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Health

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Teachers Guide
Unit 4

This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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

Physical Educationand Health Grade 10

Teachers Guide
First Edition 2015
ISBN:

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking
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Authors and publishers may contact FILCOLS at filcols@gmail.com or (02) 4392204.

Development Team of the Teachers Guide

Consultant: Grace Reyes-Sumayo and Hercules Callanta

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

Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia
Editor: Mercedes Manguerra

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

Grace Duka-Pante, Salve Favila, Lordinio Vergara

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

Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albao, 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

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INTRODUCTION

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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
learners material, this module follows the same instructional design but the
approach relies on how you will implement the different learning tasks found
in the learners 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 learners engagement in the learning process
will continue in the never-ending journey of self-learning. So lets get started
and make some difference in the lives of your students.

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Table of Contents

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

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Unit 4: Other Dance Forms

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(Cheerdance and Contemporary

Dance)

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Module No. : 4

Number of Sessions:

CONTENT STANDARD

PERFORMANCE STANDARD

The learner . . .

The learner . . .

demonstrates understanding of
lifestyle and weight management
to promote societal fitness.

maintains an active lifestyle

to influence the physical
activity participation of the
community and the society.

I. Introduction

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In todays world dominated by

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
physical labor to office jobs, engagement in
passive forms of entertainment and recreation,
and development of a sedentary lifestyle are
just but natural consequences of the luxury
offered by the advancements in science and
technology.

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practices healthy eating

habits that support an active
lifestyle.

Increased weight gain has led leading

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

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ways

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III. Pre-Assessment

Part I. Assessing Your Participation in Recreational Activity

Always

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Recreational Activity

Indicate your corresponding response to each of the needed data regarding your
participation to the recreational activities enumerated, the potential danger to each
activity, and the first aid techniques necessary to alleviate suffering whenever injuries
happen.

Seldom

Never

Potential
Danger/ Injury

First Aid
Technique
needed

Basketball
Volleyball

Baseball / Softball
Soccer / Football
Badminton

Swimming
Trekking

Mountain Climbing
Cycling
Camping
Cheerdancing
Contemporary Dancing
Pop Dancing
Breakdancing (B-boying)
Ballroom Dancing
Fishing

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Recreational Activity

Always

Seldom

Never

Potential
Danger/ Injury

First Aid
Technique
needed

Playing Computer / Video Games

Playing board games
Playing card games
Playing musical instruments

Processing Questions:

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Let the students answer the following questions in their notebook:

What does the survey reveal about your participation in recreational activities?
Does the result of the survey tell that you have knowledge and skills in first aid?
Why do you think knowledge and skills in first aid are necessary in your
participation in recreational activities?

List of
Foods

Nutritional
Content/
Value

Implication to
Fitness and
Well-being

Healthy
(Put check
( mark)

Name:

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Part II. Me and the Foods I Eat

Me and the Foods I Eat Template:
Fill out the columns by enumerating foods that you love to eat.

Potentially
Unhealthy (Put
check
mark)

Suggested
Alternative
Food/s

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Part III. Levelling of Expectations

At the end of this module, they are expected to conduct a cheerdance
promotional ad and a cheerdance festival. These activities will allow them to share
the knowledge, skills and understandings learned relative to influencing societys
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.
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.

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II. Materials:
HR (Heart Rate) Log template
activity notebook and ballpen
RPE (Rate of Perceived Exertion) chart

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III. Procedure:

Give the following instructions to the students:
1. Below is an HR log, a template that allows you to self-assess and report
your heart rate before and after you perform a physical activity, the time
spent, and your Rate of Perceived Exertion (RPE) on the physical activities
you do on a daily basis.
2. Reflect on the physical activities you did before going to school today, and/
or in PE classes and fill in the needed data in the given template.
3. You may start with the warm-up session that will be given to you in the next
activity.
4. Do this in your activity notebook.
HR Log Template:
Name:

Activity

Time
Spent

Heart Rate
before
in bpm

Heart Rate
after
in bpm

Rate of
Perceived
Exertion

Signature

Date

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

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III. Procedure:

Give the following instructions to the students:
1. Do a 10-15 minute warm-up. Bear in mind that before doing the warmup exercises, you have to be in stretchable outfit such as cycling shorts,
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
Index.
4. Find out your classification based on this table:
Table 1. BMI Classification

BMI CLASSIFICATION
below 18.5
Underweight
18.5 24.9
Normal
25.0 29.9
Overweight
30.0 and above
Obese

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Source: Complete Guide to FITNESS and HEALTH,

Barbara Bushman, Ph. D., American College of Sports Medicine, 2011

5. To which of the four classifications do you belong?

6. This time, lets measure your waist. This is one way to identify whether you
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

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.

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The terms overweight and obesity are both used interchangeably to describe
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
obese.

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BMI is commonly used because it is very easy to measure and it also correlates
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
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
of diseases.

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 persons 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
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.

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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 persons HRR. Even greater health
and cardioprotective benefits, and higher and faster improvements in CR fitness
(VO2max), however are achieved primarily though vigorous intensity programs (at
an intensity above 60 percent).

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
exercise or cardio-respiratory training zone according to heart rate reserve, follow
these steps:
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
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

HRR: 193 68 = 125 bpm

RHR: 68 bpm

Percentage

Training Intensity (TI)

Cardio-Respiratory Training Zone

30%

(125 x .30) + 68 = 106 bpm

40%

(125 x .40) + 68 = 118 bpm

Light Intensity
(106-118 bpm)

50%

(125 x .50) + 68 = 131 bpm

60%

(125 x .60) + 68 = 143 bpm

70%

(125 x .70) + 68 = 155 bpm

85%

(125 x .85) + 68 = 174 bpm

Moderate Intensity
(118-143 bpm)
Vigorous Intensity
(143-174 bpm)

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

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
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
according to your actual age. Do this in your activity notebook.

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Note: As required in Activity 1 (HR Log) in this part of the lesson, you should record
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
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;
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)

READINGS:
PHYSICAL ACTIVITY AND ACTIVE RECREATION

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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.

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
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
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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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
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
to vigorous intensities. These include walking, jogging, taking the stairs, gardening,
doing household chores, playing sports, swimming, dancing, and even hiking or
mountaineering.

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.

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

C
O

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
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.

EP
E

Knee Injuries

Due to its complex structure and weight-bearing function, the knee is the most
commonly injured joint. Each year, more than 5.5 million people visit orthopedic
surgeons for knee problems.

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

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.

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

C
O

PY

Symptoms of Mentioned Injuries:

First Aid Techniques to Injuries During Recreation

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

Follow the PRICED procedure:

Remove additional risk or danger in the injured area.

REST

Stop moving the injured area.

ICE

EP
E

PROTECTION

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
days until the fifth to seventh day. Instead, either contrast baths or
warm compresses will be applied to hasten the healing process of
the damaged tissues
Apply an elastic compression bandage in the injured area.

ELEVATION

Raise the injured area above heart level.

COMPRESSION
DIAGNOSIS

Acute injuries should be evaluated by health-care professionals

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

HEAT

Any kind of heat will speed up the circulation, resulting in

more swelling and longer recovery.

ALCOHOL

Alcohol can increase swelling, resulting to longer recovery.

RUNNING OR OTHER
EXCESSIVE EXERCISE

Exercising can cause further damage to the injured part.

Exercise also increases blood flow, resulting to more
swelling

MASSAGE

Massage increases swelling and bleeding into the tissue,

prolonging recovery time.

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PY

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 antiinflammatory) or aspirin is a good choice. Dont 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
cause pain.
Gradually increase the range of movement let pain be your guide.

C
O

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

EP
E

First Aid for Fractures:

Apply the PRICED method.
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
and below the fracture.
If there is an open fracture, cover it with a clean gauze pad. Apply pressure to
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
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
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.
173

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C
O

PY

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

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:
NO
(I dont do it)

Active
Recreation

Passive
Recreation

EP
E

Cycling
Marathon
Swimming
Softball/Baseball
Rowing
Basketball
Computer Games
Card Games
Board Games
Volleyball
Board Games
Reading
Playing Music
Dancing
Internet Surfing

YES
(I do it)

Recreational
Activity

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)

PY

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.
Assign representatives to present your work to the class.
Activity 4: Simulated Dance Class (Assessment of Knowledge)

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
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
maintaining or improving a healthy and active lifestyle

C
O

I. Objectives:

EP
E

II. Materials/Equipment:
computer/laptop
LCD projector
any upbeat music for warm-up
music player and speaker
HR log (activity notebook)
Group 1:
slideshow presentation on weight management
weighing scale
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
175

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C
O

PY

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
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
Part II: WHAT TO PROCESS

EP
E

The learners are given activities to display and

enhance their skills in cheerdance and contemporary
dance, and at the same time formulate their understanding
of the benefits of such activities to their fitness and wellbeing. As they go on and overcome the challenges
provided for them, they will learn that dance activities are
fun and exciting, while at the same time help improve their
fitness, and their sense of community.

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
exercises;
develop individual strength, power and flexibility necessary in performing
cheerdance and contemporary dance;
determine ones 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
176
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III. Procedure:

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

C
O

PY

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
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
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
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)

EP
E

Before and after performing the given syllabised warm-up activity, record your heart
rate in your HR Log. Do this every time the warm-up is required before the activity
proper in your succeeding lessons.

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

177
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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:

Analysis:
1.
2.
3.
4.

C
O

PY

1. Group yourselves into four.

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.

Assemble in columns, by group.

What were the dance presentations you performed about?
How could you perform better?
Are there other combinations which you can perform to add dynamics to
your cheerdance routine?
5. How can a student like you benefit from performing cheerdances?

EP
E

Abstraction:
Study and perform the following readings and illustrations for the improvement
of your cheerdance routine:
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
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).
178

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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

Legs/feet positions

Feet Together
Feet Apart
Dig (front and side)
Hitch, Liberty, and Scale
Lunge (front and side)
Knees and Hips positions

PY

Beginning stance and cheer

stance
T and half T positions
Clasp, clap, overhead clasp, low
clasp
Touchdown, low touchdown
High V and low V
Tabletop and punch, etc.
L and diagonal positions

Jumps

C
O

CHEERDANCE BASICS
(Gymnastic Side)

EP
E

Tuck
Star
Pike
Split
Hurdle Jump/Hurkie

Toe Touch Jump
Pyramids

Composition:
Flyer Base Spotter
Levels:
One-and-a-half high
two-high
two-and-a-half high

Tumbling skills

Forward Rolls and Backward

Rolls
Forward Backward Handspring
Cartwheel and aereal cartwheel
Head and handstand
Round-off
Forward and backward saltos
(optional)

Steps in Executing a Pyramid:

Setting up (Preparing to lift)
Load (Actual lift)
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.

179
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CHEERDANCE BASICS
(Dance Side)
Jazz/Classical Dance Basics:
Tendu (point)
Pli (knees slightly bent)
Grand Plie (full knees bent)
Relev (heels raised)
Piqu (Raising a knee)
Battement (Kicks)
Ball Change and Chass
Piroutte and Chain (Turns)

Cheering is the very essence of

cheerdance performances.
To cheer
is to make someone or team motivated
and boosts, encouraged, giving salute
or acclaim the morale of individuals and
teams. In cheerdance, cheering needs
to be strong, loud and metered so that it
will be delivered in time with rhythm or the
music played.

PY

Hip Hop Basics

Bounce (Downrock)
Groove (Toprock)
Power moves:
Pump
Lock
Point
Curl
Elements of Dance
Freezes
(Space, Time and Energy)

C
O

CHEERDANCE
BASICS
(Cheer Side)

Application:

Note: Refer to the glossary of terms

and to the illustrations appended
at the end of this material for your
reference and guidance.

EP
E

Now that you have the necessary knowledge and skills about the basics of
cheerdancing, its high time for you to go back to your first activity, to create a
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
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.
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.
180
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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:

Name:

PY

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:
My Cheerdance Experiences

/x

C
O

1. I experienced dizziness during our cheerdance performance.

EP
E

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.
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)
range during our cheerdance performance.

Processing Questions:
Which of the five (5) situations did you put ()? (x)? Why?
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?
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
181

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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

PY

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.
Macronutrients

Carbohydrates provide about 4 calories per gram

Proteins provide about 4 calories per gram
Fats provide about 9 calories per gram

C
O

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
energy and raw materials for recovery and repair. All these three nutrient groups
provide slightly different numbers of calories per gram, as follows:

Carbohydrates

EP
E

Although some diets (e. g. Atkins diet) seem to suggest that carbohydrates
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.
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
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.
182

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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
Grains
Raisin bagel
Whole grain bread
Raisin bran cereal
Brown rice
Spaghetti
Fruits
Banana, sliced
Blueberries
Figs, dried
Grapefruit juice

Serving Size

Carbohydrates
per Serving (g)

Fiber
per Serving (g)

1 whole
1 slice
1 oz. (28 g)
1 cup
1 cup

36
13
47
45
43

2
2
7
4

34
21
24
72

4
4
4
1

1 cup
1 cup
1 cup
1 cup

45-55
47
13
54

13-19
18
5
5

1 cup
8 oz. (227 g)
1 cupv

12
17
10

0
0
0

EP
E

Vegetables
Beans (dry), cooked
Baked beans, canned
Carrots, cooked
Sweet potato
Dairy
Milk, low or nonfat
Yogurt, plain, skim milk
Cottage cheese, nonfat

C
O

1 cup
1 cup
2 figs
6 fl oz. (177 ml)

PY

Food

Adopted from U. S. Department of Agriculture, Agricultural Research Service, 2010

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
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
183

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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

29

14

31

15

33

16

35

C
O

Competitive Athlete/Cheerdancer
(daily vigorous activity in high-energy sport)

13

PY

Very Sedentary
(restricted movement such as a patient
confined to home)
Sedentary
(office jobs, light work)
Moderate Activity
(weekend recreation)
Very Active
(vigorous exercise three times per week)

17 or more

38 or more

Adapted, with permission, from M. H. Williams, 2007, Nutrition for Health Fitness and Sport,
(New York, McGraw-Hill), 404, The McGraw-Hill Companies, Inc.

EP
E

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
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.
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:
Table 5. Protein Content of Various Foods

Food

Serving Size

Protein per
serving (g)

Meat (including turkey, pork)

3 oz. (85 g)
24
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
1 piece
3
Sweet potato
1 cup
2
Squash
1 cup
2
Orange
1 piece
1
Banana
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

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PY

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

EP
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Fats, also called lipids, are provided in the diet from such sources like animal
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
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.

