Pe & Health 6-25-14 PDF
Pe & Health 6-25-14 PDF
Pe & Health 6-25-14 PDF
Learner’s Material
Department of Education
Republic of the Philippines
Physical Education and Health – Grade 9
Learner’s Material
First Edition, 2014
ISBN: 978-971-9601-69-2
Republic Act 8293, section 176 states that: No copyright shall subsist 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,
trade- marks, etc.) included in this book are owned by their respective copyright
holders. DepEd is represented by the Filipinas Copyright Licensing Society
(FILCOLS), Inc. in seeking 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: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
ii
PHYSICAL EDUCATION
TABLE OF CONTENTS
iii
Activity 10: Cha Cha Cha Mixer 90
Activity 11a: You Can Do It (a) 93
Activity 11b: You Can Do It (b) 94
Activity 12: Bring It On! 95
Activity 13: Why Social Dancing? 98
Activity 14: Search for Mr. and Ms. Ambassador of Fitness 101
Activity 15: FITT Your Weight Off 104
Activity 16: Post-Assessment of the HR Log 107
Activity 17: Project COrP 108
Summary/Synthesis/Feedback 112
Summative Assessment 113
References (Web-Based Sources) 116
Sources of Images
iv
Quarter IV – Active Recreation 157
Introduction 158
Learning Competencies 159
Pre-Assessment 159
Instructional Activities
Activity 1: Lifestyle Check 164
Activity 2: Pag May Time 166
Activity 3: In or Out 168
Activity 4: Lecture-Discussion 170
Activity 5: Fitness and Recreation as One 185
Activity 6: Fitness and Fun Game 164
Badminton Games 195
Volleyball Games 197
Dance Activities 201
Outdoor Activity 202
Activity 7: I Choose! 205
Activity 8: Partner Reflection 206
Activity 9: Project COrP 207
Summative Assessment 210
Summary/Synthesis/Feedback 214
Glossary of Terms 214
Resources 215
Readers Digest Sites 216
HEALTH
v
Activity 5: What Matters To You 227
Activity 6: Inspect-Retrospect 228
Activity 7: Community Health Team Profile 229
Activity 8: Miting de Avance 230
Activity 9: Speech Perfect 230
Lesson 2: Community Health Problems 231
Activity 10: Alphabet Soup 231
Activity 11: Code-Decode 232
Activity 12: Catch and Match 237
Activity 13: Identify-Classify 238
Activity 14: Circle Recall 238
Activity 15: Tell Me Why? 239
Activity 16: Sentence Reflect 239
Activity 17: Picture Analysis 239
Activity 18: Teach-Reach 240
Activity 19: Song Irony 241
Activity 20: Memory Lane 242
Activity 21: An Experiment: Snare in the Air 248
Activity 22: Experiment: Must Be Something in the Water 249
Activity 23: Sum it Up! 250
Activity 24: Data Shows 251
Activity 25: Case Study 251
Activity 26: Paint Me a Picture 252
Lesson 4: Community Health Action Project Implementation 253
Activity 27: Think 254
Activity 28: My Action Plan 256
Activity 29: Time Frame 257
Activity 30: Canteen Survey 258
Lesson 5: Project Assessment 258
Summary/Synthesis 260
Glossary 260
Resources 262
vi
Activity 1: Buzz Time! 271
Activity 2: Reading Time! 271
Activity 3: Key Drug Concepts 274
Activity 4: Ways Drugs of Abuse Enter the Body 275
Activity 5: What is your Choice? 275
Activity 6: Reflection Time 275
Activity 7: Let’s Make a Box of Information 276
vii
Rubric for Board and Card Game 316
Generalization 317
References 317
Quarter III –Unintentional Injury Prevention, Safety and First Aid 319
Introduction 320
Learning Competencies 321
Diagnostic Assessment 321
Instructional Activities 321
Lesson 1: The Basics of First Aid 324
Activity 1: “Emergency! Emergency! What will I do?” 324
Activity 2: Organize Your Thoughts 326
Activity 3: Figures of Speech 327
Activity 4: “Is He a Good First Aider?” 327
Activity 5: Complete Me 328
Activity 6: First Aider on the Go.. 328
Activity 7: Act It Out! 329
Lesson 2: Survey of the Scenes and Victims 330
Activity 8: Express Your Queries 331
Activity 9: Let’s Try This! 339
Activity 10: Share Your Heroism 340
Activity 11: Rate Yourself 340
Activity 12: Learning Outside 341
Activity 13: Music is Good for Health 341
Lesson 3: Dressing and Bandages 342
Activity 14: Bonding with Dressing and Bandages 342
Activity 15: Twist and Double Match 343
Activity 16: Wound and Bandage 348
Activity 17: Be Grateful and Resourceful 349
Activity 18: Bandaging Olympics 349
Lesson 4: Carrying and Transporting an Injured Person 350
Activity 19: “How Will You Bring Me To a Safe Place?” 350
Activity 20: Pick and Carry 354
Activity 21: Thinking of Others 355
Activity 22: Campaign for Safety 355
Lesson 5: First Aid for Common Unintentional Injuries 356
Activity 23: Creative Presentation 356
Activity 24: Looking Back 363
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Activity 25: First Aid Challenge 363
Activity 26: “Can I Be?” 363
Activity 27: Fully Packed 364
Activity 28 “Let’s Go and Let’s Do” 364
Summary/Synthesis/Feedback 365
Glossary of Terms 365
References 366
ix
Summative Assessment 415
Synthesis 418
Glossary of Terms 419
Resources 421
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Physical education learner’s material unit
SPORTS 1
OFFICIATING
1
Physical education learner’s material
Unit I
SPORTS OFFICIATING
CONTENT STANDARD PERFORMANCE STANDARD
The learner . . .
The learner . . . • maintains an active lifestyle to influence the physical
• demonstrates understanding of lifestyle and weight activity participation of the community
management to promote community fitness. • practices healthy eating habits that support an active
lifestyle
INTRODUCTION
The advancement brought about by science and technology has made life easier.
Unfortunately, the luxury of just pushing a button or clicking a mouse is leading
us to a sedentary lifestyle.
