PE & HEALTH 12 Quarter 1 Module 1: Dance: An Introduction (Week 1-2) PDF

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/346578065 PE & HEALTH 12 Quarter 1 -Module 1: Dance: An Introduction SENIOR HIGH SCHOOL Book · December 2020 CITATIONS...

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/346578065 PE & HEALTH 12 Quarter 1 -Module 1: Dance: An Introduction SENIOR HIGH SCHOOL Book · December 2020 CITATIONS READS 0 382,939 1 author: Nestor Castanos Jr University of the Visayas 9 PUBLICATIONS 4 CITATIONS SEE PROFILE All content following this page was uploaded by Nestor Castanos Jr on 03 December 2020. The user has requested enhancement of the downloaded file. SENIOR HIGH SCHOOL PE & HEALTH 12 Quarter 1 – Module 1: Dance: An Introduction Physical Education & Health – Grade 12 Alternative Delivery Mode Quarter 1 – Module 1: Dance: An Introduction First Edition, 2020 Republic Act 8293, Section 176 states that: No copyright shall in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Nestor A. Castaños Jr. Editor: Bernley Joy M. Nobleza Reviewers: Divina B. Sanchez, Elpedio P. Mabiya Illustrator: Lay-out Artist: Management Team: Regional Director: RAMIR B. UYTICO, EdD, CESO IV CLMD Chief: ROSEMARIE M. GUINO, EdD Regional EPS In-Charge of LRMS: JOY B. BIHAG Regional ADM Coordinator: RYAN R. TIU, PhD Regional Learning Area EPS: NOVA P. JORGE, EdD Schools Division Superintendent: MANUEL P. ALBAÑO, Ph.D. CID Chief: FELICIDAD ESPINOSA Division EPS-LRMDS: ROBERT POSION Division SHS Coordinator: GINA P. DILOY School Principal: FRANCISCO B. LATORRE School SHS Coordinator: NESTOR A. CASTAÑOS JR. Printed in the Philippines by _________________________________________ Department of Education – Schools Division of Leyte – Region VIII Senior High School Department, Merida Vocational School Poblacion, Merida Leyte Tel No.: 09173275698 E-mail Address: [email protected]  12 P.E AND HEALTH First Quarter – Module 1: Dance: An Introduction (Week 1-2) Foreword To the implementer: Welcome to the P.E. and Health 12 Self Learning Module (SLM) on Dance: An Introduction! This module has been collaboratively designed, developed, and reviewed by educators from both the public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners’ progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module For the learner: Welcome to the P.E. and Health 12 Self-Learning Module (SLM) on Dance: An Introduction! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. ii You will be enabled to process the contents of the learning resources while being an active learner. This module has the following parts and corresponding icons. What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I can do This section provides an activity which will help you transfer your new knowledge or skills into real life situations or concerns. iii  Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skills of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers in the module. At the end of this module, you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to other activities included in the module. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and in checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain a deep understanding of the relevant competencies. You can do it! iv  What I Need to Know Dance is an activity which can take many forms and fill many different needs. It can be recreation, entertainment, education, therapy, and religion. In its purest and most basic form, dance is art, the art of body movement. Dance can also be considered recreational activity that can develop our physical, mental, social, and emotional health. Dance teaches the importance of movement and fitness in a variety of ways through a variety of disciplines. As well, dancers learn to coordinate muscles to move through proper positions. Dancing is a great activity to pursue at almost any age provided you are in proper health to handle the rigors of dancing for life. Health-related fitness assessment helps make the link between physical activity and fitness. In this Module, we will discuss the true meaning of dance from different perspective as well as learn the history of dance to fully understand its significance to a person. Self-assessment of health-related fitness (HRF) status will be conducted in order to determine barriers to participation in dance-related activities. At the end of this module, you will set fitness goals based on training principles and consider dancing to be one of your recreational activities, combining it with healthy habits to sustain lifelong fitness. Your involvement in each part of the fitness assessment will give you multiple opportunities to learn self-assessment procedure. The module is divided into three lessons, namely:  Lesson 1 – Dances from the Past  Lesson 2 – Dancing toward the 21st Century  Lesson 3 – Health-Related Fitness and FITT Principles After going through this module, you are expected to: 1. discuss the true meaning of dance from different perspective; 2. self-assess health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet; and 3. set FITT goals based on training principles to achieve and/or maintain HRF. 1  What I Know Instructions. Choose the letter of the best answer. Write the letter of your choice on a separate sheet of paper. 