Fats are present in a number of forms, including saturated fats,
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
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.
185

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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.

PY

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 doesnt mean EPA and DHA are protective against everything, but they are
important to overall health. Therefore, you should try to consume 2 to 3 ounces (57
to 85 g) of fatty fish (e. g. Tuna salmon, and sardines) at least two days per week.
Fish oil supplements may also be warranted (consult with your health care provider
to see if this is appropriate for you).

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Although not typically a fat, cholesterol is in the lipid family and is found in
animal products. Your body needs a certain amount of cholesterol, and thus, even
if your diet contained none, the liver would produce what your body needs. The
problem arises when cholesterol levels in the blood become too high. Total blood
cholesterol levels, as well as LDL-C levels, are definite predictors of heart disease.
Although you consume cholesterol in your diet, a major factor influencing your blood
cholesterol is the amount of saturated and trans fats you consume. Thus, limiting
saturated fat intake to no more than 10% of your calories is highly recommended (no
more than 7% is even better) as well as keeping your consumption of cholesterol to
less than 300 milligrams per day.


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

2 500 x 0.28 = 700 calories

To keep saturated fats at no more than 10% of total calories, the calories from
saturated fat would total only 250, determined as follows:

2 500 x 0.10 = 250 calories from saturated fats
186

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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:

PY

Table 6.
Food Selection Alternatives for Lower Saturated Fat Consumption
Food
Higher-fat Option
Lower-fat Option
Cheddar cheese
(1 oz. Or 28 g)

Regular cheddar cheese

(6 g saturated fat;
114 calories)

Milk (1 cup)

Whole milk, 3.24%

(4.9 g saturated fat;
145 calories)

Frozen desserts (1/2

cup)

Regular ice cream

(4.9 g saturated fat;
145 calories)

Low-fat frozen yogurt

(2.0 g saturated fat;
110 calories)

Ground beef
(8 oz., or 85 g,
cooked)

Regular ground beef, 25% fat

(6.1 g saturated fat;
236 calories)

Extra-lean ground beef, 5% fat

(2.6 g saturated fat;
148 calories)

Fried chicken, leg with skin

(3.3 g saturated fat; 212
calories)

Roasted chicken, breast, no skin

(0.9 g saturated fat;
148 calories)

Fried fish (2.8 g saturated fat;

195 calories)

Baked fish (1.5 g saturated fat;

129 calories)

Fish (3 oz., or 85 g)

Low-fat milk, 1%
(1.5 g saturated fat;
102 calories)

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Chicken
(3 oz., or 85 g,
cooked)

Low-fat cheddar cheese

(1.2 g saturated fat;
49 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.

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:
187
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Tables 7a and 7b. Vitamins and Minerals

VITAMINS
Function

Deficiency

Needed for
carbohydrate
and protein
metabolism and
functions of the
heart, muscles,
and nervous
system

Weakness,
fatigue,
psychosis,
nerve damage

Riboflavin
(Vit B2):
1.3 mg/day for
males;
1.1 mg/day for
females

Needed for energy

production and
red blood cell
production

Fatigue, sore
throat, and
swollen tongue
(all rare)

Niacin
(Vit B3):
16 mg/day for
males;
14 mg/day for
females

Needed for energy

production and
health of the
digestive system,
skin, and nerves

Pellagra
(symptoms
include
diarrhea,
dementia, and
dermatitis)

Pantothenic
Acid
(Vit B5):
5 mg/day

Needed for energy

production

Biotin:
30 g/day

Needed for energy

production

Vit B6:
1.3 mg/day for
ages 19-51;
1.7 mg/day
for males and
1.5 mg/day for
females age
51 above;

Folate:
400 g/day

Not identified

Not identified

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Thiamin
(Vit B1):
1.2 mg/day for
males;
1.1 mg/day for
females

Toxicity

Examples of
Food Sources
Fortified breads
and cereals,
whole grains, lean
meats, (e.g. pork),
fish, soybeans

Lean meat, eggs,

nuts, green leafy
vegetables, milk
and milk-based
products, fortified
cereals

PY

Requirement
(Adult)

Poultry, dairy
products, fish,
lean meats, nuts,
eggs

Typically no
toxicity

Diarrhea
(rare)

Eggs, fish, milk

and milk products,
lean beef,
legumes, brocolli

Typically no
toxicity

Diarrhea
(rare)

Eggs, fish, milk

and milk products,
lean beef,
legumes, brocolli

Needed for protein

metabolism,
immune and
nervous system
functions

Dermatitis,
sore tongue,
depression,
confusion

Neurological
disorders
and
numbness

Beans, nuts,
legumes, eggs,
meats, fish, whole
grains, fortified
cereals and
breads

Needed for cellular

growth, replication,
regulation, and
maintenance

Diarrhea,
fatigue, sore
tongue, poor
growth

Not identified

Beans, legumes,
citrus fruits, whole
grains, dark green
leafy vegetables,
poultry and
shellfish

EP
E

Liver
damage,
peptic ulcers,
skin rashes,
skin flushing

188
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Requirement
(Adult)

Function

Deficiency

Toxicity

Examples of
Food Sources

Anemia,
numbness,
weakness, loss
of balance

Not identified

Eggs, meat,
poultry, shellfish,
milk and milk
products

Vit C:
90 mg/day for
males;
75 mg/day for
females

Needed for
its antioxidant
properties, iron
absorption,
and role with
connective tissues
(skin, bones, and
cartilage)

Dry, splitting
hair, gingivitis,
dry skin,
depressed
immune
function, slow
healing of
wound

Gastrointestinal
disturbances
(cramps and
diarrhea)

Citrus fruits,
red and green
peppers,
tomatoes,
broccoli, greens

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Night
blindness,
decreased
immune
function

Toxic at
higher
doses, birth
defects

Eggs, cheese,
milk, liver, kidney
(also, beta
carotene, which
can be turned into
a form of Vit A, is
found in orange
and dark green
vegetables)

Osteoporosis

Kidney
stones and
calcium
deposits in
heart and
lungs

Skin exposure
to sunlight, fish,
fortified milk

Wheat germ, nuts,

seeds, vegetable
oils

Green vegetables,
dark colored
berries

Important role
in vision as well
as healthy teeth,
bones, and skin

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Vit A:
900 g/day for
males;
700 g/day for
females

PY

Vit B12:
2.4 g/day

Needed in
red blood cell
formation,
neurological
function, role with
metabolism

Needed for
calcium absorption
and for bone
growth and
remodelling

Vit E:
15 mg/day

Needed for
its antioxidant
properties and
important role in
immune function

Deficiency is
rare

Increased
risk of death
at higher
doses (400
IU or higher)

Major role in blood

clotting

Excessive
bleeding due
to clotting
impairment,
more likely to
bruise

Not identified

Vit D:
5 g/day for
ages 19-50;
10 g/day for
ages 51-70;
15 g/day for
ages 71 and
above;

Vit K:
120 g/day
for males; 90
g/day for
females

189
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MINERALS
Function

Deficiency

Toxicity

Examples of
Food Sources

Calcium: 1000
mg/day for
ages 18-50
1200 mg/day
for ages 51
and above

Needed for bone

growth and
maintenance,
muscular
contractions,
cardiovascular
and nervous
system functions,
hormone and
enzyme secretion

Numbness,
muscle cramps,
convulsions,
lethargy,
abnormal heart
rhythms, low
bone mineral
density

High amounts
for a long
time can
cause risk of
kidney stones

Milk, cheese,
yogurt, green;
leafy vegetables

Major role in
oxygen transports
in the blood

Iron deficiency
anemia, lack
of energy,
headache,
dizziness,
weight loss

Fatigue,
dizziness,
nausea,
vomiting,
weight loss,
shortness of
breath

Dried beans,
eggs, liver,
lean red meat,
oysters, salmon,
whole grain

Zinc: 11 mg/
day for males;
8 mg/day for
females

Major role in
energy production,
immune function,
and healing of
wound

Slow growth,
impaired
immune
function, hair
loss, delayed
healing of
wounds,
problems with
sense of taste
and smell

Vomiting,
abdominal
cramps,
diarrhea, and
headaches
can occur
with large
amount of
supplements

Beef, pork,
lamb, peanuts,
peanut butter,
legumes

Chromium:
30-35 g/day
for males; 2025 g/day for
females (lower
amount for
age 51 and
above)

Enhances the
function of insulin
and involved with
metabolism of fat
and carbohydrates

Impaired
glucose
tolerance

Not identified
from dietary
sources

Beer, liver,
eggs, chicken,
bananas,
spinach, apples,
green peppers

Magnesium:
400-410 mg/
day for males;
310-320
mg/day for
females (lower
amounts for
ages 19=30)

Major role in
proper muscle and
nerve function

Muscle
weakness,
sleepiness (all
rare)

No set upper
limits for
dietary intake

Dark green leafy

vegetables,
nuts, whole
grains, soy
products

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Iron: 8 mg/
day for males;
18 mg/day
for females
ages 19-50;
8 mg/day for
females ages
51 and above

PY

Requirement
(Adult)

190
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Requirement
(Adult)

Function

Deficiency

Toxicity

Examples of
Food Sources

Joint/bone
disease, mental
retardation (all
rare)

Selenosis
(gastrointestinal
upsets, hair
loss, fatigue,
irritability,
some nerve
damage)
(rare)

Vegetables, fish,
shellfish, grains,
eggs, chicken,
liver

Helps with
antioxidant
function to prevent
cellular damage

Copper: 900
g/day

Role in the
formulation of red
blood cells as well
as healthy blood
vessels, nerves,
immune system,
and bones

Anemia,
osteoporosis

Poisonous
in large
amounts

Organ meats,
(kidneys, liver),
oysters and
other shellfish,
whole grains,
beans, nuts,
potatoes, dark
leafy greens

Iodine: 150
g/day

Major role in
metabolism of
cells and in normal
thyroid function

Goiter or
hypothyroidism

Reduced
functioning
of the thyroid
gland (rare)

Iodized salt,
seafood (e. g.
cod, sea bass),
kelp

Rare (available
widely in the
food supply)

Deposits in
muscle (rare)

Milk and milk

products

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D

Phosphorus:
700 mg/day

PY

Selenium: 55
g/day

Major role in
the formulation
of bones and
teeth, also
involved in the
utilization of fats,
carbohydrates and
protein for growth
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

191
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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.

PY

With respect to physical activity, water is important for hydration. When you
are active, you need to remain in a euhydrated (balanced) estate. The DRI (Daily
Recommended Intake) of water is 2.7 liters (90 oz.) per day for women and 3.7 liters
(125 oz.) for men. Water balance means that you are replacing the fluid you lose
through sweating and urine production. Hydration does not just occur from drinking
water. Water can be gained from food, which makes up about 20% of total water
intake, and as well as other beverages. Thus, although water is an excellent source
of fluid, other beverages, such as tea, milk, coffee and 100% juice, can also fulfill
your fluid needs.

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Sweating during exercise is one way in which the body tries to cool you. Sweat
is composed of water as well as other substances such as electrolytes (sodium,
potassium, and chloride). The amount of electrolytes in sweat varies among people
depending on sweat rate, fitness level, electrolyte intake, as well as temperature of
the skin after prolonged sweating. Replacement of sodium lost in sweat is not an
issue for most people, considering that, in general, Americans including Filipinos
consume far more salt than their bodies need.

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Managing Your Weight

Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 61-76

Establishing or maintaining a healthy body weight requires an understanding
of how the body uses food to provide energy. In addition, when weight loss is
desired, a plan of action is needed for long-term success.
Energy Balance

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

Probably the first question that comes to mind when contemplating your own
body weight is How many calories do I need? There are sophisticated laboratory
192

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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
Moderately Active
Sedentary Moderately
Active
Sedentary
Active
Active

Moderately Active

2200
2200
2400
2400
2400
2400
2400
2400
2400
from the

Description

less than 30 minutes a day of moderate physical activity in addition to daily

activities;
at least 30 minutes up to 60 minutes a day of moderate physical activity in
addition to daily activities

**Activity Level
Sedentary

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PY

12
1800
2200
2400
12
1600
2000
13
2000
2200
2600
13
1600
2000
14
2000
2400
2800
14
1800
2000
15
2200
2600
3000
15
1800
2000
16
2400
2800
3200
16
1800
2000
17
2400
2800
3200
17
1800
2000
18
2400
2800
3200
18
1800
2000
19-20
2600
2800
3000
19-20
2000
2000
21-25
2400
2800
3000
21-25
2000
2000
Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels
Institute of Medicine and Dietary Reference Intakes Macronutrients Report, 2002

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60 minutes a day of moderately physical activity in addition to daily activities

Active
Reprinted from U. S. Department of Agriculture
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 268-272

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
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,
193

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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:
Weight Gain

Weight Loss

Remarks
(Positive, Negative, Neutral
Energy Balance
or EB)

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Target Weight: Target No. Of Weeks:

Foods to
be Taken
Calories
Calories
No. of
in (Include
Physical
to be conMinutes/ Expended source: carActivity
sumed
(Used)
Day
bohydrates,
or Taken in
proteins, or
fats)
1.
2.
3.
4.
5.
Health Cheer: Go, Fight, Win!

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Activity 4:

PY

Objective:

I. Objectives:

At the end of the activity, they will be able to:
perform a cheerdance routine with mastery and synchrony, completeness,
difficulty (intensity level) and teamwork;
maintain a healthy and fit lifestyle through cheerdancing; and
appreciate the value of proper nutrition to the efficient and effective
performance of cheerdances.
II. Materials/Equipment:
computer/laptop
LCD projector
any upbeat music for warm-up
cheerdance music
music player and speaker
HR log (activity notebook)
III. Procedure:
1. Perform a 10-15 minute syllabised warm-up exercises. As introduced in
Activity 1 of Part 2 of your lessons.
194
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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

All elements
are present

With no mistakes
committed

High level of
intensity routine

All groupmates
are cooperating

3
(Approaching
Proficiency)

Only three
elements are
present

With two to
three mistakes
committed

Moderate level
of intensity

One to two
members are not
cooperating

2
(Proficient)

Only two
elements are
present

With four to
five mistakes
committed

Light level of
intensity

Three to four
members are not
cooperation

1
(Developing)

Only one or no
element was
present

Inconsistent
with the level of
intensity due to
non-mastery of
routine

5 and more
members are not
cooperating

C
O

PY

4
(Advanced)

With 6 or
more mistakes
committed

EP
E

PART III. WHAT TO REFLECT and UNDERSTAND

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

further in terms of the demonstration of your understanding
of the benefits of cheer and contemporary dancing to you
and society. You will be given opportunities to reflect more
on the relevance of cheerdance and contemporary dance
to your fitness and well-being. Activities will be provided
for you to integrate your learning on weight management,
lifestyle diseases and fitness benefits of cheerdance and
contemporary dance, which in turn will be beneficial for others as you initiate activities
to influence society.
Activity 1:

Cheer Em Up

I. Objectives:

At the end of the activity, they will be able to:
employ the parts of contemporary dancing which include the beginning,
middle and end (storyline) in creating your cheerdance routines;
create a combination of cheers and yells to be performed with the
cheerdance routine with the intention of motivating others to engage in
195
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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.