In order to meet the demands of daily routines and activities, it requires a
fitter and healthier mind and body which can be achieved through active par-
ticipation in physical activities like sports officiating.
This module dares to answer this pressing concern as it introduces you to
the world of sports officiating; its basics which include both the personal and
professional qualities that an officiating official should possess.
Real life experiences and challenges will be given relative to sports officiating
to help you enhance your fitness, management skills, and positive behavior such
as integrity, teamwork, discipline, sound judgment, and impartiality.
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SPORTS OFFICIATING
LEARNING COMPETENCIES
The learner ...
➣➣ undertakes physical activity and physical fitness assessments.
➣➣ assesses eating habits based on the Philippine Food Pyramid/ My Food
Plate.
➣➣ determines risk factor (obesity, physical inability, poor nutrition, smoking)
for major non- communicable diseases lifestyle related (e.g. Diabetes,
heart diseases, stroke, cancer).
➣➣ officiates practice and competitive games.
➣➣ distinguishes among facts, myths and misinformation associated with
eating habits.
➣➣ monitors periodically one’s progress towards the fitness goals.
➣➣ performs appropriate first aid for injuries and emergency situations in
physical activity and sports settings ( e.g. Cramps, sprain, heat exhaustion)
➣➣ involves oneself in community services through sports officiating and
physical activity programs.
➣➣ recognizes the needs of others in a real life and meaningful way.
PRE-ASSESSMENT
Name:
Questions Yes No
• Has your doctor ever said that you have a heart condition and that you
should only do physical activity recommended by a doctor?
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Physical education learner’s material
• In the past month, have you had chest pain when you were not doing
physical activity?
• Do you lose your balance because of dizziness or have you ever lost
consciousness?
• Do you have a bone or joint problem (for example, back, knee, hip)
that could be made worse by a change in your physical activity?
• Do you know of any other reason why you should not do physical
activity?
• If you answered YES to any of these questions, talk with your doctor before
you start engaging in physical activity. Tell your doctor about the PAR-Q
and which questions you answered yes.
• If you answered NO to all PAR-Q questions, you can take start partici-
pating in physical activity.
Source: Canadian Society for Exercise Physiology. (2002). Physical Activity Readiness Questionnaire -
PAR-Q. Retrieved from: www.csep.ca/forms
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SPORTS OFFICIATING
Here’s how to compute your THR (Target Heart Rate) at moderate and at vigorous
intensity of physical activity:
Moderate (40 - 55%): 220 – age = ________ Personal Maximum Heart Rate (PMHR)
You should always have a record of your heart rate before and after a physical
activity to keep track of your fitness level. Remember, one of the most efficient
ways to assess your fitness is through your heart rate.
Lunges Cariocas
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Physical education learner’s material
Name:
Age: Sex:
THR:_____________ (Moderate Activity) THR:______________(Vigorous Activity)
Weight: Height:
Classification:
Remarks (AB-
Physical Fitness Components and Tests Score Above Target/
BT-Below Target)
Refer to the following tables of targets according to your age and gender
for the interpretation of your scores:
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SPORTS OFFICIATING
AGE Standing Long Partial Curl-Ups Chair Push-Ups 50 m. Sprint Shuttle Run Sit and Reach 3 min. Step Test
Jump (sec.)
(sec.) (cm.) (Pulse Rate in 10
(cm.) sec. X 6)
15 205 38 21 7.5 10.9 55 107
16 215 42 22 7.3 10.8 56 105
17 222 45 23 7.0 10.7 64 102
18 230 47 24 6.8 10.4 69 99
19 235 49 25 6.6 10.2 70 98
20 240 51 26 6.5 10.0 72 96
21 250 55 27 6.4 9.8 72 95
AGE Standing Long Partial Curl-Ups Chair Push-Ups 50 m. Sprint Shuttle Run Sit and Reach 3 min. Step Test
Jump (sec.) (Pulse Rate in 10
(sec.) (cm.) sec. X 6)
(cm.)
Processing Questions:
• What did the result of the Fitness Test reveal about your present fitness
level?
• Which tests did you score satisfactorily? Poorly? What should you do
about it?
• Which of the two levels of activity intensity did your heart rate fall during
the conduct of the Fitness Test? (Moderate or Vigorous)
• How important is taking your THR when participating in a certain physical
activity?
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Physical education learner’s material
INSTRUCTIONAL ACTIVITIES
PART I: WHAT TO KNOW
Welcome to the first part of your lesson in Sports Officiating! In
this phase, you will be provided with activities that will activate
your prior knowledge as regards the lesson. From there, follow-up
activities will be given to elicit your tentative understandings. As
you go through the rest of the activities, misconceptions and alter-
native conceptions you have in mind will be clarified. Finally, your
knowledge, considering its adequacy and relevance will be assessed
at the end of this phase.
Objectives:
• Identify the common injuries that may happen during a sports officiating
activity;
• Suggest possible ways to alleviate the suffering of an injured officiating
official; and
• Simulate the application of appropriate first aid techniques to specific
injuries that may occur in a sports officiating activity.
Materials/Equipment Needed:
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SPORTS OFFICIATING
Procedure:
• To alleviate suffering
• To prevent added/further injury or danger
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Physical education learner’s material
A sprain is caused by torn fibers in a ligament. Swell- Heat exhaustion is a response to heat characterized
ing and bruising are some signs and symptoms. by fatigue, weakness and collapse due to inadequate
intake of water to compensate for loss of fluids during
sweating.
FIRST AID
Other serious injuries that require immediate care or first aid include:
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SPORTS OFFICIATING
Knee Injuries
Because of its complex structure and weight-bearing capacity, 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.
More 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 or twist to the knee, from improper land-
ing after 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).
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 the 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
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Physical education learner’s material
Home treatment
Minor sprains and strains can be treated at home using the following 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 R.I.C.E. 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, to reduce pain without
increasing bleeding. Thereafter, ibuprofen (or other non-steroidal an-
ti-inflammatories) or aspirin is a good choice. Don’t give aspirin to a child
younger than 16 years.
