenes 
accurate and is at least one highlights incomplete or
very related to discrepancy/ unimportant focused on less
the topic. conflict with the points.  important points. 

PY
original.

Captions are Captions are Captions are Captions do not

related to the related to the related to the relate well to the
scenes and the scenes and the scenes and the scenes. There
Captions  story, and the story, and most story, but the seems to be no

O
connections connections connections connection or
are easy to are easy to are less connections are
understand.  understand.  obvious.  very general. 
C
The main
characters The main The main It is hard to tell
are clearly characters characters are who the main
D
identified, and are clearly identified, but characters
their actions identified, and actions and are, or main
Characters  and dialogue their actions dialogue are characters in
E

are well- and dialogue too general the comic are

matched to match actions to show their not the main
their actions and dialogue in relationship to characters in the
EP

and dialogue in the story.  the story.  story. 

the story. 
D

There are There are There are

There are more
Spelling, no spelling, 1-3 spelling, 4-5 spelling,
than 5 spelling,
Punctuation, punctuation, punctuation, punctuation,
punctuation, and
and Grammar  or grammar or grammar and grammar
grammar errors. 
errors.  errors.  errors. 

299

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 Excellent Good Fair Poor
 
4 pts 3 pts 2 pts 1 pts

Some
Thought/ Most Thought/
Thought/
Speech Speech
Speech
bubbles are Bubbles are
Bubbles are
Thought/ present and present and No Thought/
present and
Speech clearly reveal somewhat Speech Bubbles
reveal some
Bubbles  a character’s reveal a are present. 
character’s
thoughts or character’s
thoughts or
relay dialogue thoughts or
relay some
efficiently.  relay dialogue. 
dialogue.

PY
All boxes are Most boxes are Some pictures
complete. neat with some show detail, No pictures or
Artwork 
Excellent detail detail in all but detail is little detail. 

O
in all scenes.  scenes.  inconsistent.
C
The comic
has at least The comic only The comic only The comic only
Frames 
the 6 required has 3-4 frames.  has 2 frames.  has 1 frame. 
D
frames.
E

TOTAL / 28 points
EP
D

300

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

Create a 2-5 minute video presentation that shows the result of your research. Your
video can be a commercial, music video, and/or a news report. The video must be fun,
imaginative, and dynamic rather than just a plain lecture format.

Good-Excellent Fair-Good Poor

 
3 pts 3 pts 1 pts
The video shows
The video is very The video does not
information about
informative about show information about
health career.
Content  health career. The health career. It is not
It is appropriate
video is appropriate for appropriate for the
for the intended
the intended audience. intended audience. 
audience. 

PY
All health career There are one
There are several
information are or more health
Accuracy  health inaccuracies in
accurately represented inaccuracies in
the video. 
in the video.  the video. 

O
The audience
is able to
The audience has
The audience is able understand most
C
to easily understand of the text/audio
difficulty understanding
the video. The
Clarity  the text/audio of the of the video
explanation of the
video. Explanations easily. Most of
topic is difficult to
are easily understood.  the explanations
understand. 
D
are easy to
understand. 
Video is exceptionally Video is creative
E

creative and and interesting. It Video is uninteresting,

interesting. It is is clear that some lacking in creativity,
EP

Creativity  clear that significant time and effort or appears that little
time and effort were were dedicated to time was taken in its
dedicated to making making the video production. 
the video unique.  unique. 
Video is well
Video is exceptionally
D

put together,
well put together,
props are used The video appears
props are used
Quality/Presentation  appropriately, haphazard and of low
appropriately, music
music and sound quality. 
and sound effects are
effects are
applied. 
applied. 

Video is between 2-5 Video is over 5 Video is under 30

Timing 
minutes.  minutes in length.  seconds in length. 

TOTAL / 18 points

301

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 RUBRIC FOR POSTER MAKING

Excellent Good Fair Poor

 Poster Making 4 pts 3 pts 2 pts 1 pt

Many
No grammar A few grammar Some grammar
Correct Grammar  grammar
mistakes  mistakes  mistakes 
mistakes 

No creation
Very creative Shows many Some creative
Creativity  has been

PY
poster.  creative ideas.  ideas used. 
used. 

Very neat and Some untidy Many untidy Very careless

Neatness 

O
tidy poster.  errors.  errors.  and untidy. 

Information is
C
Poster is
organised
Poster is put
Poster is
poorly put
well organised together but
Well Organized  well but still a together and
and easy to is difficulty to
little difficult to very difficult to
understand.  understand. 
D
understand understand. 

Excellent use A good use Use of a few Lacks use of

E

Use of resources of available of available available any available

resources.  resources.  resources.  resources. 
EP

TOTAL / 20 points
D

302

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.