PY

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

C
O

III. Procedure:

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

Refer to the readings included in the APPENDIX D relative to dance,

its elements and the two primary approaches in creating a dance piece.

EP
E

3. Dance presentations should have a beginning, middle and end. You can
make use of your own dance mixes which should last for a maximum of
3 minutes. Your performance will be assessed through these criteria:
mastery and synchrony, completeness of the routine, difficulty (intensity
level), and teamwork.
4. It is a requirement that in any part of your routine, a combination of 2 to
3 lines of cheers and yells should be performed. Content of such cheers
and yells should focus on cheering or convincing others, especially those
with sedentary lifestyle, to engage in cheerdancing activities to adopt and
maintain healthy living. Refrain from using foul and offending words in your
yells and cheers.
5. Present you work to the class.

Activity 2:

Video Documentary 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.

PY

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

Give the following instructions to the learners:

1. Do a 10-15 minute syllabised warm-up exercises. As introduced in Activity
1 of Part 2 of your lessons.
2. Meet with your group. Assign groupmates to these sub-groups:
Group A
Group B
Group C

C
O

those with knowledge and skills in videography;

those with knowledge and skills in videoeditting; and
those with skills in broadcasting/public speaking.

EP
E

3. With the same groups, one after the other, you will be asked to perform
your cheerdance routine with the integrated contemporary dance elements
and treatment. Draw lots to determine the sequence of presentation. The
same criteria for assessment will be used in this activity.
4. Those assigned to cover the whole session from the beginning until the end
will do their job. Those with skills in broadcasting or public speaking will then
come up with a script to guide the video coverage and the documentation
proceedings. After all performances are done, those assigned to video-edit
these activities covered will proceed with refine the video documentary and
employ other applications to emphasize the objective of the activity, that is,
to influence the viewer of the video documentary to engage in cheerdancing
activities to maintain a fit and healthy lifestyle.
5. You are encouraged to employ other styles of presentation and coverage.
You are as if featuring a scoop, a very important story for others to watch
and learn from.
6. Are you ready? If so, lets do this! You will be given 40 minutes to do this.
7. Present the video documentary to the class.

197
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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.

C
O

PY

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

I. Objectives:

At the end of the activity, they will be able to:
design a multi-media advertisement promoting the cheerdance festival to
the whole school and community;
promote cheerdancing as an excellent means of achieving fitness by
actually airing the designed ad; and
influence the school and immediate communitys participation to
cheerdancing as an effective and efficient means to achieve fitness and
wellness.

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

EP
E

III. Procedure:
1. Let the learners warm-up exercises as introduced in Activity 1 of Part 2 of
your lessons.
2. Divide your class into three groups. Grouping may be according to expertise
in advertising (print ad, video-editting, movie-making, social media, wall
painting (mural), etc.)

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

excellent means of achieve fitness and wellness and invite everyone to
come and watch the upcoming cheerdance festival to be initiated by all
classes in your curriculum year level.
4. Your output will be rated according to these criteria: creativity, effectiveness,
relevance.

198
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RUBRIC FOR ASSESSMENT

Creativity

Effectiveness

Relevance

Teamwork

4 or more
multimedia
programs
were
excellently
employed

Increased
awareness of
the whole locality
with benefits of
cheerdancing to
fitness and wellbeing

Group cheerdance
routine, benefits
of cheerdancing,
effects of physical
inactivity and
campaign
strategies are
evident

3
(Approaching
Proficiency)

2 multimedia
programs
were
satisfactorily
employed

Increased
awareness of
the whole class
with benefits of
cheerdancing to
fitness and wellbeing

Cheerdance
routine, and
benefits of
cheerdancing are
evident

Most
members
collaborated
with the group

2
(Proficient)

3 multimedia
programs
were
excellently
employed

Increased
awareness
of the school
with benefits of
cheerdancing to
fitness and wellbeing

Group cheerdance
routine, benefits
of cheerdancing,
and effects of
physical inactivity
and are evident

Almost all
members
collaborated
with the group

1
(Developing)

Only one
multimedia
program was
satisfactorily
employed

Increased
awareness of
the group with
benefits of
cheerdancing to
fitness and wellbeing

Only the
cheerdance
routine is
shown on the
presentation

3 or more
members of
the group
did not
collaborate

All members
collaborated
with the group

PY

C
O

EP
E

4
(Advanced)

Activity 2: Cheerdance Festival

I. Objectives:

At the end of the activity, they will be able to:
conduct a cheerdance festival;
promote cheerdancing as a means to dance a fit and healthy lifestyle;
perform a cheerdance routine with mastery and synchrony, completeness
of the routine, difficulty (intensity level); and
maintain a healthy and fit lifestyle through cheerdancing.
II. Materials/Equipment:
computer/laptop
LCD projector
any upbeat music for warm-up
cheerdance dance music
music player and speaker
HR log (activity notebook)
199

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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.

PY

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

participated in by all other classes in your curriculum year.

C
O

4. For purposes of uniformity, though it has no bearing in the judgement, you

may assign a common outfit, cheerdance attire or costume with all of your
classmates, to emphasize synchrony and visual artistry.
5. The same criteria will be used in assessing your performances in this
activity.

6. The three best routines will be documented and uploaded over YouTube
and/or Facebook to promote the value of cheerdancing in enhancing ones
fitness and wellness.
7. Sounds exciting? Lets go! Lets fight, and win this game!

EP
E

RUBRIC FOR ASSESSMENT

Completeness
Mastery
Intensity

Teamwork

All elements
are present

No mistake
committed

High level
of intensity
routine

All
groupmates
cooperate

3
(Approaching
Proficiency)

Only three
elements are
present

With two
to three
mistakes
committed

Moderate
level of intensity

One to two
members did
not cooperate

2
(Proficient)

Only two
elements are
present

With four
to five
mistakes
committed

Light level of
intensity

Three to four
members did
not cooperate

Only one or no
element was
present

With 6
or more
mistakes
committed

Incosistent
with the level
of intensity due to
non-mastery
of routine

5 and more
members did
not cooperate

4
(Advanced)

1
(Developing)

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 ones fitness.
II. Materials:
HR log
activity notebook

PY

C
O

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

RUBRIC FOR ASSESSMENT

CompleteRight
ness
Interpretation
All data
needed are
available

All interpretations
of the HR
gathered in terms
of intensity are
correct

All 11 class warm-ups

and physical activities
generated/ obtained a
vigorous intensity level
based on the HR Log

1 to 2 data are
missing

1 to 2
interpretations of
the HR gathered in
terms of intensity
are not correct

Only 8 to 10 class warmups and physical activities

generated/ obtained a
vigorous intensity level
based on the HR Log

3 to 4 data are
missing

3 to 4
interpretations of
the HR gathered in
terms of intensity
are not correct

Only 5 to 7 class warmups and physical activities

generated/ obtained a
vigorous intensity level
based on the HR Log

5 or more data
are missing

5 or more
interpretations of
the HR gathered in
terms of intensity
are not correct

Only 1 to 4 class warmups and physical activities

generated/obtained a
vigorous intensity level
based on the HR Log

EP
E
4
(Advanced)

3
(Approaching
Proficiency)

2
(Proficient)

1
(Developing)

Training/Exercise
Intensity

201
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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, its not too early nor too late for you to
start. The best time to be healthy is now.

PY

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
reason, dancing develops a sense of community and teamwork.

EP
E

C
O

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
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
and healthy, then you should take care of the minutes and the hours will take care of
themselves.

202
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C
O

PY

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
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?
a. active c. sedentary
b. moderately active
d. very active
5. Having an active lifestyle through recreational activities such as cheerdance
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

EP
E

TEST II: ONE-PARAGRAPH ESSAY. Choose any of these topics and discuss it in 1
paragraph. Write your essay in your activity notebook.
How to lose weight and maintain an active lifestyle
How to gain weight and maintain an active lifestyle
How to maintain weight and have an active lifestyle
How can knowledge in exercise intensity, nutrition,
first aid and weight management contribute to a better
cheerdancing activity

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

First Aid:

CHEERDANCE

Weight
Management:

203
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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.

C
O

PY

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
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
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
the weight gain, the more likely it will be to be muscle gain not fat or water gain.

EP
E

Losing weight

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

What is a Calorie?

A calorie is defined as the heat required to raise the temperature of 1 gram
of water by 1 degree Celcius. Because this is a relatively small amount, scientists
use larger unit Calories (uppercase C), also called a kilocalorie (abbreviated
kcal.). The Calorie or kilocalorie, is 1,000 calories.

Total Energy Expenditure (TEE) is the total number of calories your body needs 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.

PY

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
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.

C
O

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

EP
E

Maximizing Food Consumption

Consuming an appropriate number of calories and food from various categories
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
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.
Daily Estimated Calories and Recommended Servings for Adolescents
Food
9-13 Years
14-18 Years

Fat
Milk/Dairy
Lean Meat/Beans

1800 kcal for males;

1600 kcal for females
25% - 35% kcal
3 cups
5 oz

Fruits

1.5 cups

Vegetables

2.5 cups for males;

2 cups for females
6 oz for males;
5 oz for females

Calories

Grains

2200 kcal for males;

1800 kcal for females
25% - 35% kcal
3 cups
6 oz for males;
5 oz for females
2 cups for males;
2.5 cups for females
3 cups for males;
2.5 cups for females
7 oz for males;
6 oz for females

Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 190

205
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APPENDIX B

ILLUSTRATION OF TUMBLING SKILLS

Backward Roll

C
O

PY

Forward Roll

Aerial Cartwheel

EP
E

Cartwheel

Forward Handspring

Back Handspring

Back Tuck

206
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APPENDIX C: Hand Movements and Positions in Cheerdance

TOUCHDOWN
Arms extended straight
and parallel to each other,
fist facing in

LOW TOUCHDOWN
Arms extended straight
down and parallel to each
other, fist facing in

CLAP
Hands in blades, at the
chin, elbows in

HIGH V
Arms extended up
forming a V, relax
the shoulders

PY

LOW V
Arms extended down
forming a V

CLASP
Hands clasped, at the
chin, elbows in

SIDE LUNGE
Lead leg bent with the
knee over the ankle,
back leg straight, feet
perpendicular
to each other

FRONT LUNGE
Lead leg bent with the
knee over the ankle,
back leg straight, feet
perpendicular to each
other

LOW CLASP
Arms extended straight
down, in a clasp and
slightly in front of the body

PUNCH
One arm extended
straight up, one arm
on hip, in a fist

C
O

CHEER STANCE
Feet more than shoulder
width apart, hands down
by the side in blades

EP
E

BEGINNING STANCE
Feet together, hands
down by the side in
blades

OVERHEAD CLASP
Arms are straight, above
the head in a clasp and
slightly in front of the face

TABLETOP
Arms bent at elbow, fists
in front of shoulders

BOW AND ARROW

One arm extended to side
with other arm bent at
elbow in a half T motion

L MOTION
One arm extended to
the side with other arm
extended in a punch
motion, (Left L shown)

DIAGONAL
One arm extended in a
high V and the other
arm extended in a low
V (Right Diagonal
shown)

T MOTION
Both arms extended straight
out to the side and parallel
to the ground, relax the
shoulders

HALF T
Both arms parallel to the
ground and bent at the
elbows, fists into shoulders

207
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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

PY

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

C
O

B. Creative Dance
Dances that are created out of two approaches, the elemental approach
and creative approach. These dances are highly improvisational in nature
considering the different elements necessary in the creation of dance. Dances
that fall under this classification include modern-contemporary dance, jazz,
pop and hip-hop (b-boying).

EP
E

II. Elemental Approach in the Creation of Dance

A. Elements of Dance:
1. Space
a. Floor Pattern - Patterns created by the body as it moves through space
examples of which include lines, letters, shapes or polygons, and other
non-geometric patterns.
b. Direction - The course or way in which movement is directed with
reference to the frontal plane of the body. Examples include forward,
backward, sideward, diagonally sideward and upward.
c. Focus - Point of attention by either the performer or the audience. It
may be a personal focus or general focus. Personal focus is the point
of attention by the performer while performing, while general focus is
the point of attention that the performer draws the audience to.
d. Dimension - How performers appear with reference to the audiences
view. The nearer the performer, the bigger he would appear; the farther
the performer, the smaller he would appear. Dimension has something
to do with perspective.
e. Balance - It may be static or dynamic in nature. Static balance is balance
at rest, while dynamic balance is balance in motion.
f. Levels - They are classified as low, middle and high with the lowest
level the basis of middle and high levels.
g. Mass and Volume - This is dictated by the number of bodies performing
through space. There are dances or parts of the dance performance
that require more dancers while some require less or few.
h. Contours and Shapes - Shapes and forms created by the body or
bodies as they move through space.
208
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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. Thats 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.

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3. Energy
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.

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:
series of rapid and quickly executed small percussive
movements
4. sustained:
movement with no preparation, beginning, and
unnoticeable end

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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
a. Walk
Series of steps executed by both of your feet alternately in any direction.
In executing a walk, observe that there is this moment when both feet
are in contact with the ground while one foot supports the weight and
transfers it to the other.

b. Run
Series of walks executed quickly in any direction wherein only one foot
stays on the ground while the other is off the ground.
c. Jump
This movement is simply described by having both feet lose contact
with the ground. There are five ways to do it:
Take off from one foot and land on the same;
Take off from one foot and land on the other;
Take off from one foot and land on both feet;
Take off from both feet and land on one foot; and
Take off from both feet and land on both.