• Apply Arnica oil 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 not to
cause pain.
• Gradually increase the range of movement – let pain be your guide.
Strains usually heal in about a week. Sprains may take up to three weeks to
heal.
For fractures
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SPORTS OFFICIATING
• Get medical attention immediately. Fractures of the femur and pelvis may
cause severe internal bleeding.
• Don’t give the person anything to eat or drink in case surgery is needed.
Prevention
R.I.C.E method
• Rest the injured part, especially for the first 24 to 48 hours after the injury
– this is the most critical time of treatment. Avoid any activity that causes
pain or makes it worse. Use crutches if the leg, foot or ankle is injured.
Support an injured wrist, arm or shoulder with a sling. Tape an injured
toe or finger to its healthy neighbor.
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Physical education learner’s material
Processing Activity:
• Divide class into 4. Assign a leader to lead your group in answering the
following questions:
◊ Injuries may happen anytime, anywhere. List at least 3 factors that
can cause injuries.
◊ Explain why they can lead to injuries.
◊ How important is knowledge and skills in applying appropriate first
aid techniques to an injured officiating official or athlete?
• Print your shared ideas and let your leader or reporter present your work
to the class.
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SPORTS OFFICIATING
Activity 2:
Trim Down a Bit, Be Safe and Be Fit (on weight management)
Objectives:
Materials/Equipment Needed:
• Activity notebook
• Calculator
• Bond paper
• Whistle
Procedure:
• Do your preliminary activities:
◊ Obtain heart rate at rest.
◊ 10-15 minute warm-up exercises (static and dynamic stretching ex-
ercises).
◊ Obtain heart rate after the warm-up activity.
• Group yourselves according to BMI classification:
• Group 1 - Underweight
• Group 2 - Normal
• Group 3 - Overweight/Obese
• You are going to have a game. It’s called modified obstacle relay. You will
be provided with an obstacle course with specific stations indicating the
task to accomplish. All are related to sports officiating (e. g. basketball).
Blow your whistle first before executing the needed signal or skill.
• Refer to the illustration regarding the challenges you have to pass through
in the obstacle course as your guide.
• The first team to finish wins. Are you ready? Let’s do this!
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Physical education learner’s material
High knees
4 side shuffles
xxxxxxxxxx
Processing Activity:
Assemble in columns per group and discuss among group members the following
questions:
• What went well? What went wrong?
• How does body weight influence one’s physical activity like in the one
you just did?
• What suggestions can you give to perform better next time, and in other
physical activities at hand?
Readings:
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 ma-
nipulate this balance between calories consumed and calories expended.
Gaining Weight
Some people have difficulty in 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 frequent meals with healthy snacks.
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SPORTS OFFICIATING
For example, in addition to three main meals, consume three snacks per day.
Consuming about 300 to 500 calories per day more 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.
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 de-
creasing caloric intake.
What is Calorie?
A calorie is defined as the heat required to raise the tempperature of 1 gram
of water 1 degree Celcius. Because this is 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 is defined as the energy required to maintain your 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 deter-
mines how many calories you are burning at rest. Basal metabolic rate is 60%
to 75% of the total energy expenditure. Typically, the larger and more muscular
the person is, the higher the BMR is.
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Physical education learner’s material
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 consumed a meal. The thermic effect
of food is 10% to 15% of your total energy expenditure.
The thermic effect of activity is the amount of energy required for physical activity.
It can be measured in a laboratory when you are exercising on a stationary
bike or treadmill. The thermic effect of 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.
One other component of total energy expenditure that plays a role is non-
exercise 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.
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman,
Ph. D., American College of
Sports Medicine, 2011, pp. 69-70, 76
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SPORTS OFFICIATING
Table 9. Daily Estimated Calories and Recommended Servings for Adolescents
6 oz for females
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D.,
American College of Sports Medicine, 2011, pp. 190
Energy Balance
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Physical education learner’s material
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
techniques to estimate this, but these tests are not practical for most people. Ta-
ble 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
Age Activity Level** Age Activity Level**
Sedentary Moderately Active Sedentary Moderately Active
Active Active
12 1800 2200 2400 12 1600 2000 2200
13 2000 2200 2600 13 1600 2000 2200
14 2000 2400 2800 14 1800 2000 2400
15 2200 2600 3000 15 1800 2000 2400
16 2400 2800 3200 16 1800 2000 2400
17 2400 2800 3200 17 1800 2000 2400
18 2400 2800 3200 18 1800 2000 2400
19-20 2600 2800 3000 19-20 2000 2000 2400
21-25 2400 2800 3000 21-25 2000 2000 2400
Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from the Institute of Medicine
and Dietary Reference Intakes Macronutrients Report, 2002
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SPORTS OFFICIATING
Processing Activity:
Objectives:
Materials/Equipment Needed:
• Activity notebook
• Calculator
• Playing area (probably a basketball court if there’s any)
• Basketball ball
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Physical education learner’s material
Your ring/basket
To play defense/guards
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SPORTS OFFICIATING
Officiating Officials:
C (Group III)
Game 2 Officiate Observe Play Play
Game 2 Winner 1
Play Play
Game 3 Observe Officiate
(Winner 1) (Winner 2)
D (Group IV)
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Physical education learner’s material
Processing Activity:
Readings:
Physical Qualities
Physical Fitness
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SPORTS OFFICIATING
fitness if he or she has to perform better in his chosen field of endeavor. Several
ways to determine one’s fitness which are basis in improving it include:
◊ Body Mass Index
◊ PMHR and THR (Personal Maximal Heart Rate and Training Heart
Rate)
◊ Fitness or Exercise Program
◊ Nutrition and weight management
Emotional Qualities
Mental Qualities
Social Qualities
Social qualities refer to the ability to deal with others at any given situation.
Complaints are inevitable in a game. It is the ability of an officiating official to
settle disputes without sacrificing the integrity of a game and the officiating team.
To develop such qualities requires practice just as the emotional qualities do.
Surrounding oneself with people who make wise decisions especially in officiating
endeavors might help one improve his or her decision-making skills.