1. Dance comes from the German word ________, which means “to stretch or “to drag”. a. damson c. theatron b. legamentus d. exodus 2. Dance during the ______ period is based on superstition and infused with magic. a. 21st Century c. Ancient Egypt b. Prehistoric d. Middle Ages and the Renaissance 3. Dance in this period increased as a court amusement and later transformed into professional entertainment. a. 14th century c. late 16th to 17th century b. 15th century d. 18th century 4. Dances during prehistoric time have not yet been fully recorded. It was only during the ancient period where ______ are believed to be the first people to dance because of the discovery of dancing figures in rock shelters and caves. a. Romans c. Greeks b. Cretans d. Egyptians 5. A period of “dance fever” wherein the young and old alike were not limited to express their emotions through dance. a. 16th to 17th century c. 19th century b. 18th century d. 20th century 6. How many health-related fitness components are there? a. 3 c. 5 b. 4 d. 6 7. The ability to use your entire body for long period of time without stopping. This requires a strong heart, lungs, and clear blood vessels. a. Cardiovascular Fitness c. Flexibility b. Muscular Strength d. Muscular Endurance 8. The amount of force your muscles can produce. a. Muscular Strength c. Power b. Muscular Endurance d. Speed 9. The ability to move your joints through a full range of motion. a. Flexibility c. Muscular Endurance b. Reaction Time d. Muscular Strength 2  10. The percentage of body weight that is made up of fat when compared to your other tissues, such has bones and muscles. a. Body Composition c. Power b. Muscular Strength d. Agility What’s In How healthy is your lifestyle? Prior to conducting a series of tests, let’s take a review on your physical activities and make a self-assessment. Instructions. Read the following statements carefully and put a check mark (√) on the statements that apply to you. I engage in dancing I always find time to I choose dance style activities for at least do aerobic dancing and intensity level 30 minutes several at least 30-minutes that meets my needs days a week in a day of fitness level I take 1 to 2 days I engage in dancing I perform flexibility rest in a week after a that challenge my exercises a minimum week-long dance heart rate of 2x per week practice I do warm-up, I am always I balance the stretching, and cool- conscious with my intensity level of my down exercises body composition dance training before dancing I assess my physical I maintain my ideal I dance to build fitness level before body mass index muscle stamina dancing I dance regularly to I adjust to certain I engage into nonstop enhance my movements and dance exercise 20-30 muscular and routines to perform minutes in 4 to 6 cardiovascular dance better days a week strength/endurance Count the number of check marks (√). Try to know your Healthy Lifestyle Assessment rating in the Answer Key page of this module. 3  Notes for the Teacher  Return this module on _______________________  Do not write anything on this module. Other learners will be using this, TOO.  Use separate sheets in answering the learning tasks in this module.  Provide a folder organizer compilation of all activities (clear book, long size, color ___________).  Photocopy the Physical Readiness Questionnaire (PAR-Q) and Physical Fitness Record Card before conducting the activity.  For clarification, you may contact your teacher/facilitator at mobile number _________________________________. What’s New Guided with the test protocols of the different test for health-related fitness, perform the test with the help of any members of your family. The Test Protocols contain the materials you need, the procedure and the interpretation of your scores/results. Before performing the test, be sure to do the following: 1. Answer the Physical Activity Readiness Questionnaire (PAR-Q) and record all scores/results in the Physical Fitness Record Card. Get a copy from your teacher/facilitator. 2. Wear appropriate clothing: t-shirt, jogging pants, rubber shoes, or any suitable sports attire. However, when taking the BMI test, it is recommended that you wear shorts. 3. Do not take food or drinks three (3) hours before taking the BMI test. 4. Make sure that the facility is safe for the administration of the test. 5. Conduct warm-up exercises and dynamic stretching exercise before the tests except for the 3-Minute Step Test. 6. Perform cool-down exercises after the fitness test. 7. Perform the test in a challenging, encouraging, and fun-filled environment. 