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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:

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a. Flexion
It is the act of decreasing the angle of a joint. Another term for flexion
is to bend. If you bend a joint, like your elbow or knee, you are
performing flexion.
b. Extension
This is the opposite of flexion. You are extending if you are increasing
the angle of a joint. Stretching is another word for extension.
c. Contraction
A muscle movement done when it shortens, narrows and tightens
using sufficient amount of energy in the execution.
d. Release
A muscle movement opposite to contraction done when it lets go or
lets loose from being held in a shortening movement.
e. Collapse
To deliberately drop the exertion of energy in a body segment.
f. Recover
The opposite of collapse. This is to regain the energy exerted in a
body segment.
g. Rotation
To rotate is to move a body segment to form a circle. It is not only
limited to circumduction which is done in ball and socket joints.
Rotation can also be done in the neck, wrists, waist, knees and
ankles.
h. Twist
To move a body segment from an axis halfway front or back or quarter
to the right or left as in the twisting of the neck allowing the head to
face right or left and the like.
i. Pivot
To change the position of the feet or any body part that carries the
bodys weight allowing the body to face in a less than 360 degrees
turn.
j. Turn
To move in a turning movement with a base of support, usually a
pointed foot, the other raised, while equilibrium is maintained until the
completion of the turn.

III. Improvisation

The art of creating movements that the body is not familiar with. It 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:

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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:
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.
to repeat same sequence of movement or movement combinations
after every count, two, three or even four, depending on the need
to repeat the movement.

Counterpoint

the levels of movement or energy application in the execution of

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

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Succession

Repeating a movement sequence from the end to the beginning.

Theme and
variation

Each movement combination has a common movement that is

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

Retrograde

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
answer the need for peace, for example, on why is it represented by a
cross. The whole picture speaks of the whole concept of the dance.
4. developmental treatment This represents a draft of how the dance
presentation should progress and develop, how should it start, build
up and end. It may follow a free form wherein it does not necessarily
require a definite order of events that may happen in the dance. It may
also be strictly guided by a chronology of events if it is a narrative dance
presentation. This part requires a story board to guide the development
of the performance.

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Example (Clear Narrative):

exposition
Introduction of the lead and supporting characters including the
setting of the dance presentation; introductory part of the dance.
complication A scene or situation that leads to the conflict of the dance
presentation
conflict
The turning point of the dance performance; it shows the need for
a problem to be settled or resolved. Examples of conflict include
man against man, man against society, man against nature, and
man against self.
climax
The highest point of interest in the dance performance or
presentation where the lead characters, both the protagonist and
antagonist take actions against each other.
resolution/
This is the point where the conflict or problem is resolved in 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

Base [beys]

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.
In acrobatic gymnastics, the role in pair and group
competition that requires strength and balance. The
base is usually an older, larger athlete.
Beating. A beating action of the extended or bent leg.
There are two types of bettements, grand battements
and petite battements. Big and small kicks respectively
with the knees straight and toes pointing

Cartwheel [kart-whil]

Cartwheelis a sideways rotary movement of the body.

It is performed by bringing the hands to the floor one at
a time while the body inverts. When both hands are on
the floor, the legs travel over the body and feet return
to the floor one at a time, ending with the performer
standing upright.

Chant [chant]

A short cheer, with simple arm movements. A short

repeated yell. Usually done on the sidelines.

Chans [sheh-nay]

Chains, links. This is an abbreviation of the term tours

chains dbouls, a series of rapid turns on the points
or demi-pointes done in a straight line or in a circle.

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Battement [bat-manh]

Chass is a kind of gallop where one foot is leading

being chased by the other. Its step pattern is step,
close, step and its counting is one and two.

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Chass [sha-sey]

Cheers [chirs]

Curls

A longer yell, that involves motions, pom pons, stunts,

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

Dismount [dis-mawnt]

The act of getting off an apparatus and the skill used

to do it. It can also be used to refer to the flyers act
of getting down from a position done when lifted by
bases in a pyramid.

Down Rock (Bounce)

To make bouncy movement from the knees with an

accent on the upward movement during the extension
of the knees.

Flier/Flyer/Floater

The person that is elevated into the air by the bases or

the person on top of the pyramid or stunt.

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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-tnd]

A cheerleading jump where one leg (usually your

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

Lock

To make an isolated movement by a specific body part

without letting its adjacent body segments move.

Pirouette [peer-wet]

Whirl or spin. A complete turn of the body on one foot,

on point or demi-pointe. Pirouettes are performed
en dedans, turning inward toward the supporting leg,
or en dehors, turning outward in the direction of the
raised leg.

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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.

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Piqu [pee-kay]

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Hurkie/Herkie/Herky/
Hurky

Pli [plee-ay]

Bent, bending. A bending of the knee or knees. This

is an exercise to render the joints and muscles soft
and pliable and the tendons flexible and elastic, and
develop a sense of balance. There are two types of
plis: grand pli or full bending of the knees (knees
should be bent until thighs are horizontal and heels
are raised) and demi-pli or half bending of the knees
without raising the heels. Plis are done at the bar and
is the center in all five positions of the feet with the
weight of the body equally distributed on both feet.

Pyramids [pi-rah-mids]

Multiple mounts or a group of stunts next to one

another.

Relev [ruhl-vay]

Raised. A raising of the body on the points or demipointes, point or demi-pointe. There are two ways
to relev. In the French School, relev is done with
smooth, continuous rise while the Ceccheti Method
and the Russian School use a little spring. Relev may
be done in the first, second, fourth and fifth positions.
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A roll is a rotation over an axis in the body over a

surface. It can be done forward and backward in
different ways.

Roundoff

A basic beginner tumbling skill. Once perfected it is

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

Routine [ro-tin]

A continuous show of talent in the squad by use of

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

Spotter [is-pah-ter]

A person that stays in contact with the performing

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

Somersault [somer-solt]

A gymnastics maneuver in which a person rotates

around the somersault axis, moving the feet over the
head. It can also be referred to as salto which may be
done forward or backward.

Tendu [ton-d]

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.

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Roll [rol]

To make bouncy motion from the waist to the chest in

time with a hip hop beat.

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Top Rock (Groove)

One of the most widely used jumps in Cheerleading.

A jump where your arms are in a T motion and your
legs split to the sides, toes pointed with your knees up
or pointed back. Hands do not touch the toes, as the
name implies, but instead your hands try to reach to
the insides of your ankles. You should keep your back
straight, your head up, and rotate your hips to perfect
this jump.

Tuck [tak]

You jump with your knees to your chest. Can be used

as a jump or for flipping.

Tumbling [tamb-ling]

The
acrobatic
skills
performed
on floor
exerciseandbalance beam, such as back
handsprings and saltos. Also, aspecific disciplineof
gymnastics, performed on a 25-meter-long dynamic
track, in which participants perform tumbling skills.

Toe Touch

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www.raulcibanez.blogspot.com
www.bloalog.com
www.cornwall.schooljotter.com
www.cynicalbabblings.wordpress.com
www.dailyhow2videos.com
www.blog.stjosehpinstitute.com
www.fotosearch.com
www.buckscountryrowing.com
www.bgcsantafe.org
www.youtube.com/howcast.com/
balletbasics
http://nca.varsity.com/pdfs/Motions.pdf
(images of cheerdance arm movements)

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Web-based sources:
Images:
www.wakeforestsports.com
www.lifeofanamericancheerleader.tumblr.
com
www.foxnews.com
www.letmeplay.co.uk
www.danceinforma.com
www.tharulanka.com
www.topendsports.com
www.adorblewall.com
www.scvnews.com
www.susanpogar.blogspot.com
www.holdempokergame.co.uk
www.myenglishclub.com
www.123rf.com
www.manila.metblogs.com

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Readings:
http://www.abt.org/education/dictionary/index.html (glossary of ballet terms)
http://cheerleading.about.com/library/glossary/bldef_spotter.htm (glossary of
cheerleading terms)
http://www.health24.com/Fitness/Sports-injuries/Sprains-strains-fracturesand-dislocations-20120721

http://www.webmd.com/first-aid/ankle-sprain-treatment

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References:
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D.,
American College of Sports Medicine, 2011, pp. 268-272.

Concepts and Principles of Physical Education (What Every Student

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

Lifetime Physical Fitness and Wellness: A Personalized Program,

Twelfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013.
The Douglas Nierras PowerDance Workshop, 2014 Bambanti Festival,
Province of Isabela, Philippines.
2010 Cheerleading Seminar-Workshop, Cheerleading Association of the
Philippines, Baguio City Teachers Camp.
The International Association for Dance Medicine and Science
(www.DanceMedicine.org)
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Unit 1: Consumer Health

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Number of Sessions: 10
CONTENT STANDARDS
The learner understands the guidelines
and criteria in the selection and
evaluation of health information,
products and services.

PERFORMANCE STANDARDS
The learner demonstrates critical
thinking and decision-making skills in
the selection, evaluation, and utilization
of health information, products, and
services.

I. Overview

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Module 1 concentrates on developing students critical thinking and decisionmaking 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.

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
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,
groups, and institutions influence their being consumers.

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In the What To Reflect and Understand part, the students will be given three (3)
days to create their own criteria on how to evaluate the reliability of health information,
products, and services. In addition, they will also be equipped with the skills on how
to properly and legally act on certain quackery cases. Ultimately, their knowledge and
understanding will be applied through various and differentiated projects in the What
To Transfer phase.

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Day 1

Pre-Assessment

III.

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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;
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.

1. Ask the students to study the cover page.

2. Initiate discussion on the elements of the cover picture.
Two adolescents (represent the students)
Buildings (represent the institutions that may help)
Health professionals (represent the reliable sources of health
information, products and services)
Government logos (represent the agencies concerned in consumer
health)
3. Use Activities A and B in LM p. 199 - 200.
4. Give students twenty (20) minutes to answer the pre-test.
5. Ask students to exchange their notebooks for checking of Activity A only.
6. Collect and check the answers for Activity B.

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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

IV. Procedure

No. of Sessions: 4

Part I: WHAT TO KNOW

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Situation
1. The teenagers problem was about a fraudulent sale of a product in the
store.
2. The teenager may report to the business owners or to the authorities of the
store/establishment through a formal letter of complaint.
3. You may consider criteria in selecting a product: its health content,
ingredients, source, etc.
4. Under the Consumer Act, all consumers are protected by the right to
correct information and redress. The manufacturer should replace the
malfunctioning product or return the money used of the consumer.
5. A Grade 10 student may help the teenager by directing him/her to the
proper individuals who may give help.

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In the WHAT TO KNOW phase, students will answer

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

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

Day 2: Health Information and Health Products
1. (Motivation) Direct the students to LM p. 201. Provide instructions for
Activity 1. Ask the students to get a piece of paper where they will record
the answers of their classmates.
2. Give the students five (5) minutes to go around the classroom. Make a
signal (through ringing of bell/tambourine, clapping, or tapping) to stop the
activity.
3. Ask the students to pair up and discuss the questions in Activity 2. Give the
pairs three to five minutes.
4. Initiate class sharing.
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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)

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

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

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

instructions for Beyond the Classroom (homework).
Answer Key:
1. GO
2. STOP
3. STOP
4. GO
5. STOP
6. STOP
7. GO
8. STOP
9. STOP
10. GO

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

Possible responses:

Food, medicine, clothes, toiletries

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

Possible responses: hospitals, supermarkets / convenience stores,

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

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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.
3. Ask:
a. What health information, products, and services can we acquire from
a hospital?
b. What else can we avail from a hospital, a clinic, or a health center?
4. Introduce the concept of health services by relating it to various healthcare
providers.
5. Start with Health Professionals by asking the students to describe the work
of a physician. Afterwards, discuss the different types of physicians.
6. Ask the students to answer Activity 6 on LM p. 205. Give them five (5)
minutes to answer. Afterwards, initiate checking of answers.
Answer Key:
1. cardiologist
2. pediatrician
3. gynecologist
4. pulmonologist
5. geriatrician
6. neurologist
7. urologist
8. dermatologist
9. ophthalmologist
10. gastroenterologist
7. Ask:
a. Are physicians the only ones considered health professionals?
b. What about nurses, therapists, etc.?
8. Elaborate on the concept of allied health professionals using Do You
Know? on LM p. 206.
9. Ask: Aside from hospitals, where else can we avail of health services?
10. Introduce Healthcare Facilities. Let the students read the information on
LM pp. 206-207 for five (5) minutes.
11. Instruct the students to close their modules and ask:
a. What are the different types of healthcare facilities?
b. How would you describe each?
c. How about health insurance? Is it considered a type of health service
as well?

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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

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1. (Motivation) Ask:
a. What do you do to relieve a severe dry cough?
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
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
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
the Department of Health.
Answer Key:
1. akapulco
2. ampalaya
3. bawang
4. bayabas
5. lagundi

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6. niyog-niyogan
7. sambong
8. tsaang gubat
9. pansit-pansitan
10. yerba buena

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

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

Activity 9a: for artistically-inclined students

Activity 9b: for linguistically-inclined students
9. Explain the class project My Community Healthcare Survey on LM p.214.
10. Ask the students to answer Test Your Knowledge on LM p. 215.

223
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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.

C
O

PY

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
1. (Motivation) Ask:
a. What health information did you learn in the past days?
b. What health services did you last avail of?
c. What health product did you last purchase?
2. Tell the students that you are going to sell a product. Direct them to Activity
10 on LM p. 216. Discuss the activity.
Points for discussion
1. Where do you often see these kinds of posters?
2. What message do these posters want to convey?

EP
E

3. Unlock and explain the word quackery and explain.

4. Use Activity 11 on LM p.217 to discuss the types of quackery.
Answer Key
1. Medical quackery
2. Device quackery
3. Nutrition quackery
5. Ask:
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.
Points for discussion
1. What makes you vulnerable to quackery?
2. How can you be resistant to quackery?

7. Ask:
a. What are the dangers of quackery?
b. What do people lose when they fall for quackery?
c. What are the physical and psychological effects of falling for it?
8. Ask the students to list the responses of the class in Activity 14 on LM p.
219.
9. Use Test Your Processing Skills on LM p. 219 for homework
224
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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

C
O

PY

1. Initiate review of quackery and its types.

2. (Motivation) Ask:
a. How would you know if there is quackery?
b. What are the factors that you consider before purchasing any product?
3. Direct students to Activity 16 on LM p.220.
4. Call on volunteers to construct a question to ask about the source of the
product. Write the responses on the board. Ask:
a. Will you buy the product? Why or why not?
b. What criteria do you use to evaluate its reliability?
5. Use Activity 17 on LM pp. 221 to discuss the criteria in evaluating.