Source: http://www.lancssundayleague.co.uk/downloads/FA%20Referees%20Fitness%20Guide.pdf
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Physical education learner’s material
Processing Activity:
• With same groups, you will be distributed with pieces of manila paper
and markers.
• Considering the previous readings on the qualities of an officiating official,
draw on the manila paper the picture of your ideal officiating official.
• Ready? Set. Go! (2 minutes)
• This time, let’s find out what characterizes your ideal officiating official.
• (individual or group presentation)
Objectives:
Materials/Equipment Needed:
• Activity notebook
• Whistle
• Calculator
• Playing area (probably a basketball court if there’s any)
• Visual materials (hand signals of referees in basketball, volleyball, and
football)
• Flashcards indicating the term for the hand signals in each of the 3 sport
• Score board and chalk/marker
• Markers or pentel pens
Procedure:
• Do your preliminary activities:
◊ Obtain heart rate at rest.
◊ 10-15 minute warm-up exercises (static and dynamic stretching ex-
ercises).
◊ Obtain heart rate after the warm-up activity.
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SPORTS OFFICIATING
• Group class into 3. Select a leader per group. Leaders will draw lots to
designate which sport will be assigned to them.
Example Sports Assignment per Group:
a. Group 1 Basketball
b. Group 2 Volleyball
c. Group3 Football
• You will be provided with illustrations of hand signals of referees of your
respective sport assignment for you to master within 10 minutes.
• After 10 minutes, Group 1’s mastery will be assessed first, followed by
Groups 2 and 3.
• In group formation, you will be shown a sequence of 10 flashcards indi-
cating the hand signal to be executed in synchrony by your group. Upon
whistle is given, execute with your groupmates the given hand signal
then freeze for 2 to 3 seconds. 2 points will be given to a correctly, timely
performed hand signal.
• The group with most points, wins the game.
A. Basketball:
Source: basketball hand signals-www.nba.com
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Physical education learner’s material
B. Volleyball:
Source: www.picstopin.com
C. Soccer
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SPORTS OFFICIATING
Processing Questions:
ACTIVITY 5: Fuel Up
In the previous stages, you have found out the nutritional requirements of an
official and its influence to one’s performance. In this activity, you will consider
yourself an official and prepare a balanced meal for you.
Objective:
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Physical education learner’s material
Here’s how:
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SPORTS OFFICIATING
Processing Questions:
Remember…
Good nutritional status is needed for an official to do his/
her duties and responsibilities effectively and efficiently.
Objective:
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Physical education learner’s material
Here’s how:
I believe that there are three major types of rewards and satisfactions you
realize that result from participation as an Interscholastic Soccer Referee: physical
fitness, mental fitness and attitude, and social networking and people skills.
Physical Fitness
This includes such things as improved: general health, weight control, stamina,
reflexes, higher energy levels, posture, and stature.
Comment: While not every referee realizes these at the same levels, yet you
should be able to feel that you have seen some of each improve in yourself. The
key behavior that generates these physical fitness benefits is to adopt a regular
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SPORTS OFFICIATING
Mental Fitness
Mental Attitude
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Physical education learner’s material
In short, networking is the virtual web of people contacts that we make, enjoy,
and benefit from throughout our Interscholastic Referee careers.
Comment: Through networking we establish lifelong professional contacts
and friendships. These enhance and help us enjoy our soccer activities, and
allow us to get to know interesting sports figures. All of these result in our per-
sonal professional development. These benefits are among the most rewarding
that we receive because of our involvement. Many of us refer to interscholastic
soccer refereeing as an avocation, simply because it is not a full-time job, but
rather an activity we pursue as our time, and the game assignments that are
available, permit. However, we realize that it is a challenging profession, and as
such helps us to develop all of the professional attributes required for successful
performance of any career pursuit. The professional development opportunities
and the sharing with others in our chosen profession yield benefits important
to our daily life experiences. Consider what we experience through networking
with all of the people we come into contact with.
First, we establish many life-long professional contacts, friendships, and
acquaintances with many talented and competent individuals, whether it be
Referee colleagues, school administrators, educators, sports administrators,
and sports figures. We tend to meet and mix with these people not only through
the games we referee, but also through local group meetings, training sessions,
attending special soccer-related events, and through personal contact with such
specialists as Assessors, Mentors, Assigners, and Instructors. Also, the fun of
associating with other Referees who regard their own soccer refereeing as an
opportunity to excel often result in our own desire to improve being motivated.
By pursuing personal development activities to strengthen our soccer
refereeing skills, we meet and are exposed to a variety of knowledgeable people
who share their perceptions of the game and participants. Along the way our
own understanding and enjoyment of high school soccer grows and enhances
the career experience significantly.
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SPORTS OFFICIATING
stances both positive and challenging, help you to develop a uniquely successful
ability with people, perhaps more than in many other professions.
Summary: There are many specific rewards that you realize as a result of your
participation in high school soccer refereeing. While every high school soccer
referee may not necessarily experience every one of those mentioned in this
article, you have probably benefited from most of those covered here. The fuller
you participate, and the more you take a professional attitude towards learning
and practicing the elements of being a successful Interscholastic Referee, the
more and longer you will enjoy these “dividends” of your avocation.
Suggested Rubric
Approaching
CATEGORY Advance- 4 Proficient- 3 Developing-1
Proficiency-2
Content – All content throughout Most of the content is The content is generally Content is typically
Accuracy the presentation is accurate but there is one accurate, but one piece confusing or contains
accurate. There are no piece of information that of information is clearly more than one factual
factual errors. might be inaccurate. flawed or inaccurate. error.
Originality Presentation shows Presentation shows Presentation shows an Presentation is a re-
considerable originality some originality and in- attempt at originality hash of other people’s
and inventiveness. The ventiveness. The content and inventiveness on ideas and/or graphics
content and ideas are and ideas are presented 1-2 cards. and shows very little
presented in a unique in an interesting way. attempt at original
and interesting way. thought.
Cooperation Group delegates tasks Group delegates tasks Group delegates tasks Group often is not ef-
and shares responsibil- and shares responsibility and shares responsibility fective in delegating
ity effectively all of the effectively most of the effectively some of the tasks and/or sharing
time. time. time. responsibility.