4  8. BE HONEST in conducting the test. This will not be graded. Results will be your basis in setting your fitness goal, to achieve and/or maintain health-related fitness. TEST PROTOCOLS  3-MINUTE STEP TEST  PUSH-UP 5  BASIC PLANK  ZIPPER TEST 6  SIT AND REACH  BODY MASS INDEX 7  What is It Lesson 1 Dances from the Past What is Dance? Dance comes from the German word damson, which means “to stretch or “to drag”. It developed as a natural expression of united feeling and action. Dance is considered the mirror of the society because it responds to historical and religious events as well as social and political statements. Although there have been immense comparative differences in period and culture, people still dance mainly for four reasons: (a) to please gods; (b) to please others; (c) to please themselves; and (d) to build community within an ethnic group or social interaction. History and Development of Dance from the Different Periods  Dance During the Prehistoric Period  It had been a major form of religious ritual and social expression within primitive culture.  It was used as a way of expression and reinforcing tribal unity and strength.  It is based on superstition and infused with magic. Shamans as lead dancers acted as physicians and religious leaders and kept tribes healthy, prosperous and safe.  Dance During the Ancient Civilization  Ancient Egypt.  3,300 BCE (First Dancing). It is believed that the first people to dance were the Egyptians. Archaeologists discovered paintings of dancing figures in rock shelters and caves.  As a way of expressing religious service and teaching ancient myth, three (3) major dancers were evolved: (1) the king; (2) the priests who performed magical dances; (3) virgin dancers who were trained to perform during ceremonies led by the priests.  Ancient Crete.  The Cretan civilization (3000-1400 BC) was a cultural link in the ancient world between Egyptians and Greeks.  Cretans used dance to perfect their military training which made excellent. 8   Ancient Greece.  Dance was not just for religious and military training but also a form of entertainment and display.  Plato immensely gave importance to dance in education as stated in the education on the Laws. He highlighted the two kinds of dance and music: the noble (fin and honorable) and the ignoble (imitating what is mean or ugly).  Ancient Rome.  Gave less importance to dancing which eventually became an integral part of the corruption in the latter days of the Roman Empire resulting in the condemnation of dance by early Christians.  Dance was primarily performed for religious, social and entertainment. However, theatrical entertainment was prohibited but still existed and was performed within church during religious ceremonies.  Dance During the Middle Ages and The Renaissance  1400 (Ballet Comes into Play). Ballet started in this year in Italy, but didn’t really become popular until around the year 1500. Ballet gained its popularity when a lady of the arts, Catherine de Medici, married King Henry 11 and threw festivals where they would perform ballet dances. Ballet is believed to be the main core of every single dance style.  A vast dance movement occurred throughout the courts of Europe in the 15th and 16th centuries. During these times, new court dances performed by the nobility came about as well as the rise of the art of ballet in Italy and France.  Several other dance forms continued to sprout and spread across several countries. Lesson 2 Dancing toward the 21st Century Modern History  Dance During the Late 16th and 17th Centuries (1501-1700)  1600 (Masque Dancing). Masque dancing started from elaborate pageants and shows in the 16th century. Masque dancing involved intricate costuming and stage designing that also incorporated singing and acting as well as dancing. It was often used as a court entertainment.  A period in the history of dance in Italy, France, and England which was considered to be pleasantly deep and rich. France became the forerunner in dance during this period. 9   Dance increased as a court amusement and later transformed into professional entertainment.  Dance During the 18th Century (1701-1800)  1795 (Classical Persian Dancing). This style of dance evolved from courtroom dancing. An era influencing Persian dance was the Qajar Dynasty which lasted from 1795 to 1925. Dancers would perform artistic and lively dances for the Shah. The music is usually played by a small band.  1800 (Tippity Tappity, Time for Tap). Tap dancing originated from African tribe dancing. Tap dancing makes percussion sounds because of dancers most commonly wearing leather shoes with two pieces of metal and clip and clap against hard floors. Tap is still very popular to this day.  