EP
E

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

6. Ask:
a. What are the types of health services?
b. How would you evaluate health services?
7. Recall healthcare providers.
8. Use Activity 18 on LM p. 222 to discuss the selection of health professionals.

Points for discussion:
a. What makes a doctor reliable? (physical appearance, use of language,
accommodating, accessibility, track history, referred by other patients)
b. What makes a good health facility? (facilities, working personnel,
accessibility)
9. Discuss evaluating health insurance using content on LM p. 223
10. Elaborate on PhilHealth as the main public health insurance offered by
the government. Emphasize the benefits of PhilHealth to oneself, family,
community, and nation.
11. Ask:
a. Are your family members enrolled in a health insurance/PhilHealth?
b. Will you avail of health insurances?
225

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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

C
O

PY

1. (Motivation) Ask:
a. What are examples of your rights as a citizen of the country?
b. What are your rights as a consumer?
c. How are you protected by law against quacks and other fraudulent
health practices?
2. Introduce the Consumer Act to the students.
3. Use Activity 20 and Reflect! on LM pp. 224-225 in discussing the rights.
Answer Key:
1. Basic needs
2. Safety
3. Information
4. Choose
5. Representation
6. Redress
7. Consumer education
8. Healthy environment

EP
E

4. Ask:
a. Having known your rights, how will you practice them?
b. If somebody violates your rights, from whom will you ask help?
c. What are the government agencies that monitor companies that adhere
to your rights as a consumer?
5. Use Activity 21 on LM p. 226 to discuss the different government support
agencies. Discuss the role of each agency in consumer protection.
6. End the discussion by asking, Why is it important to know and practice
your consumer rights?

Day 9: Letter of Complaint

1. (Motivation) Ask:
a. Are you always a satisfied consumer? Was there an incident when you
were not satisfied with what you bought?
b. What did you do about it?
c. To whom should you properly and legally report the case?
2. Direct the students to Activity 22 on LM p.227. Ask:
a. What is the letter about?
b. To whom is it addressed?
c. What is the complaint about?
3. Discuss the details of the complaint letter. Ask: What is the importance of
putting the complaint in writing?
4. (Differentiated Activity) Divide the class into columns (with varied abilities).
226

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6.
7.
8.

PY

5.

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
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.
Synthesize and process as each group finishes presenting.
Collect the letters of complaint of each group.
Use Summary Activity on LM p. 229 for homework

C
O

Part IV: WHAT TO TRANSFER

Day 10: Advocacy Materials

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

EP
E

227
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RUBRIC FOR ADVOCACY MATERIAL MAKING

(Adapted from Grade 8)
Criteria

Required
Elements

The advocacy
material
includes all
required
elements
as well as
additional
information.

All required
elements are
included in
the advocacy
material.

All but one of

the required
elements are
included in
the advocacy
material.

Labels

All items of
importance on
the advocacy
material are
clearly labeled
and can be
read from at
least 3 feet
away.

Almost all
items of
importance on
the advocacy
material are
clearly labeled
and can be
read from at
least 3 feet
away.

Labels are too

small to view;
no important
items were
labeled.

Graphics Relevance

All graphics
are related to
the topic and
are easier to
understand.
All borrowed
graphics have
source citation.

Many
items of
importance
on the
advocacy
material
are clearly
labeled and
can be read
from at least
3 feet away.
All graphics
relate to the
topic. One or
two borrowed
graphics
have source
citation.

The
advocacy
material is
acceptably
attractive
though it
may be a bit
messy.

The advocacy
material is
distractingly
messy or
very poorly
designed. It is
not attractive.

Attractiveness

The advocacy
material is
exceptionally
attractive
in terms of
design, layout,
and neatness.

PY

C
O

EP
E

All required
elements are
included on
the advocacy
material.

The advocacy
material is
attractive
in terms of
design, layout
and neatness.

Several
required
elements were
missing.

Several
required
elements were
missing.

228
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Criteria
Grammar

There are no
grammatical/
mechanical
mistakes on
the advocacy
material.

There are 1-2

grammatical/
mechanical
mistakes on
the advocacy
material.

There
are 3-4
grammatical/
mechanical
mistakes on
the advocacy
material.

1
There are
more than 4
grammatical/
mechanical
mistakes on
the advocacy
material.

Total / 20 points

PY

Source: www.docstoc.com/documents/most-recent

IV. Post-test

C
O

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

EP
E

1. Health information and products

_______________________________________________________
_______________________________________________________
2. Health services
_______________________________________________________
_______________________________________________________
3. Alternative medicine
_______________________________________________________
_______________________________________________________
4. PhilHealth
_______________________________________________________
_______________________________________________________
5. Quackery
_______________________________________________________
_______________________________________________________

B. Read the following profile of an individual. What health services does he/she
need? Search for available health services he/she needs. Write your plan on a
piece of paper. (20 points)

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

229
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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
professional

a trained healthcare provider who practices under

the supervision of a physician or healthcare
practitioner

Device quackery

Extended healthcare
facility

PY

Complementary
medicine

offered in place of traditional medicine

availed and integrated together with traditional
medicine

makes use of miraculous gadgets (such as dials,

gauges, electrodes, and blinkers) that are believed
to cure certain health conditions

C
O

Alternative medicine

provides treatment, nursing care, and residential

services to patients
caters to a specific population with various health
needs.

Health information

any concept, step, or advice that various sources

give to aid the health status of an individual

Health center

a financial agreement between an insurance

company and an individual or group for the
payment of healthcare costs

EP
E

Health insurance

a healthcare provider that offers medical services

that are availed through a prepaid amount of
money

Health products

food, drugs, cosmetics, devices, biologicals,

vaccines, in-vitro diagnostic reagents, and
household/urban hazardous substances and/or a
combination of and/or a derivative thereof

Health maintenance
organization (HMO)

Health professionals
Health services

individuals who are licensed to practice medicine

and other allied health programs
programs that aim to appraise health conditions of
individuals through screenings and examinations,
cure and treat disorders, prevent and control the
spread of diseases, provide safety, emergency
care, and first aid, and ensure a follow-up program
for individuals who have undergone treatments
230

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Healthcare provider
Hospital
Medical quackery

Naturopathy

Nutrition quackery

a trained professional who provides people with

healthcare
an institution where people undergo medical
diagnosis, care and treatment
includes cures, treatments and remedies of
various health conditions that are drugless or
bloodless in nature
views diseases as a manifestation of an alteration
in the processes by which the body naturally heals
itself
involves promotion of food fads and other
nutritional practices that are all-natural. These
are believed to have magical properties of certain
plants such as sunflower seeds, and honey.

approaches treatment of a medical condition by

providing a tailored diet for the patient

Nutrition therapy

an independent healthcare provider who is

licensed to practice on a specific area of the body

PY

Healthcare practitioner

places/institutions that offer healthcare services

C
O

Healthcare facilities

takes medical history of individuals, provides

diagnoses, performs medical examinations, and
prescribes medications

EP
E

Physician

Quack

Quackery

Reflexology

Ventosa cupping
therapy

Walk-in surgery center

an individual that has little or no professional

qualifications to practice medicine
a form of a health fraud and/or any advertisement,
promotion, or sale of products and services that
have not been scientifically proven safe and
effective
focuses on treating specific disorders through
massaging the soles of the feet
done by placing inverted glasses that have flames
from burning cotton, on specific points in the body
to relieve muscle and joint pains
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.

PY

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

C
O

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

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

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

EP
E

Schaller & Carroll. (1979). Health, Quackery & the Consumer. W.B. Sanders
Company.

232
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EP
E

C
O

PY

Unit 2: Health Trends, Issues, and

Concerns in the National Level

233
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Number of Sessions: 10
CONTENT STANDARDS

PERFORMANCE STANDARDS

The learner demonstrates

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

The learner consistently demonstrates

critical thinking skills in exploring local,
regional, and national health issues,
trends, and concerns.

PY

I. Overview

EP
E

C
O

Module 2 focuses on common concerns, trends, and issues of adolescents

in the country. In WHAT TO KNOW, students will familiarize themselves with
policies concerning them. They will also learn how these policies protect them.
In WHAT TO PROCESS, students will thoroughly discuss the impact of these
policies to them as adolescents, as members of their families, as members of
their community, and as citizens of the Philippines. In WHAT TO UNDERSTAND,
students will reflect on how these policies are applied in real-life situations. The
module will also require the students to do simple research on the impact and
influence of selected policies to specific groups of people in our society. After
finishing the module, the students are expected to know, process, understand,
and most importantly, apply the policies learned in their everyday lives.

234
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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
peoples 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.

PY

III. Pre-Assessment

C
O

Day 1

EP
E

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)
b. Mother, father, sister, and brother (represent family support)
c. Seal of the Republic of the Philippines (represents the government)
d. School, hospital, etc. (represent the community)
3. Direct the students to the Introduction on LM p. 232. Ask: What are health
issues and concerns that you experience as an adolescent?
4. Ask students to fill in each circle a health issue or concern they have.
Initiate sharing afterwards.
5. Use Activity A in LM p.233.
6. Give the students twenty (20) minutes to answer the pre-test.
7. Ask the students to exchange their notebooks for checking.
8. Initiate sharing and checking of answers.
Answer Key:
1)
2)
3)
4)
5)
6)
7)

K
F
D
A
I
J
M

8) E
9) B
10) L
11) H
12) G
13) C

235
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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

PY

In the WHAT TO KNOW phase, students will answer

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

Day 2: Consumer Health

C
O

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, holidays, and
the like.

EP
E

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
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
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
(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?
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
Lets 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?
236

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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.

PY

Answer Key

Pillar 1: Informed Choice

Pillar 2: Respect for Life

Pillar 3: Birth Control

Pillar 4: Responsible Parenthood

C
O

4. Ask the students to pair up and discuss the questions on Lets 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
on LM p. 240.

Group 1: What are HIV and AIDS?

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?
Day 4: AIDS and Substance Use and Abuse

EP
E

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

EP
E

C
O

PY

a. Anti-Cybercrime Act
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?
How is cybercrime related to cyberbullying?
b. Anti-Child Pornography Act
Why do we have victims of child pornography?
How can we eliminate child (and in general) pornography?
c. Anti-Hazing Law
What is hazing?
What have you heard about fraternities and sororities?
What are some famous cases of hazing in the country?
What are the advantages and disadvantages of belonging to a
fraternity/sorority?
How can we avoid hazing?
d. National Blood Services Act
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?
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:
238

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5.
6.
7.
8.
9.

PY

4.

C
O

3.

What is your pose about?

Describe the community. Is it a healthy one?
What makes a healthy community/environment?
After the last group, ask the students:
a. Does the community/environment affect our health?
b. In what way?
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?
Introduce the National Environmental Awareness and Education Act. Use
content on LM p. 247
Ask students: Aside from pollution, what other factors in the environment
affect your health?
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.
Use content on LM p. 248 to discuss Seat Belts Use Act and Anti-Drunk
and Drugged Driving Law.
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.)

WHAT TO PROCESS

No. of Session: 1

EP
E

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

Day 7: Impact of Policies to Society

1.
2.
3.
4.

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

239
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Part III: WHAT TO REFLECT AND UNDERSTAND

No. of Sessions: 3

Day 8: Applying Policies in Situations

PY

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.

EP
E

Day 9:Research

C
O

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.
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.
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.

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

240
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SUMMARY
Every individual is faced with various health issues and concerns. These
may be brought about by problems in the persons 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.

EP
E

C
O

PY

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 ones awareness to another. With advocacy, more
people will be aware, and more importantly be protected by their rights.

241
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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.

PY

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

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

Online materials:

C
O

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

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

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

EP
E

http://www.dti.gov.ph/uploads/DownloadableForms/RA%209211%20-%20
Tobacco%20Regulation%20Act.pdf
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
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/

242
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EP
E

C
O

PY

Unit 3: Health Trends, Issues, and

Concerns (Global level)

243
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CONTENT STANDARD

PERFORMANCE STANDARD

The learner demonstrates awareness of

global health initiatives.

The learner demonstrates competence

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

I. Overview:

PY

People around the world are constantly influenced, and affected or under threat
of global health issues, concerns and trends. Men and womens health and continuous
existence have always been challenged by health issues, concerns and trends. Health
issues, concerns and trends range from lack of or unfair health care systems, impact
of poverty and inequality to peoples health, child malnutrition, communicable and
non-communicable diseases and the rise in HIV/AIDS infection around the world
particularly in developing countries.

C
O

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

EP
E

This teachers guide will help you facilitate learning through varied and
educational activities. The use of indigenous and readily available materials within the
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.

The learners will be pre-assessed to check their prior knowledge, skills and
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.
Good luck and Mabuhay!

244
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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 peoples 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

L
T
S
L
N

T
E

V
D

Instruct the learners to

answer Activity A: Word H
Hunt in LM p. 259. Below M
are the answers. Facilitate
the discussion afterwards.
Ask learners to share E
about what they know
about these health issues,
concerns and trends.

A
A

A
E
E
A
T

R
R
S
E
A

I
S
A
H
L

A
A
E
S
H

F
S
N
E

E
I
E
A

T
D
M
L

O
T

I
N

A
R
O

O
I

N
T

M
I

E
R

N
T

T
U

C
O

M
W

PY

The result of the pre-test will not be recorded but will check your
learners present knowledge, understanding, skills and attitude
about global health issues, concerns and trends.

EP
E

Y
W
H
E
U
G
N
E
D

Ask the following:

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
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

245
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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.

PY

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

C
O

Introduce the Millennium Development Goals to the class.

Ask the learners to read about Global Health and the Millennium Development

EP
E

Goals

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
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.

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:
Millennium Development Goal

What if this goal

is achieved?

There will be no
malnutrition and
poverty. More
Eradicate extreme poverty and children will be
hunger
able to attend and
finish schooling and
help in making the
economy better.

Goal
No.

What if this
goal is not
achieved?
Malnutrition
and poverty will
affect lifelong
learning and
will have a
lasting effect
on nations
economy.