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Physical education learner’s material
Remember…
Officiating is an enjoyable way of improving one’s fitness.
It takes a healthy and fit official to smoothly and fairly run a sports
competition.
Objective:
Here’s how:
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SPORTS OFFICIATING
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Physical education learner’s material
China has been cracking down on match-fixing scandals and gambling since
November 2009, when a new initiative was made to bear down on these illegal
activities.
Nan Yong and Yang Yimin, both former vice chairmen of the CFA, were
arrested for alleged match-fixing and bribery last March. Xie Yalong, another
former vice president of the CFA was arrested for bribery last October. Soccer
insiders have stated that an anti-corruption supervision mechanism should be
put into place to guard against match-fixing scandals and gambling.
www.chingdaily.com.cn/sports/2011-03/content-12252463.htm
Source: Bill Koch; BC Athletics Official Ethics and Guidelines for Conduct, 2011
Officials will….
1. Conduct the event according to the rules with the welfare of the athlete
in mind.
2. Strive to benefit each athlete in events he/she officiates. This includes
helping very young athletes to understand relevant rules (e.g., correct
starting stance in sprints), helping with equipment (e.g., starting blocks,
throwing implements) and helping athletes at all ages achieve their best
possible results.
3. Warn and strive to educate athletes in a polite manner if he/she witnesses
athletes engaged in illegal or dangerous activity (e.g., unsafe throwing
style or illegal starting position) during warm-ups for an event.
4. Extend the benefit of their experience to the less experienced officials and
volunteers whenever the opportunity arises. This includes gently advising
them about rules or about ways to perform their duties more efficiently
and accurately.
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SPORTS OFFICIATING
5. Without hindering their own duties or the welfare of athletes, help spec-
tators enjoy the event through suggestion of the best and safest observa-
tion areas, explain rules when asked, and otherwise act to enhance the
entertainment value of the event.
These values mean that officials should strive for accuracy and consistency in
their officiating actions, as well being dependable and trustworthy in their work
as officials. The latter implies that officials should accept the responsibility for
their errors that may affect competitions, and work to increase or sustain others’
(athletes, coaches, spectators, other officials) trust.
Officials will….
1. Arrive in good time for the competition and report immediately to the
official in charge.
2. Be fully prepared to do the job assigned to them.
3. Be ready at appropriate start times for individual events they are to offi-
ciate.
4. Draw all the necessary equipment for the running of the event and ensure
that it is returned upon completion of the competition.
5. Maintain up to date knowledge of measurement (e.g., timing systems)
devices and procedures necessary in their specialty.
6. Correct their errors (e.g., measurement errors, mistaken calls) promptly
and consult appropriately with other officials or supervising officials in
the event of errors.
7. Educate themselves on a regular basis about rule changes that may affect
their specialty (e.g., false start rules).
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Physical education learner’s material
C. Be suppor tive of other par ticipants and loyal to our Spor t
Organizations.
Officials will……
1. Speak to and about athletes, other officials, volunteers, coaches and rep-
resentatives of sport organizations with customary politeness.
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SPORTS OFFICIATING
Officials will….
1. Perform evaluations for other officials, when requested, in an objective
way and without friendships or personal differences in mind.
2. Provide the same quality of advice or benefit of the doubt when dealing
with athletes, independent of any friendships or other personal relation-
ships.
3. Bear in mind their own possible biases when a potential conflict of interest
presents itself (e.g., one’s own athlete is competing in an event one is
officiating).
4. When feasible, turn over their duties to another similarly qualified official
when a conflict of interest presents itself and the stakes appear high.
Officials have the duty to respect individual athletes or other parties at competi-
tions, independent of cultural, ethnic, gender, age, or other characteristics of the
individual that may set the other person apart from the official’s own background
and sense of familiarity. Although this is usually meant to prevent discrimination
on the basis of gender, ethnicity, or disability (all areas of human diversity that
are associated with human rights legislation), it also applies to areas of diversity
such as age or experience in the athletic event or officiating task. Thus, it applies
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Physical education learner’s material
to treating very young (and thus immature) athletes and less experienced (and
thus less competent) officials or volunteers in a dignified and respectful manner.
Officials will….
1. Respect the dignity of athletes, other officials and volunteers, coaches,
and spectators.
2. Work in a spirit of cooperation with other officials and not interfere in
any way with their responsibilities.
3. Criticize in a constructive manner, and at an appropriate time, directly
to the official concerned.
4. Understand that some athletes, officials, or volunteers, by reason of their
youth, possible disabilities, or inexperience may require enhanced instruc-
tion or guidance, within the limits of the no assistance in the competition
area rule.
5. In such cases of youth, inexperience, or disability, provide instruction in
a polite and considerate manner.
6. Treat athletes with equal respect and dignity independent of their eth-
nicity, gender, age, religion, nationality, or other personal characteristics
unrelated to the athletic event.
7. Uphold the BC Athletics Harassment Policy.
G. Exhibit Professionalism
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SPORTS OFFICIATING
Officials will….
1. Conform to reasonable technical standards of their area of practice (e.g.,
starter, track umpire, throws judge) as well as to any ethical standards
that govern them.
2. Be conscientious and business-like (as opposed to cavalier) in carrying
out their duties.
3. Conduct the event that they are officiating in an efficient and non-abrasive
manner.
4. Be courteous (not irritable, not dismissive or insulting) to athletes, coaches,
spectators, as well as other officials and volunteers.
5. Wear the accepted uniform as outlined by the National Officials Committee
or by the organizing committee for the individual competition.
6. Treat complaints, questions, concerns, or appeals raised by others (e.g.,
athletes, coaches, spectators, other officials) with consideration and po-
liteness.
7. Act in a manner that will bring credit to the Athletics community and
themselves, both within and outside the competition area and/or arena.
Officials will not……
1. Use profane, insulting, harassing or otherwise offensive language in the
conduct of their duties.
2. Dismiss appeals, questions, or complaints from athletes, coaches or spec-
tators in a dismissive or cavalier manner.