Dance During the 19th Century (1801-1900)  1890 (Merengue Dancing). It is a Caribbean dance style that involves partners holding each other in a tango-like position and moving their hips side to side.  1900 (Jazz and Acro). It involves doing smooth and flexible movements, and lots of back bending and tricks. Both styles are widely popular to this day.  Ballroom dances also emerged during this period like Cotillion, Polonaise, Quadrille, Waltz and Polka.  20th Century Dances (1901-2000)  Described as a period of “dance fever” wherein the young and old alike were not limited to express emotions through dance.  1950 (Contemporary Dance). Contemporary dance is a style that combines jazz, ballet, and modern dance. It can be many different styles, but most of the time it is melancholy and or intense.  1970 (Hip Hop Dance). There are many styles of hip hop that include breaking, popping, locking, and more. Street dance was performed both in night clubs and on the streets. It is associated with funk, breakdancing, and hip-hop.  Several social dance movements also evolved such as castle walk, tango, foxtrot, Charleston, Lindy Hop, Rumba, Mambo, Cha-Cha- Cha, Samba, Bossa Nova, Boogaloo and Twist.  Popular fad dances also emerged like YMCA and Macarena.  21st Century Dance (2001- Present)  2018 (Dance Nowadays). Today's dance style has taken a turn towards more hip hop dances. Small and popular dances that involve hip hop and that most everyone can achieve include the whip and nae nae, Gangnam Style (it’s a little old), shooting, and more. 10  Lesson Health-Related Fitness (HRF) and 3 FITT Principles The Health-Related Fitness Components Before engaging any physical activities, you need to self- assess your health- related fitness status and determine barriers to physical activity participation. Health-related fitness involves exercise activities that you do in order to try to improve your physical health and stay healthy. Cardiovascular endurance is the ability of the heart and lungs to work together to provide the needed oxygen and fuel to the body during sustained workloads. The 3-minute Step Test is used to test cardiovascular endurance. Muscular strength is the amount of force a muscle can produce. The Push- Up Test is most often used to test muscular strength. Muscular endurance is the ability of the muscles to perform continuous without fatiguing. The Basic Plank is most often used to test muscular endurance. Flexibility is the ability of each joint to move through the available range of motion for a specific joint. The Zipper Test and Sit and Reach Test is frequently used to test body flexibility. Body composition is the amount of fat mass compared to lean muscle mass, bones and organs. The BMI is defined as the body mass divided by the square of the body height, and is universally expressed in units of kg/m², resulting from mass in kilograms and height in meters. Getting FITT with Dance When engaging in any form of dance, always consider the FITT (Frequency, Intensity, Time, Type) principle of training to be able to perform efficiently and minimize unnecessary body stress and injury. Frequency (How Often)- number of training sessions that are performed during a given period (usually one week). About 3 to 4 times per week or more are the recommended times of exercise for an individual. Rest or easy days are in between to allow your body to recover from physical exertion. Example: Goal Sun Mon Tues Wed Thurs Fri Sat Work- Work- Work- Work- Work- Cardio-vascular (3- out out out out out Rest Rest Munite Step Test) Session Session Session Session Session 1 2 3 4 5 11 Intensity (How Hard)- an individual’s level of effort (light, moderate, vigorous). Example: Sample Activities Light Moderate Vigorous Cardiovascular Endurance Slow walking Fast walking Jogging This Rate of Perceived Exertion (RPE) scale below is used to measure the intensity of your exercise/ physical activity. This value gives a reference point for an individual’s internal load which can be compared with others during a similar session. RPE CHART (Rate of Perceived Exertion) Rate Level Effort Description  Feels almost impossible to keep going 10 Maximum Effort Activity  Completely out of breath, unable to talk  Very difficult to maintain exercise intensity 9 Very Hard Activity  Can barely breathe and speak a single word  On the verge of becoming uncomfortable 7-8 Vigorous Activity  Short of breathe, can speak a sentence  Feels like you can exercise for hours 4-6 Moderate Activity  Breathing  Feels like you can maintain for hours 2-3 Light Activity  Easy to breathe and carry on a conversation  Anything other than sleeping, watching TV, 1 Very Light Activity riding a car, etc. Time (How Long)- duration of a workout (including warm-up and cool-down) or the length of time spent in training. To improve health-related fitness, trainers recommend 20 to 30 minutes of nonstop exercise. Time should be decreasing as the intensity of the activity is increasing. Example: Goal Sun Mon Tues Wed Thurs Fri Sat Slow Slow Fast Jogging Jogging walking Walking walking Cardio-vascular Rest Rest 30 30 25 20 20 minutes minutes minutes minutes minutes Type (What Kind)- mode of physical activity (swimming, jogging, dancing). 