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

265. Learners answers may vary.

246
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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:

PY

Drug Use and Abuse

Tuberculosis

Alcohol and Tobacco

Use

GLOBAL HEALTH
ISSUES, CONCERNS
AND TRENDS

C
O

Malaria and other

vector-borne
diseases

Rise in HIV/AIDS
cases

EP
E

Immunization and
Vaccines

Non-communicable
disease
Communicable
diseases

Climate Change

Mental Health

Tell the learners to read the different Global Health Initiatives.

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
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.
247

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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/

PY

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

C
O

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
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
http://www.who.int/bulletin/archives/78(7)920.pdf

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

EP
E

2008-2013 Action plan for the global strategy for the prevention and control
of noncommunicable diseases. (2008). Retrieved March 5, 2014 from
http://whqlibdoc.who.int/publications/2009/9789241597418_eng.
pdf?ua=1
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
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
and Concerns

Communicable
Diseases

Vaccinations and other

preventive and control
programs against
communicable diseases
will help eradicate dengue,
malaria and other diseases.
HIV/AIDS rate of infection
will also be greatly reduced.
More lives will be saved
due to world health actions
and initiatives.

C
O

Communicable diseases are

still claiming lives especially
those of children. Some of
the communicable diseases
which threaten human lives
are dengue, malaria, HIV/
AIDS and other emerging
and re-emerging diseases
like ebola and influenza.

Future

PY

Present

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.

EP
E

Suggested questions are:

1. How is the Philippine government addressing different local and national health
issues and concerns like HIV/AIDS cases and tobacco and alcohol related
diseases?
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?
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
Region

Southeast Asia

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
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

249
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Region

South and East Asia

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
child health, gender equality, adolescent reproductive
health, migrants health), environmental health, health
service delivery (emergency preparedness, health
promotion, immunization)

PY

Polio eradication program, communicable disease

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

North America

Production of safer food, safer injection facilities to

eradicate HIV/AIDS, prevention and control of obesityassociated diseases, education which promotes healthy
lifestyles, gender equality

EP
E

C
O

Europe

Health and the climate change, healthy cities project,

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

South America

Control and prevention of food and water-borne

diseases, HIV/AIDS prevention and control, control
and prevention of communicable diseases, maternal
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,

Africa

Maternal, neonatal and child health care; HIV

counseling and testing; TB control and care; chronic
non-communicable diseases; child immunization and
growth monitoring; school health and violence and injury
prevention

Pacific Islands &

Australia

Chronic non-communicable disease preventive health

care, primary health care, maternity and child health
care, food safety, environmental health, improvement of
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
Old health traditions and beliefs
o Resorting to herbal cure
o Belief in spirits causing
the health problem
Hesitations on visiting health
centers
Financial constraints

Have the learners do the activities under the Beyond the Classroom.
TEST YOUR KNOWLEDGE

PY

NATIONAL REASONS
Political differences and conflicts
Cultural differences
Funding
Lack of available resources
Lack of health facilities

C
O

Assess the knowledge your learners have gained in the What to

Know phase. Record the results under Knowledge.

EP
E

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
boundaries.
a. global health
b. health
c. public health
d. health education

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

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
childrens 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

251
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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

PY

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
c. Roll Back Malaria
d. Stop Dengue and Malaria

C
O

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

spread of tuberculosis (TB).
a. Tuberculosis Dangerous Occupational Therapy Short Course Strategy
b. Tuberculosis Directly Observed Therapy Short Course Strategy
c. Tuberculosis Direct Occupational Treatment System
d. Tuberculosis Department of Tropical Treatment Service

EP
E

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

childrens immunization programs especially in developing countries. Which of
the following vaccines is NOT part of the program?
a. HIV vaccine
b. hepatitis vaccine
c. influenza vaccine

d. pneumonia vaccine

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. 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

C
O

PY

In the WHAT TO PROCESS phase, your learners 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.

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
which wants to sponsor one of the UNDPs projects to help achieve the millennium
development goals (MDGs).

EP
E

Say:
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
project targets.
4. Come up with the groups slogan that captures the energy and importance of
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
your notebook or activity sheet. Show Figure 1.

253
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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.

PY

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 Councils data in the country Check PNAC.org.ph
Table 1: Estimated Number of Maternal Deaths for Year 1990, 2005 and 2010
Maternal Deaths by Year

Region

Africa
Asia

Caucasus and Central Asia

2005

C
O

Developed Countries

1990

EP
E

Latin America and the Caribbean

Oceania

2010

1 300

960

2 200

2 800

1 800

750

221 000

276 000

164 800

329 000

241 000

134 800

21 000

15 000

8 800

1 000

890

510

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
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.

PY

Tell the students to:

Choose 5 from these health initiatives. In 3- 5 sentences, explain or reflect on
the importance of these health initiatives. Include quick win projects for each program.

The National Tuberculosis

Program and TB-DOTS.

Importance

Quick Win
Project

Targeted
MDGs

C
O

Health Initiatives

Smoking Cessation Program of

the Department of Health.

Disaster Preparedness and

Emergency Response.

EP
E

Vector-Borne Diseases (TB,

AIDS, Malaria, Dengue)
Prevention Program
Healthy Lifestyle Program

Garantisadong Pambata (GP)

Program
Maternal and Child Care
Expanded Program for
Immunization

255
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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.

PY

Post these guide questions:

C
O

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
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.

Encourage the learners to do Activity 12: Poem Writing in LM p. 277.

EP
E

Prepare the class for Activity 13: Community Health Programs and
Strategies in LM p. 278.
Presentation can be in the following forms:
-
-

Skit

Puppet show

- News reporting
- 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.
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:

PY

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

C
O

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:
Group 1 Barangay 1
Group 2 Barangay 2
Group 3 Barangay 3
Group 4 Barangay 4
Group 5 Department of Health

EP
E

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

presentation.
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
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
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.

257
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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.

C
O

PY

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:
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.
Learners who are good in acting and media arts can do Activity 19: Health
Infomercial in LM p. 280.
TEST YOUR KNOWLEDGE, SKILLS AND ATTITUDES

Instruct the learners to answer this in LM p.280 on a whole sheet of

paper.

EP
E

Modified True or False: Tell whether these statements are true or not. Write the word
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
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 Filipinos access to public health
through quality and efficient health care programs and services is the
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)
258
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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 membernations 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.

PY

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
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.

EP
E

C
O

Among the global health initiatives led by the World Health Organization
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
for the Prevention and Control of Non-Communicable Diseases.

259
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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
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

uncontrolled cell reproduction. It may spread to other
parts of the body through the lymphatic system or the
blood.

Communicable
disease

communicable disease characterized by inflamed

meninges (the tissues that surround the brain and
spinal cord) caused by bacteria with symptoms like
headache, nausea, fever, and stiff neck
any disease transmitted from one person to another
by direct or indirect contact
a non-communicable disease characterized by
abnormally high blood sugar levels with symptoms like
excessive urination and persistent thirst

EP
E

Diabetes

C
O

Childhood meningitis

disease of the heart and blood vessels

Cardiovascular
disease

PY

Alcohol

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

Health issue

Hepatitis
HIV

Hypertension
Gender

inflammation of the liver caused by a micro-organism

or a toxin
stands for Human Immunodeficiency Virus, which
causes the Acquired Immune Deficiency Syndrome
a disorder in the artery which makes blood pressure
abnormally high
the attributes which distinguishes a person on the
basis of reproductive roles
260

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Immunization
Influenza

Information and
communication
technology
Malaria

a program or strategy which addresses global health

issues, concerns and trends
the act of making a person immune from certain
diseases
an acute communicable disease characterized by
high fever that lasts for days, nausea, body pains and
fatigue that lasts for days

PY

Global health initiative

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

the integration of information and communication

technology with the use of media like computers and
other telecommunication devices
a communicable disease caused by plasmodium
parasites transmitted through mosquito bites;
characterized by chills and fever

C
O

Global health

insufficient or excessive intake of food and nutrients;

inability to absorb food properly

Maternal health

the health of women during pregnancy, childbirth and

postpartum period.

Malnutrition

also known as the Millennium Development Goals;

are eight goals of the United Nations to address global
health issues and concerns

EP
E

MDG

Mosquito-borne
disease
Multi-drug-resistance

Non-communicable
disease

Non-renewable energy

Obstetric-gynecology

Pneumonia

a communicable disease transmitted by mosquitoes

a condition enabling disease-causing micro-organisms
to resist drugs and medicines

disease not transmitted through direct or indirect

contact and non-infectious
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
a branch of medical science which specializes in
treating diseases of the female reproductive organs
and delivering babies
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;

living below minimum economic and social standards

Prenatal

occurring before birth or delivery

energy from a sustainable source like geothermal,
rain, solar, and wind

Reproductive health

the state of physical, mental, emotional and social

well-being in all matters related to the reproductive
system throughout life

Respiratory disease

disease of the respiratory system including the

upper respiratory tract, the nerves and the muscles
surrounding it

Tuberculosis

the leaves of the tobacco plant which are dried and

prepared for smoking or ingestion
infection of the lungs but may also occur in other body
parts as caused by a bacteria which causes lesions
(cut or break in tissue)
a substance consisting of weakened or dead
pathogenic cells injected to stimulate production of
antibodies against a disease or a group of infections

EP
E

Vaccine

C
O

Tobacco

the loss of brain function due to lack of or disturbance

in the normal blood supply to the brain

Stroke

PY

Renewable energy

Yellow fever

a fatal communicable disease common in tropical

countries affecting the liver and kidneys transmitted by
mosquito bites and common in tropical countries

Appendices:

APPENDIX A:
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
4

Artistry

Artistic designs
are advanced

Artistic designs
are satisfactory

Artistic designs
are fair with
minor setbacks

There is no
effort done to
make output
attractive

Creativity

The use of
indigenous
materials and
creativity is
advanced

The use of
indigenous
materials and
creativity is
satisfactory

Creativity is fair
enough

Output lacks
creativity

Use of media
and technology

Use of different
media and
technology
was employed
in making the
output. The
outcome is
excellent

Media and
technology
was used in
making the
output. The
outcome is
satisfactory

Media and
technology was
used with minor
setbacks in
layout, spacing
and designs

No media and
technology
was used in
making the
output

Data
Interpretation

Data
interpretation
is correct
and exceeds
expectations.

Data
interpretation
is correct.

Data
interpretation
lacks clarity
and coherence.

There is
no data
interpretation
included in the
output

Grammar
and sentence
construction
are correct

There are
minor errors
in grammar
and sentence
construction

There are
numerous
errors in
grammar and
sentence
construction

C
O

EP
E

Grammar
and sentence
construction are
all correct

Grammar
and Sentence
Construction

PY

Criteria

Total:

/20 points

263
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APPENDIX C: Rubric for Infotography

sharp,clear
photos,all
photos are free
of unwanted
elements, 15+
photos, photos
accurately depict
elements of
human rights
abuses

lacks creativity,
acks
questionable
somewhat
originality, does
creativity and
creative,
not follow
originalty, subject
original,subject
isweakly related
assignment,
is of assigned
toassigned
message
topic,conveys a
topic, message
incomplete
message,
unclear, loses
or disjointed,
attracts audience
audience
does not attract
attention
attention
attention of
audience

PY

highly
creative,nontypical; unique,
appropriate to
chosen
topic,conveys
strong
message,
engages
audience
immediately

photos generally
clear, some
photos included
unwanted
elements, 11-14
photos, most
photos accurately
depict elements
of human rights
abuses

photos
unfocused;
grainy,
most photos
unwanted
unclear with
elements
unwanted
included in most
elements, 7-10
photos, less
photos, few
than 6 photos,
depict elements
photos do not
of human rights
accurately
abuses
depict elements
of human rights
abuses

EP
E

Quality
Of
Photographs

Content

C
O

Criteria

264
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Criteria

presents original
ideas unclear,
ideawith 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
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
country,
ownership
addresses
ownership.
ownership
1-2 guiding
evident.
questions only.

C
O

PY

Introduction

EP
E

Format

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

/20 points

Total

265
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APPENDIX D: Rubric for Letter Writing

3

Layout and
design

The letter
is creatively
designed with
easily read text.
Grammar, style,
and purpose all
excellent for a
friendly letter.

The letter is
eye-catching
and attractive.
Text is easy to
read. Grammar,
style, and
punctuation are
indicative of a
friendly letter.

Text may be
difficult to read.
May have some
grammar and or
punctuation that
indicate it is a
friendly letter.

Letter is
unattractive or
inappropriate.
Text is difficult
to read. It does
not have proper
grammar or
punctuation for
a friendly letter.

Information,
style, audience, tone

Information
is accurate
and complete,
is creatively
written, and
is cleverly
presented.

Information is
well written and
interesting to
read.

Some
information is
provided, but
is limited or
inaccurate.

Information is
poorly written,
inaccurate, or
incomplete.

Accurate Parts
of the Friendly
Letter

Letter is
complete with
all required
elements.

Some elements
out of place or
missing.

Most elements
out of place or
missing.

Improper
friendly letter
form

Excellent job on
presentation,
style,
grammar, and
punctuation.

Style, purpose,
audience,
grammar, and
punctuation
all fair and
indicative of a
friendly letter.

Information
is mislabeled
or missing.
Inaccurate
punctuation or
grammar.

Grammar,
punctuation,
and choice of
words poor for
a friendly letter.

Students are
always on task,
stay in their
own area, and
work quietly.
Students
followed project
directions and
classroom
directions.

Students stay
in their area
and talk quietly
to their own
partner only.

Students
occasionally
leave area
without
permission.

Students are
often out of their
area without
permission and
are disruptive to
the class.

C
O

EP
E

Grammar,
Punctuation,
and choice of
words for the
friendly letter

Follows Guidelines and Directions

PY

Criteria

Total:

/20 points

266
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APPENDIX E: Rubric for Poem Writing

Word Usage

Creatively uses
appropriate
poetry form.
Complete with
more than four
stanzas with
four lines each.

Effectively uses
appropriate
poetry form.
Complete with
four stanzas of
four lines each.

May use
appropriate
poetry form.
Fewer than four
stanzas of four
lines each

Uses
inappropriate
poetry form.
Too few
stanzas or
stanza length
is incorrect.

Students use
of vocabulary is
precise, vivid,
and paints a
strong clear and
complete picture
in the readers
mind.

Students use
of vocabulary
is routine and
workable.

Effectively
uses poetic
techniques such
as figurative
language to
reinforce the
theme.

Uses poetic
techniques such
as figurative
language to
reinforce the
theme.

EP
E

Poetry
Techniques
(elements)

PY

Form

Spelling,
grammar,
punctuation

Students use
of vocabulary
is more telling
than showing.