3. Target any other official, athlete, volunteer, coach, or spectator as an
object of ridicule, harassment, or malicious gossip.
This value presumes that athleticism is part of a generally healthy lifestyle, and
that BC Athletics and Athletics Canada encourage not only athletic competition,
but enhanced health in their members and in the general public.
Officials will….
1. Exhibit a polite and relaxed manner when conducting their duties.
2. When stressed or distracted by personal issues, seek help from other of-
ficials to ensure the event proceeds smoothly and their own distress does
not disrupt the athletic event.
3. Seek appropriate professional help if their personal or emotional diffi-
culties begin to routinely interfere with their officiating performance.
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Physical education learner’s material
This means obeying the law (e.g., criminal code of Canada, human rights codes,
and IAAF or other rules of competition).
Officials will….
1. Willingly and promptly consent to a criminal records search as required
by the sports organization.
2. Report criminal acts to a legal authority
Officials will not……
1. Provide underage athletes with alcohol
2. Provide an athlete with illegal substances.
3. Advocate or condone the use of drugs or other banned performance en-
hancing substances, classes, or methods.
In our society, we now recognize that some individuals (e.g., persons with dis-
abilities) are more vulnerable to poor treatment because of their relative youth,
mental or physical disability, or other characteristics that place them at a dis-
advantage. This code of conduct recognizes that such individuals may require
special attention.
Officials will….
1. Use methods that maximize the understanding of rules and competition
procedures of persons of diminished capacity. This may include repeti-
tion of instructions at the beginning of an event, including the guardian
or coach of a vulnerable athlete in the instructions, within the limits of
competition rules.
2. Be particularly cautious in establishing the understanding of rules and
procedures with persons of diminished capacity.
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SPORTS OFFICIATING
Objective:
Here’s how:
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Physical education learner’s material
Objective:
Here’s how:
Remember…
A healthy official lives a healthy lifestyle.
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SPORTS OFFICIATING
Objectives:
Here’s how:
1. You will now extend your fitness commitment to the community as one
class. But don’t worry because your teacher will assist you in realizing
your goals in this activity.
2. Your class is provided with a GRASPS template to guide you with your
final performance. GRASPS stands for Goal, Role, Audience, Situation,
Product and Standard. Read it carefully.
3. Plan carefully with your class. Assign each classmate with a task and
discuss how to do it.
4. Present your plan and program of activities to your teacher.
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Physical education learner’s material
Suggested Rubric
Approaching
CATEGORY Advance-4 Proficient-3 Developing-1
Proficiency-2
Time-manage- Routinely uses time well Usually uses time well Tends to procrastinate, but Rarely gets things done by the
ment throughout the project to throughout the project, but always gets things done by the deadlines and group has to adjust
ensure things get done may have procrastinated on deadlines. deadlines or work responsibilities
on time. one thing. because of this person’s inadequate
time management.
Quality of Work Provides work of the Provides high quality work. Provides work that occasionally Provides work that usually needs to be
highest quality. needs to be checked/redone by checked/redone by others to ensure
other group members to ensure quality.
quality.
Focus on the task Consistently stays Focuses on the task and what Focuses on the task and what Rarely focuses on the task and what
focused on the task and needs to be done most of the needs to be done some of the needs to be done. Lets others do the
what needs to be done. time. Other group members time. Other group members work.
Very self-directed. can count on this person. must sometimes nag, prod,
and remind to keep this person
on-task.
Attitude Never is publicly critical Rarely is publicly critical of the Occasionally is publicly critical Often is publicly critical of the project
of the project or the work project or the work of others. of the project or the work of or the work of other members of the
of others. Always has a Often has a positive attitude other members of the group. group. Often has a negative attitude
positive attitude about about the task(s). Usually has a positive attitude about the task(s).
the task(s). about the task(s).
Monitors Group Routinely monitors Routinely monitors the Occasionally monitors the Rarely monitors the effectiveness of
Effectiveness the effectiveness of effectiveness of the group effectiveness of the group and the group and does not work to make
the group, and makes and works to make the group works to make the group more it more effective.
suggestions to make it more effective. effective.
more effective.
Working with Almost always listens Usually listens to, shares, Often listens to, shares with, Rarely listens to, shares with, and
Others to, shares with, and with, and supports the efforts and supports the efforts of supports the efforts of others. Often is
supports the efforts of of others. Does not cause others, but sometimes is not a not a good team player.
others. Tries to keep ”waves” in the group. good team member.
people working well
together.
Contributions Routinely provides useful Usually provides useful ideas Sometimes provides useful Rarely provides useful ideas to the
ideas to the community. to the community. ideas to the community. community.
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SPORTS OFFICIATING
Processing Questions:
1. How does your knowledge and skills in officiating help improve fitness
level of members of the community?
2. How do values in officiating help in the successful conduct of sports ac-
tivities in the community?
3. How does participation in officiating related activities help achieve fitness
of the community?
SUMMARY/SYNTHESIS/FEEDBACK
Sports is a very wide field, composed of several dynamic people and events
interacting with one another. It is a popular activity of most people for its
characteristics of being fun, exciting and challenging to its participants. But our
idea of sports participation is mostly limited on the players’ role in the sports
fields perhaps, it is the one being highlighted during competitions. But there is
more to sports than just being a player, and that is officiating.
Officiating is an important part of any sports activity whether it is competitive
or recreational. It helps in making the activity more challenging and fun. Good
officiating results to good game and good game provides better entertainment.
Sports’ officiating is not just the “judge role in the court.” More importantly,
it benefits us by improving our fitness. Participation in physical activities such
as officiating coupled with healthy lifestyle will surely lead us to attaining and
sustaining a quality and a healthy life.
SUMMATIVE ASSESSMENT
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Physical education learner’s material
3. For sports officials to have lean muscles, what type of food should they eat?
A. Carbohydrates C. Iron
B. Fats D. Protein
4. Hydration is important in officiating especially in running continuously for
long minutes. Sports officials do not have the luxury of a time out. If they
want to hydrate their body, what’s the best drink to take?