12  What’s More Activity 1.1. Arrow It Out! Follow the arrows and supply the blank portion of the Mind Map. Possible answers are inside the box. Write the letter of your choice. 7. ___ 1. ___ 8. ____ 6.___ Shaman as lead 2. ____ dancer 5. _____ 3. _____ 4. _____ 10. ____ 9. ____ (a.) Whip, Nae Nae and Gangnam style (f.) Ballet comes into play (b.) Contemporary & Hip Hop dance (g.) Theatrical performance in churches (c.) Merengue, Jazz and Acro dancing (h.) Noble and Ignoble dancing (d.) Classical Persian & Tap dancing (i.) Dance for military training (e.) Masque dancing (j.) Dancing figures on caves 13 Activity 1.2. My Fitness Map! Complete the graphics below by answering the questions found inside the box. Choose the letter only. 1. It is the ability of the heart and lungs to work together to provide the needed oxygen and fuel to the body during sustained workloads. 2. Push up is most often used to test _______________. 3. It is the ability of the muscles to perform continuous without fatigue. 4. The Zipper and Sit and Reach Test is most often used to test _____________________. 5. It is defined as the body mass divided by the square of the body height. f. Cardio-vascular a. Body Endurance Composition e. Dance b. Flexibility d. Muscular Strength c. Muscular Endurance 14  What I Have Learned 1. Participation in regular physical activity can lead to improved physical fitness. Regular moderate physical activity means engaging in relatively vigorous bodily movement for 30 minutes to 1 hour that can elevate your heart rate. 2. Dancing is good for the heart. It gives a sense of balance and coordination. It is a workout that engages the entire body. A 30-minute dancing burns between 130 and 250 calories, about the same as jogging. 3. The benefit of strength training for young teenagers like you lead to increase muscle strength and endurance, power and muscle tone- all of which help to improve and maintain your functional physical capacity to perform your daily tasks easily. 4. Strengthening and flexibility exercises, on the other hand, are intended to improve bone and muscle strength and improve resilience of your connective tissue. 5. At low values of BMI, weight gain should be achieved. If BMI test results indicate that fat loss would be beneficial for your health, your first step is to establish a fitness goal. Make your goal realistic and will ensure good health. For normal values, weight maintenance is recommended. 6. Other activities that will help develop your health-related fitness are as follows: Health-Related Activities Components Cardiovascular Crisscross jumps, jumping rope, Endurance mountain climbing, high knee march, jumping jacks, Zumba, dancing Muscular Endurance Wall climbing, swimming, sit-ups, crab push up, wall push-ups, V-sit Muscular Strength Weight lifting, squat jumps, power lunges, standing squat, pull ups, shoulder presses Flexibility Yoga, volleyball, martial arts, gymnastics, tumbling, toe touches 15  What I can do Activity 1.1. My FITT Goals! Now that you have assessed your fitness level, you are now ready to engage in moderate to vigorous physical activities. But you need to set fitness goals based on FITT principles to achieve/maintain HRF. Try to make your own FITT Plan. Principle Sample Your FITT Goal FREQUENCY (how often) 4-5 times a week INTENSITY (how hard) 2-4 sets (10-20 repetitions) TIME (how long) 30- minutes TYPE (what kind) * Push up (Poor Result) Cardio-vascular endurance, Muscular strength, Muscular endurance, Flexibility, Weight Loss (BMI) * Focus on what type of health-related fitness that you got Fair, Poor, Very Poor and Needs Improvement. Refer to the Physical Fitness Result Card. If all results are within the standards (Excellent, Very Good, Good), still you need to make your FITT Goal. Just maintain doing it. Remember, your target is to improve! Activity 1.2. Let’s Work It Out! Based on your FITT Goal, make an Activity Exercise Work-Out Plan. Be guided with the Rubrics found at the Answer Key page. My Activity Exercise Work-out Plan Goal: (why you will do physical activity/exercise? It must be specific) Date of Implementation: (when will you start conducting your plan?). Note: You will implement this plan for the whole duration of the semester (8 weeks). Activity: (refer your set(s) of activity on your FITT plan) Week Mon. Tues. Wed. Thurs. Fri. Sat. Sun. 1 2 8 16  Assessment I. Matching Type. Match Column A with Column B. Select the letter of your choice. Column A Column B 1. Cardio-vascular Endurance a. Sit & Reach 2. Muscular Strength b. Dancing and Zumba 3. Muscular Endurance c. fat mass over lean muscle mass 4. Flexibility d. Push-up 5. Body Composition e. Stork Balance Test f. Basic Plank II. Multiple Choices. Choose the letter of the best answer. Choices are inside the box. a. Prehistoric Period c. Middle Ages & Renaissance b. Ancient Civilization d. Modern Period 6. Dance was used as a way of expression and reinforcing tribal unity and strength. 