C
O

Criteria

Has grade-level
appropriate
spelling,
grammar, and
punctuation;
contains few, if
any, errors that
do not interfere
with the readers
understanding.

Has mainly
grade level
appropriate
spelling,
grammar, and
punctuation;
contains some
errors that do
not interfere
with the readers
understanding.

Uses some
poetic
techniques such
as figurative
language to
reinforce the
theme.

May contain
many errors
in spelling,
grammar, and/
or punctuation
that may
interfere with
the readers
understanding.

Students
use of
vocabulary is
very basic.

Uses few
poetic
techniques
such as
figurative
language.

May contain
frequent and
numerous
errors in
spelling,
grammar,
and
punctuation
that
interferes
with the
readers
understanding.

267
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Understanding
of the topic

Students work
demonstrates
a complete
understanding
of the
assignment and
goes beyond the
requirements.

Students work
demonstrates
an
understanding
of the
assignment.

Students work
demonstrates
some
understanding
of the
assignment.

/20 points

EP
E

C
O

PY

Total:

Students
work lacks
understanding
of the
assignment.

268
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APPENDIX F: Rubrics for Speech

4

Content

Content
surmounts
anticipation.
Treatment
of details is
advanced
and in-depth.

Content
reaches
expected
outcome.
Treatment
of details is
proficient
and of good
quality.

Content is
near the
expected
outcome.
Treatment
of details
approaches
proficiency
with some
shallow
lines.

Content is
beyond the
expected
outcome.
Details
are in the
developing
phase and
very shallow.

Content is
very basic
and lacks
in-depth
analysis.

Organization
and Style

The
structure of
the essay
is highly
organized
and shows
coherence.
There is
variety in
style which
makes the
essay very
impressive.

The
structure of
the essay is
organized
and
coherence
is obvious.
There is
variety in
style which
makes
the essay
impressive.

The
structure of
the essay is
somewhat
organized
and
coherent.
There is
somehow
a variety in
style which
makes the
essay good.

The
structure of
the essay
is not too
organized
and
coherent.
There is little
variety in
structure and
subject.

Structure is
unorganized
and not
coherent
with the
topic. There
is no variety
in structure
and subject
matter.

C
O

EP
E
D

Grammar

Spelling

PY

Criteria

There are no
grammatical
errors in the
essay.

There are
minimal
grammatical
errors in the
essay.

There
are some
grammatical
errors found
in the essay.

There are
many errors
found in
grammar.
Editing is
suggested.

Grammar
lacks
order and
neatness.
There are
numerous
errors.
Major reconstruction
is suggested

There are
no spelling
errors in the
theme.

There are
1-3 errors in
spelling.

There are
4-6 errors in
spelling.

There are
7-10 errors
in spelling.

There are
more than
10 errors in
spelling.

Total:

/20 points

269
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APPENDIX G: Rubric for Storyboard

Digital Storytelling: Digital Movie RUBRIC
2

Images create
a distinct
atmosphere or
tone that matches
different parts
of the story. The
images may
communicate
symbolism and/or
metaphors.

Images create
an atmosphere
or tone that
matches some
parts of the story.
The images may
communicate
symbolism and/or
metaphors.

An attempt was
made to use
images to create
an atmosphere/
tone but it
needed more
work. Image
choice is logical.

Little or no
attempt to use
images to create
an appropriate
atmosphere/tone.

Music stirs a
rich emotional
response that
Soundtrack matches the story
- Emotion
line well.

Music stirs a
rich emotional
response that
somewhat
matches the story
line.

Music is ok, and

not distracting,
but it does not
add much to the
story.

Music is
distracting,
inappropriate, OR
was not used.

Grammar and
usage were
typically correct
(for the dialect
chosen) and
errors did not
detract from the
story.

Grammar and
usage were
typically correct
but errors
detracted from
the story.

Repeated errors
in grammar and
usage distracted
greatly from the
story.

Estabishes a
purpose early on
and maintains
a clear focus
throughout.

Establishes a
purpose early on
and maintains
focus for most of
the presentation.

There are a few

lapses in focus
but the purpose is
fairly clear.

It is difficult to
figure out the
purpose of the
presentation.

Focus/ Driving
Question is
addressed for
most of the
movie.

Focus/Driving
Question is
addressed
throughout the
movie.

Focus/Driving
Question lapses
in focus, but is
fairly clear.

Focus/Driing
Question is
difficult to figure
out.

EP
E

Grammar

Grammar and
usage were
correct (for the
dialect chosen)
and contributed to
the clarity, style,
and character
development.

C
O

Images

Point of
View Purpose

Driving
Question

Score

PY

CATEGORY

270
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APPENDIX H: Rubric for Health Infomercial

Criteria

The video
played with
excellent
screen shots
and details.

The video
played but with
minor problems.

The video
played but
with major
problems.

The video
did not
play during
viewing.

Creativity

Excellent
creativity
using various
materials and
properties.

Satisfactory use
of creativity and
use of various
materials and
properties.

Lacks creativity
and used
minimal
materials and
properties.

No creativity
in the
production
of the
infomercial.

Accuracy

All contents are

correct.

Most contents
are correct.

Most contents
are incorrect.

All contents
are incorrect
and
misleading.

The video
played between
4-5 minutes.

The video
played between
3-4 minutes or
5-6 minutes.

The video
played between
2-3 minutes or
6-7 minutes.

The video
played
less than 2
minutes or
more than 7
minutes.

C
O

Total:

/16 points

EP
E

Time frame

PY

Information and
communication
technology

271
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APPENDIX I: Rubric for Interpretative Dance

3

Body
Alignment/
Skill

The locomotor
and nonlocomotor
movements are
performed with
control, skill, and
precision.

The locomotor
and nonlocomotor
movements
are most often
memorized and
performed with
some control
and skill.

The locomotor
and nonlocomotor
movements
are somewhat
memorized and
performed with
little control and
skill.

The locomotor
and nonlocomotor
movements are
not memorized
and performed
without control
and skill.

Creativity &
Interpretation

The
interpretational
language clearly
reflects the
theme or idea of
culture inspired
by a piece of art,
music, or poetry.
Took risks in
exploration of
the Elements
of Dance
demonstrating
challenging and
unique patterns
and a variety of
creative options.

C
O

PY

The
interpretational
language mostly
reflects the
theme or idea of
culture inspired
by a piece of art,
music, or poetry.
Took some risks
in exploration
of the Elements
of Dance
demonstrating
unique patterns
and a variety of
creative options.

EP
E

Criteria

The
interpretational
language
partially reflects
the theme or
idea of my
culture inspired
by a piece of
art, music, or
poetry. Took
very little risk in
exploration of
the Elements
of Dance only
demonstrating
simple patterns.

The
interpretational
language does
not reflect
the theme or
idea of culture
inspired by
a piece of
art, music, or
poetry. Took
no risks in my
exploration of
the Elements
of Dance. No
effort has been
made in the
variation of
pattern and
creativity.

272
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The dance has

been abstracted
incorporating
all elements
of dance. The
choreography
demonstrates
a developed
variation of
movement, time,
space, energy
and body. This
variation is
highly original,
not borrowed
from the media/
peers.

The dance has

been partially
abstracted
incorporating
the elements
of dance. The
choreography
demonstrates
some variation
of movement,
time, space,
energy and
body. This
variation is
original, and
very little dance
choreography
has been
borrowed from
the media/peers.

The dance has

been abstracted
incorporating
only one or more
of the elements
of dance. The
choreography
demonstrates
very little
variation of
movement, time,
space, energy
and body. The
variation of
Elements of
Dance is slightly
original, and
most dance
choreography
has been
borrowed from
the media/peers.

The dance
shows no
understanding
of
abstracting
the elements
of dance. The
choreography
is not varied
and not
developed. All
movement has
been borrowed
from the
media/peers.

EP
E

C
O

Elements of
Dance

PY

Criteria

273
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Mostly
participated in
all HR activities
and is positive
most of the time.
Often
persevered
when
experience
became
challenging/
difficult.
Demonstrated
respect towards
oneself and
others.
Tried to be
responsible by
staying on task
and focused
during class
time.
Offered some
support towards
other students.

Participated
in some HR
activities and
is positive
occasionally.
Seldom
persevered
when experience
became
challenging/
difficult.
Rarely
demonstrated
respect towards
oneself and
others.
Had difficulty
being
responsible by
staying on task
and focused
during class
time.
Offered
occasional to
little support
towards other
students.

Never
participated in
HR activities
and is mostly
negative.
Gave up
completely
when
experience
became
challenging/
difficult.
Did not show
respect
towards oneself
and others.
Showed no
sense of
responsibility.
Was off task
and wasted
class time
disrupting other
students.
Unable to
offer support
towards other
students.

The
performance
shows evidence
of some
rehearsal.
Seldom focused
and lost track
of character.
Forgot the
choreography
often. The
dance
demonstrates
very little energy
and enthusiasm
which leaves
the audience
confused.

The
performance
shows
evidence
of very little
rehearsal,
focused,
concentrated
or committed
to the
performance.
Face is a blank
slate, without
character.
Audience is
bored and
embarrassed.

EP
E
D

The
performance
shows evidence
of extensive
rehearsal,
focused, and in
dance character.
Performed all
dance steps
correctly with
energy and
enthusiasm.
The dance is
engaging and
speaks to the
audience.

Performance

PY

Fully
participated in
all HR activities
and was positive
at all times.
Persevered
when expe-
riences became
challenging/
difficult.
Consistently
demonstrated
respect towards
oneself and
others.
Was responsible
by staying
on task and
focused during
class time.
Offered support
towards other
students.

Effort &
Character

C
O

Criteria

The
performance
shows evidence
of rehearsal,
often focused,
and in dance
character.
Performed most
of the steps
correctly with
energy and
enthusiasm.
The dance
is somewhat
engaging to the
audience.
Total:

/20 points

274
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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

PY

Kickbush I. The need for a European strategy on global health. Scand J Public
Health 2006; 34: 561_5

C
O

Say L. et al. Maternal mortality in 2005. World Health Organization and The
World Bank. Switzerland. 2007
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
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/
view/5142

EP
E

Combat HIV/AIDS, malaria, and other diseases by 2015 (2014). Retrieved July
2, 2014 from www.worldbank.org/mdgs/diseases.html
Comprehensive mental health action plan 2013-2020 (2014). Retrieved March
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-globalhealth/Global health initiatives (2014). Retrieved February 25, 2014
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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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

PY

Millennium developmental goals. Retrieved February 25, 2014 from http://

www.who.int/topics/millennium_development_goals/about/en/
Promote gender equality and empower women by 2015 (2014). Retrieved July
2, 2014 from www.worldbank.org/mdgs/gender.html

C
O

Reduce child mortality by 2015 (2014). Retrieved July 2, 2014 from www.
worldbank.org/mdgs/child_mortality.html
Symposium on foreign policy and global health (2014). Retrieved February 25,
2014 from http://www.who.int/trade/symposium/en/

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
http://www.who.int/bulletin/archives/78(7)920.pdf

EP
E

The history of the WHO framework convention on tobacco control (2014).

Retrieved March 2, 2014 from http://www.who.int/fctc/about/history/en/
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
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/
WHO framework convention on tobacco control (2014). Retrieved March 2,
2014 from http://www.who.int/fctc/text_download/en/
2008-2013 Action plan for the global strategy for the prevention and control
of noncommunicable diseases. (2008). Retrieved March 5, 2014 from
http://whqlibdoc.who.int/publications/2009/9789241597418_eng.
pdf?ua=1

Images:
Johannsen C. Yap
Batasan Hills National High School NCR - Quezon City
276
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EP
E

C
O

PY

Unit 4: Planning for a Health Career

277
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Number of Sessions: 10
CONTENT STANDARD

PERFORMANCE STANDARD

The learner demonstrates

understanding of the concepts in
planning a health career

The learner prepares an appropriate plan

of action in pursuing a health career

PY

I. Overview
A career is a decision which almost certainly defines ones future. Aside from
ones 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.

C
O

The health care industry offers a wide variety of professions which are in high,
demand locally and globally. Medical advances and growing populations around the
globe make health care professionals constantly in demand for workers.

EP
E

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.

II. Learning competencies

The Learner:
1. discusses the components and steps in making a personal health career
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

278
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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.

EP
E

C
O

PY

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.

B. How many allied health professions are you familiar with? List as many on the
space provided.
nurse
reflexologist
sonologist
nutritionist/ dietician
chiropractor

medical technologist
radiographer
dentist
chiropractor
paramedic
279

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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.

PY

Activity 1: EXPLORING CAREERS IN THE HEALTH FIELD

C
O

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
learners manual for your reference.

EP
E

nutritionist

reflexologist

medical
and allied
health
profession

medical technician

caregiver

paramedic

nurse

radiologist

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

Lets 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:

C
O

Group 2: Career Exploration

PY

Activity: Skit
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 3: Decision Making

Group 4: Plan of Action
Lets Check

EP
E

Activity 3: HEALTH CAREER PATHWAYS

1. Discuss the health career pathways and tell your students to answer Activity
3 in LM p. 312
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,
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.

281
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Activities 4 and 5
Tell your students to answer Activities 4 and 5 in LM p. 321 after your lecturediscussion 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.

PY

2. Invite different health care professionals in the field of medical and allied
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.

C
O

3. Tell your students that they are required to attend the Health Career
Orientation and complete the chart after the orientation.

EP
E

4. Set a date for the submission of a one page summary about the Health
Career Orientation.

282
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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.

1. trained to identify and rehabilitate hearing impairments and related disorder

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
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
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
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

EP
E

Down

C
O

PY

Across
7. performs under the direction of a physician, various routine administrative
and nontechnical clinical tasks in a hospital, clinic, or similar facility
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
other radiodiagnostic procedures
12. concerned with the assessment, diagnosis, treatment, and prevention of
mental disorders

283
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Listed below are the answers.

ACROSS

DOWN
1) Audiologist
2) Radiation
3) Pedorthist
4) Medical
5) Occupational therapist
6) Dietician
8) Exercise physiologist

PY

7) medical assistant
9) physical
10) paramedic
11) radiographer
12) clinical psychologist

Activity 8: TIC-TAC-TOE

C
O

Services and Activities of Allied Health Professionals

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.