A. Energy Drinks C. Sports Drink
B. Softdrinks D. Water
5. What lifestyle-related disease will an official have if he/she continues to
smoke and eat without cholesterol-rich foods?
A. Cancer C. Heart Disease
B. Diabetes D. Stroke
6. Sports officials mostly use their arms for signalling. What fitness component
will be developed with this regular movement?
A. Cardio Vascular Endurance C. Flexibility
B. Muscular Endurance D. Muscular Strength
7. Aside from improper eating habits, what habit also causes diabetes?
A. Genetics C. Environment
B. Jogging D. Sedentary Lifestyle
8. Officiating has a high physical demand, especially in sports like basketball,
soccer and combative sports. What should the referee do PRIOR to doing
his/her officiating task?
A. Warm up C. Static Stretching
B. Dynamic Stretching D. Instantly proceed with officiating
9. In what way will our knowledge and skills in sports officiating skills help our
community?
A. Save money during sports competition
B. Train youth in sports related activities like as athletes and sports official.
C. Reduces the case of delinquent youth in the communities.
D. All of the above
10. What is the BEST value that a sports official must possess?
A. Fairness C. Unjust
B. Punctuality D. All of the above
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SPORTS OFFICIATING
GLOSSARY OF TERMS
BPM- Beats Per Minute
Circuit Training- an exercise system where a series of exercises are done contin-
uously to station by station until all the exercise are executed by the participant.
Eating Habits- individual or group practice of consuming sustenance.
Hand Signals- gestures used by sports officials to communicate to the players
and audiences specifically game related events, like fouls, points and the like.
Health Related Fitness-component of physical fitness that is a necessity for
daily living.
Healthy Lifestyle- Healthy habits, attitudes, tastes, moral standards, economic
level, etc., that together constitute the mode of a healthy living condition of an
individual or community.
Sports officiating- a system of managing a sports, specifically on implementing
the game rules and keeping order in the duration of the game.
Team Sports- a sport activity played by 3 or more players per team.
WEB-BASED SOURCES
Images:
• www.volleywood.net
• www.oneresult.com
• www.interaksyon. com
• www.espn.go.com
• www.get2theleague.com
• www.qpec.com.au
• www.vashonhills.org
• www.pinterest.com
• www.dev.vga.com
• http://acdeputysal.weebly.com/uploads
• www.bbl.org.uk/index.php?id=56
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Physical education learner’s material
REFERENCES
APPENDIX
b. On bare feet, stand erect and still with weight b. Record the score in kilograms.
evenly distributed on the center of the scale.
Scoring – record body mass to the nearest 0.5 kilograms
A.2 Height – it is the distance between the floor to the top of the head in stand-
ing position.
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SPORTS OFFICIATING
Equipment:
Materials/Equipment:
Tape Measure
For you as the test taker: For your partner:
a. Wear light clothing before taking waist circumference. Record the score in centimeters.
b. On bare waist, stand erect and wrap tape measure around waist.
Standard
Men Women
Risk Centimeter Inches Centimeter Inches
Very High >120 >47 >110 >43.5
High 100 – 120 39.5 – 47 90 – 109 35.5 – 43
Normal 102 40 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Very Low <80 <31.5 <70 <28.5
Source: TFSS Fitness Manual
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FOR BOYS: Straighten the arms, keeping the b. Make sure that the student performs the push-ups in
back and knees straight, then lower the arms until the correct form.
there is a 90-degree angle at the elbows (upper arms
are parallel to the floor). c. The test is terminated when the subject can no lon-
ger perform the push-ups in the correct form (three
FOR GIRLS: With knees in contact with the floor, corrections are allowed), is in pain, voluntarily stops,
straighten the arms, keeping the back straight, then or when cadence is broken.
lower the arms until there is a 90-degree angle at
the elbows (upper arms are parallel to the floor).
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SPORTS OFFICIATING
2. Curl-ups
Purpose – to measure strength of abdominal muscles
Materials/Equipment:
Exercise mats or any clean mats
For you as the test taker: For your partner:
a. Lie on your back with the knees flexed and the feet a. One curl-up is counted each time the student’s
12 inches from the buttocks. shoulder blade touches the floor.
b. Feet cannot be held or rested against an object. The b. Make sure that the student performs the curl-ups in
arms are extended and are resting on the thighs the correct form.
c. Complete a slow, controlled curl-up, sliding fin- c. The test is terminated when the subject can no lon-
gertips along the floor until they touch the second ger perform the curl-ups in the correct form (three
tapeline. corrections are allowed), is in pain, voluntarily stops
or when cadence is broken.
d. The curl-up should be performed at a rate of one
every 3 seconds or 20 curl-ups per minute (2 seconds
going up and 1 second going down).
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Physical education learner’s material
Materials/Equipment:
Tape Measure
For you as the test taker: For your partner:
a. Sit on the floor with back flat on the wall with feet a. As the student assumes position (b) procedure,
approximately 12 inches apart. position the zero point of the tape measure at the tip
of the finger farthest from the body.
b. Without bending your back, knees, and elbows,
place one hand on top of the other and position the b. See to it that the knees are not bent as the test taker
hands on the floor. reaches the farthest that he/she could.
c. After the tester has positioned the zero point of the c. Measure the farthest distance reached.
tape measure, start the test by slowly reaching the
farthest point possible without bending the knees. d. record the score in centimeter.
2. Zipper Test –a test of upper arm and shoulder girdle flexibility intended
to parallel the strength / endurance assessment of the region.
Purpose – to touch the fingertips together behind the back by reaching over
the shoulder and under the elbow.
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SPORTS OFFICIATING
Materials/Equipment:
Ruler
For you as the test taker: For your partner:
a. Stand erect. a. Observe whether the fingers touched or overlapped
each other.
b. To test the right shoulder, raise your right arm, bend
your elbow, and reach down across your back as far as
possible.
c. At the same time, extend your left arm down and b. Measure the distance in which the fingers over-
behind your back, bend your elbow up across your lapped.
back, and try to cross your fingers over those of your
right hand. c. Record the score in centimeters.
d. Reach with the right hand over the right shoulder and
down the back as if to pull a zipper or scratch between
the shoulder blades.