7. Dance style has taken a turn towards more hip hop dances. 8. Ballet gained its popularity in this period and it is believed to be the main core of every single dance style. 9. Plato immensely gave importance to dance in education as stated in the education on the Laws. 10. Theatrical entertainment was prohibited but still existed and was performed within church during religious ceremonies. III. True or False. Write A if the given statement is correct. Write B if the statement is incorrect. Be guided with the underlined word/phrase. 11. Regular moderate physical activity means engaging in relatively vigorous bodily movement for 10-20 minutes can elevate your heart rate. 12. Same as jogging, a 30-minute dancing can burn fats between 130 and 250 calories. 13. The benefit of strength training will lead to increase cardio-vascular endurance which will help improve and maintain functional physical capacity to perform your daily tasks easily. 14.Strengthening and flexibility exercise is intended to improve bone and muscle strength and improve resilience of your connective tissue. 15. For normal body composition, you need to have at least a BMI of 23. 17  Additional Activities Activity 1.1. My Fitness Journal! Make a creative Fitness Journal by answering the following questions based on your personal experience upon conducting the activities. Your work will be rated according to the given Rubrics below. 1. How do you feel the activity? 2. What challenges do you encounter in performing the activities? 3. What do you feel about the results you got? 4. What are the exercise(s) that you find it difficult to perform? Why? 5. What are the exercise(s) that you find it easy to perform? Why? 6. Are you satisfied with your current body composition and quality of life? If not, are you willing to do something about it to properly resolve your problem? 7. How do these activities affect you and your lifestyle? 8. What do you think is the importance of assessing your health- related fitness before engaging any moderate to vigorous physical activities? Rubrics for Journal Writing 18  19 Rubrics for Activity Exercise Work-out Plan What I Know What’s More Assessment 1. a Activity 1.1. 1. b 2. b 2. d 3. c 1. j 3. f 4. d 2. i 4. a 5. d 3. h 5. c 6. c 4. g 6. a 7. a 7. d 5. f 8. a 8. c 9. a 6. e 9. b 10. a 7. d 10. b 8. c 11. B 9. b 12. A Healthy Lifestyle Assessment 10. a 13. B Rating Table 14. A 15. A No. of Activity 1.2. Interpretation Checks 12-15 Excellent 1. f 11-8 Good 2. d 7-4 Fair 3. c Needs 4. b 3-0 Improvement 5. a Answer Key References Books Aparato, C. R., Brebante, Z. T., Callo, L. F., & Dajime, P. F. (2017). Physical Education and Health (First ed., Vol. 2). 856 Nicanor Reyes Sr. St. Sampaloc Manila: Rex Book Store, Inc. Apolonia, M. L., Collao, M. P., Gabayan, P. A., & Kamus, M. R. (2017). Dance for Life (Health-Optimizing Physical Education HOPE Series for Senior High School. (J. A. Porto, Ed.) 839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc. Callo, L. F., Camiling, M. S., Yap, J. C., Cagulang, J. P., Doria, J. C., Deveraturda, E., & Grecia, J.-a. G. (2015). Physical Education and Health - Grade 10 Learners Material (first ed.). (M. Manguerra, Ed.) 5th Floor Mabini Bldg. DepEd Complex Meralco Avenue, Pasig City: Vibal Group, Inc. Online Sources Bjoraker, J. (2020, June 7). Farnsworth Aerospace. Retrieved from Goggle: https://www.spps.org/Page/18206 Department of Education. (2020, June 9). Retrieved from Goggle: https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf Health-Related Physical Fitness. (2020, June 6). Disease Prevention And Healthy Lifestyle. Retrieved from https://courses.lumenlearning.com/suny-monroecc- hed110/chapter/health-benefits-of-physical-activity/ Healthy.SD.Gov. (n.d.). Retrieved from Goggle: https://healthysd.gov/use-the-fitt-chart-to- get-fit/ Journal Writing Rubrics. (2020, June 9). Retrieved from Goggle: http://eettphillips.pbworks.com/w/page/30507983/Journal%20Writing%20Rubric NCHPAD. (2020, June 8). Retrieved from Goggle: https://www.nchpad.org/1194/5824/The~Importance~of~Physical~Activity~for~Ind ividuals~with~Arthritis Quizizz. (2020, June 7). Retrieved from Goggle: https://quizizz.com/admin/search/health%20related%20fitness SlideShare. (2020, June 7). Retrieved from Goggle: https://www.slideshare.net/hanneq1/the-physical-fitness-test TeacherPH. (2020, June 7). Retrieved from Goggle: https://www.teacherph.com/deped- revised-physical-fitness-tests-manual/ Wilhe7188. (2020, June 7). Dance History Timeline. Retrieved from Goggle: https://www.timetoast.com/timelines/history-of-dance-8d7aec49-434b-4fad-ad62- 9f6f55d5688e 20  For inquiries or feedbacks: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: [email protected] * [email protected] View publication stats