EP
E

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.
3. The appraisal of the condition based on the patients report.
4. Treatment designed to recover from injury, illness, or disease towards a
normal condition as possible
5. Analysis based on signs, symptoms, and laboratory findings
6. Examination of data, reports, and observations in a search for facts or
principles
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
9. Keep illness or injury from happening

284
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B. Give a one point bonus for student/s who created a horizontal, vertical, diagonal
lines from their correct answers.

Treatment

Assessment/
Evaluation

Rehabilitation

Identification/
Diagnosis

Research

Promotion of health
and well being

Prevention

Activity 9: LETS FIND OUT

C
O

Advocacy

PY

Education

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.

EP
E

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.
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
professionals.
4. For each country, list down five allied health professions they need most
and explain why.

285
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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

C
O

PY

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
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

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:

EP
E

a. What health career do you think will suit you best based on your
interests?
b. How can your personal qualities help you perform and excel in the
career path you want to venture?
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
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.
286
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Health Career that

Interests me

What are the PROS?

What are the CONS?

C
O

PY

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?
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?

EP
E

Activity 13: LETS FIND OUT

1. Tell your students to research about a health career they are interested in.
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
Nature of Work (what do you do?)
Duties and Responsibilities
Working Conditions (office, outdoors, team, alone)
Employment (Where are the jobs?)
Training: Qualifications and Advancement
Job Outlook
Earnings
Related Occupations
Source used
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.

287
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Part III: WHAT TO REFLECT AND UNDERSTAND

No. of Sessions: 3

Activity 14: WHY PURSUE A HEALTH CAREER?

PY

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.

1. Tell your students to choose one activity from the following:

Write a newspaper/ magazine article about the need to pursue/

choose a health career.

Compose a song that will show how health career can make a
difference in people lives.
Create a poster that will encourage people to choose a health career.

C
O

EP
E

2. You can also pair/ group your students to do this activity.

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.
4. For the class presentation, each group will choose from one of the following:
a. Talk Show
b. Video Presentation
c. Documentary

288
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Guidelines to Help you Plan and Develop your Health Career

Plans

EP
E

PY

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
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
achieve my goals?
What do I have to do to achieve my goals
(e.g., save money, get work experience)
What are the potential challenges I may face in the achievement of
my goals?
What will I do to meet these challenges?
What is my timeline (e.g., 2 years, 5 years, 10 years) for achieving my
goals?
How will I monitor my success as I work to achieve my goals over the
next _____ years?

C
O

Seek advice from at least one person (e.g., a parent, another)

student, a counsellor, a mentor).

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.

289
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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

PY

Components and steps in making a health career plan

C
O

1. Self Assessment
Discover your personal strengths through self-assessments
(values, interests, personality, testing, skills, etc.

EP
E

2. Career Exploration
You can explore different careers and work environments
through career fairs, online research, meetings, internships,
alumni connections, professional resources.

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
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.
290
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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

C
O

PY

1. Tell your students that they can choose from one of the following performance
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.

Create a poster that will promote medical and allied health

professionals needed in our country

Make a video presentation about the different health career

pathways

EP
E

Compose a song about choosing a health career

Write an article about the need for medical and allied
professionals in our country

IV. Assessment

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

291
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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:

C
O

PY

1. It is a cluster of careers and occupations grouped according to shared

skills.
2. The body of individuals qualified to practice medicine.
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.

EP
E

COLUMN A

B. MATCHING TYPE: Match column A-health career pathways in column Bexamples of careers.

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.

1. Community Health
2. Personal Health Care
3. Nutrition
4. Emergency Medical Services
5. Occupational Safety
6. Maternal and Childcare
7. Environmental Health
8. Mental Health
9. Disease Prevention and Control
10. Health Education

COLUMN B
Community Health Worker
Sanitary Inspector
Caregiver
Midwife
Health Teacher
Social Worker
Dietician
Nurse
Paramedics
Medical Clerk
Industrial Hygienist

292
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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.

EP
E

C
O

PY

D. Essay: Choose only one topic.

1. Why is it important to pursue a health career?
2. How will you make a difference in peoples lives if you will pursue a health
career?
3. What health career pathways do you think is needed in our country? Why?

293
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SUMMARY
A career in health will give you the opportunity to make a difference in peoples
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.

C
O

PY

The medical profession comrpises a group of qualified and dedicated individuals

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
officially recognized and duly licensed to practice as a health professional.

EP
E

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.

294
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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 ones
lifework

PY

Career pathways clusters of careers and occupations that are

grouped because of shared skills

C
O

Health Careers designed into familiarizing students with

various careers in the medical professions

Health Career Planning an individual planning in making a career

choice, growing in the chosen career or
making a career shift. Career planning
involves a very important step of selfassessment.

EP
E

Health Career Orientation an activity based career exploration to

broaden your knowledge about careers in
the health field

Medical profession body of individuals qualified to practice

medicine

295
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REFERENCES
Print Materials:
Anspaugh, David J. and Gene Ezel. Teaching Todays 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.

PY

Meeks, L., P. Heit & R. Page. Comprehensive School Health Education (2nd
Ed.) Blacklick, OH: Meeks Heit Publishing Company. 1996.

C
O

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.
Online materials:

http://www.who.int/nha/country/phl/en/
http://kidshealth.org

http://www.cdc.gov/healthyyouth/

http://www.doh.gov.ph/node/338.html

EP
E

http://explorehealthcareers.org/en/Career/49/Maternal_and_Child_Health
http://www.michigan.gov/documents/pathways_8310_7.html
https://www.michigan.gov/healthcareers/0,4590,7-221-39454---,00.html
http://explorehealthcareers.org/en/issues/news/Article/178/Top_10_Reasons_
to_Pursue_a_Health_Career_Now

http://workinfonet.bc.ca/youth/

http://www.educationplanner.org/

296
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APPENDICES:
RUBRIC FOR REPORTING

Score:
__________

CONTENT

Score:
__________

Addressed all
required report
elements;
contained
complete
and detailed
explanations
that were easily
understandable.

Students
demonstrate
full knowledge
(more than
required) by
answering all
questions with
explanations
and elaboration.

EP
E

STUDENT
KNOWLEDGE

Students
present the
information
in logical,
interesting
sequence which
the audience
can follow.

Score:
__________

VISUAL AIDS

Score:
__________

GRAPHICS

Score:
__________

2 points

Students present
the information in
logical sequence
which the
audience can
follow.

Audience
has difficulty
following the
presentation
because the
reporters jump
around in their
discussion.

1 point
Audience
cannot
understand the
presentation
because there
is no sequence
of information.

PY

3 points

Majority of points
covered in depth,
but with few
gaps. Information
accurate and
listeners gain
insight and
learn from the
presentation.

Most points
covered
adequately,
but report does
not go into
detail and only
makes general
statements
about the
topic; with
some errors in
information.

Majority of
points briefly
mentioned
without
explaining them
in depth.

Students are
uncomfortable
with the
information
and were able
to answer only
rudimentary
questions.

Students do
not have grasp
of information;
students
cannot answer
questions about
the subject.

Visual aids
are difficult to
read.Theres
too much
information,
or some
information is
missing from
the visual aids.

Visual aids
unreadable or
too crowded.
Theres too
much or too
little information
that made the
aids useless.

C
O

ORGANIZATION

4 points

Criteria

Students
are at ease
with expected
answers to all
questions, but fail
to elaborate.

Visual aids are

well designed
and had a neat
and professional
appearance;
helped audience
members
understand.

There is
appropriate
amount of
information on
the visual aids.

Students
graphics explain
and reinforce
text and
presentation.

Students
graphics relate
to text and
presentation.

Students
occasionally
use graphics
that rarely
support text and
presentation.

Many errors in
the information
and the
audience
does not learn
anything new.

Students use
superfluous
graphics or no
graphics.

297
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3 points

2 points

Students use
a clear and
correct, precise
pronunciation
of terms so that
all audience
members
can hear the
presentation.

Students voice
is clear; correctly
pronounced
most words.
Most audience
members
can hear the
presentation.

Students
voice is low,
incorrectly
pronounced
terms.Audience
members
have difficulty
hearing the
presentation.

EYE CONTACT

Students
maintain eye
contact with
audience,
seldom returning
to notes.

Students
maintain eye
contact most
of the time but
frequently return
to notes.

Score:
__________

CREATIVITY

PARTICIPATION

Students present
relevant material
in a creative and
engaging manner
most of the time.

EP
E

Score:
__________

Students
present relevant
material in a
creative and
engaging
manner all the
time.

TIME
MANAGEMENT

Score:
__________

Students
mumble,
incorrectly
pronounce
terms and
speak too
quietly for
students in the
back of the
classroom to
hear.

Students
occasionally
use eye contact, Students read
all of report with
but still read
most of report. no eye contact.

Students give
a creative
an engaging
presentation,
but its format
does not
complement the
topic discussed.

Students fail
to engage
the audience
in their
presentation.
The format
used does not
demonstrate
creativity.

Member shared
equally in the
preparation and
presentation.
There is good
teamwork; the
report clearly
exceeds sum of
parts.

The group
functioned well
as a whole; the
presentation is
clearly a sum of
its parts.

It is apparent
that there is
an uneven
distribution of
effort among the
group members.

One person
clearly
dominates
or did not
contribute.

Students
complete the
presentation
within the
allotted 30
minutes.

Students
complete the
presentation
within a 5-minute
extension.

Students extend
5-10 minutes
in order to
complete the
presentation.

Students extend
11-20 minutes
in order to
complete the
presentation.

Score:
__________

1 point

PY

Score:
__________

ELOCUTION

C
O

4 points

Criteria

TOTAL

/ 40 points

298
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RUBRIC FOR COMIC STRIP

Fair
2 pts

Poor
1 pts

Choice of
Scenes

Shows events
that are
relevant and
reasonably
accurate and
very related to
the topic.

Shows most of
the important
related to
the topic,
however there
is at least one
discrepancy/
conflict with the
original.

Shows most
important
events related
to topic,
highlights
unimportant
points.

Shows some
events related
to the topic, but
information is
incomplete or
focused on less
important points.

Captions

Captions are
related to the
scenes and the
story, and the
connections
are easy to
understand.

Captions are
related to the
scenes and the
story, and most
connections
are easy to
understand.

Captions are
related to the
scenes and the
story, but the
connections
are less
obvious.

Captions do not
relate well to the
scenes. There
seems to be no
connection or
connections are
very general.

Characters

The main
characters
are clearly
identified, and
their actions
and dialogue
are wellmatched to
their actions
and dialogue in
the story.

The main
characters
are clearly
identified, and
their actions
and dialogue
match actions
and dialogue in
the story.

The main
characters are
identified, but
actions and
dialogue are
too general
to show their
relationship to
the story.

It is hard to tell
who the main
characters
are, or main
characters in
the comic are
not the main
characters in the
story.

There are
no spelling,
punctuation,
or grammar
errors.

There are
1-3 spelling,
punctuation,
or grammar
errors.

There are
4-5 spelling,
punctuation,
and grammar
errors.

There are more

than 5 spelling,
punctuation, and
grammar errors.

EP
E

C
O

Excellent
4 pts

Spelling,
Punctuation,
and Grammar

PY

Good
3 pts

299
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Excellent
4 pts

Good
3 pts

Fair
2 pts

Poor
1 pts

Most Thought/
Speech
Bubbles are
present and
somewhat
reveal a
characters
thoughts or
relay dialogue.

Some
Thought/
Speech
Bubbles are
present and
reveal some
characters
thoughts or
relay some
dialogue.

No Thought/
Speech Bubbles
are present.

Artwork

All boxes are

complete.
Excellent detail
in all scenes.

Most boxes are

neat with some
detail in all
scenes.

Some pictures
show detail,
but detail is
inconsistent.

No pictures or
little detail.

Frames

The comic
has at least
the 6 required
frames.

The comic only The comic only

has 3-4 frames. has 2 frames.

EP
E

C
O

PY

Thought/
Speech
Bubbles

Thought/
Speech
bubbles are
present and
clearly reveal
a characters
thoughts or
relay dialogue
efficiently.

/ 28 points

TOTAL

The comic only

has 1 frame.

300
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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
3 pts

Fair-Good
3 pts

Poor
1 pts

The video shows

information about
health career.
It is appropriate
for the intended
audience.

The video does not

show information about
health career. It is not
appropriate for the
intended audience.

Accuracy

All health career

information are
accurately represented
in the video.

There are one

or more health
inaccuracies in
the video.

There are several

health inaccuracies in
the video.

Clarity

The audience
is able to
The audience is able understand most
to easily understand
of the text/audio
the text/audio of the
of the video
video. Explanations
easily. Most of
are easily understood. the explanations
are easy to
understand.

The audience has

difficulty understanding
the video. The
explanation of the
topic is difficult to
understand.

Video is exceptionally
creative and
interesting. It is
clear that significant
time and effort were
dedicated to making
the video unique.

Video is creative
and interesting. It
is clear that some
time and effort
were dedicated to
making the video
unique.

Video is uninteresting,
lacking in creativity,
or appears that little
time was taken in its
production.

Video is well
put together,
props are used
appropriately,
music and sound
effects are
applied.

The video appears

haphazard and of low
quality.

C
O

D
EP
E
Creativity

Video is exceptionally
well put together,
props are used
Quality/Presentation
appropriately, music
and sound effects are
applied.
Timing

PY

Content

The video is very

informative about
health career. The
video is appropriate for
the intended audience.

Video is between 2-5

minutes.
TOTAL

Video is over 5
Video is under 30
minutes in length. seconds in length.
/ 18 points

301
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RUBRIC FOR POSTER MAKING

Poster Making

Excellent
4 pts

Good
3 pts

Fair
2 pts

Poor
1 pt
Many
grammar
mistakes

Creativity

Very creative Shows many Some creative

poster.
creative ideas. ideas used.

No creation
has been
used.

Neatness

Very neat and Some untidy

tidy poster.
errors.

Many untidy
errors.

Very careless
and untidy.

Well Organized

Poster is
Information is
organised
well organised
well but still a
and easy to
little difficult to
understand.
understand

Poster is put
together but
is difficulty to
understand.

Poster is
poorly put
together and
very difficult to
understand.

Excellent use
of available
resources.

Use of a few
available
resources.

Lacks use of
any available
resources.

C
O

A good use
of available
resources.

EP
E

Use of resources

PY

Correct Grammar

No grammar A few grammar Some grammar

mistakes
mistakes
mistakes

/ 20 points

TOTAL

302
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