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Physical education learner’s material
Materials/Equipment :
b. At the signal go, step up and down on a bench for 3 b. After the test, let the student count his pulse for 10
minutes at a rate of 24 steps per minute. One step seconds and multiply it by 6.
consists of 4 beats, – that is, “up with the left foot,
up with the right foot, down with the left foot, down
with the right foot.”
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Physical Education learner’s material unit
Social Dances 2
and Dance Mixers
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physical education Learner’s Material
Number of Sessions: 8
Unit II
CONTENT STANDARD
The learner demonstrates understanding of lifestyle and weight management
to promote community fitness.
PERFORMANCE STANDARD
The learner…
• maintains an active lifestyle to influence the physical activity participation
of the community
• practices healthy eating habits that support an active lifestyle
INTRODUCTION
Fitness is a universal concern. Whatever endeavors we’re in, whatever activities
we do, our fitness should always be taken into account if we are to perform them
effectively and efficiently. Fitness is not just for athletes, sportsmen and Physical
Education teachers and fitness instructors. It’s also a concern of students, parents
and other members of the community. If we are to become strong and productive
members of our community, we must address the very basic requirement of
such goal, the sustaining base of any endeavor we undertake, fitness.
This module introduces you to the value of social dances and dance mixers in
the enhancement of your fitness. You will be provided with activities in modern
standard dances which will in turn lead to a greater awareness of the right
foods to eat, proper ways to manage your weight and of course opportunities to
maximize the enhancement of your fitness through social dances. It is expected
thereafter that such practices will be used by you to influence the lifestyle and
fitness practices of your immediate community.
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Social Dance and Dance Mixers
OBJECTIVES
At the end of this module you, as a learner, are expected to:
➤ undertake physical activity and physical fitness assessments;
➤ assess eating habits based on the Philippine Food Pyramid/MyFoodPlate;
➤ determine risk factors for lifestyle diseases (obesity, diabetes, heart disease);
➤ distinguish among facts, myths and misinformation associated with eating
habits;
➤ describe the nature and background of the dance;
➤ execute the skills involved in the dance;
➤ monitor periodically one’s progress towards the fitness goals;
➤ perform appropriate first aid for injuries and emergency situations in physical
activity and dance settings (cramps, sprain, heat exhaustion);
➤ involve oneself in community service through dance activities; and
➤ recognize the needs of others in a real life and meaningful way.
PRE–ASSESSMENT
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physical education Learner’s Material
HR Log:
NAME:
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Social Dance and Dance Mixers
Summarize in few sentences what the survey revealed about your fitness habits and
attitudes toward social dancing. Write your summary in your activity notebook.
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physical education Learner’s Material
REFLECTION:
1. Were you aware that some of those music were composed centuries ago?
2. How was it used as background music?
3. Do you think they were used creatively? Was the music used appropriately?
4. If you were one of the original composers, would you allow your compositions
to be used as they are used today? Why or Why not?
INSTRUCTIONAL ACTIVITIES
I. WHAT TO KNOW
Welcome to the first part of your lessons in Social Dances and Dance Mixers!
In this phase, you will be provided with activities that will activate your prior
knowledge as regards the lesson. From here, follow-up activities will be
given to elicit your tentative understandings. As you go through the rest
of the activities, misconceptions and alternative conceptions you have in
mind will be clarified. Finally, your knowledge, considering its adequacy
and relevance, will be assessed at the end of this phase. So what are you
waiting for? The dance floor is yours!
Objectives:
Activate prior knowledge of learners as regards social dances and dance mixers.
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Social Dance and Dance Mixers
Daily Routine
Here’s how:
Processing Questions:
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physical education Learner’s Material
• CD/VCD/DVD player
• CDs containing music of ballroom dances
Objective:
Daily Routine
Here’s how:
Activity:
Analysis:
• How did you do the activity? Was there an observance of social graces,
order and respect while you were dancing?
• What should you have done to make the activity flow more smoothly
and peacefully?
• What happens if there’s no decency and respect in a ballroom social
dancing activity?
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Social Dance and Dance Mixers
Abstraction:
How should you behave and perform in a certain social dancing activity? The
answer is simple. You must practice etiquette in dancing to help you go about
successfully with the social dimensions of dancing. Why do you care about dance
etiquette? Because this will not just give you a fruitful dancing experience but
will also provide with a widened social network. The following aspects of social
dancing should always be considered:
DANCE FLOOR
DEMEANOR/BEHAVIOR
DANCE ETIQUETTE
PERSONAL
ON THE FLOOR
GROOMING
Dance etiquette is a set of guidelines that help you navigate the social
dimensions of dancing. Why do you care about dance etiquette? Because
it is essential for you to maximize how to go about the process of social
dancing and have a happy dancing experience.
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physical education Learner’s Material
WHAT TO WEAR
Dancing has its own culture. In social dances and dance mixers, the more
formal the dance, the more formal the outfit.
Formal Tailcoat, Tuxedo Coat, Regular Coat, Bow Tie Ball Gown, Evening Gown, Dinner Gown,
or Regular Necktie, Black Trouser Cocktail Gown
Semi-Formal Dress Shirt and Tie, Vest or Sweater that Dinner Dresses, Flowing Pants
shows the Tie
Dressy Casual Solid Color T-shirts, Turtleneck, Polo Shirt, Anything that displays a conservative,
(Practices, Dance Cotton Slacks toned-down appearance
Lessons)
Latin Button-up shirt, Solid T-shirt, Turtleneck, Sexy Outfits and Long Slit skirts, Low Neck-
Dress Slacks, Bright Colorful Outfits are lines and Exposed Midriffs are Popular
Accepted
• Do not wear sneaker or any shoe with rubber or spongy sole. They can stick
to the dance floor during turns and spins that may cause knee and ankle
injuries. Always wear dance shoes.
• Avoid sleeveless shirts and strapped dresses. It’s not pleasant to have your
partner touch your damp skin
• Avoid shaggy, baggy, low armpit upper shirt. Partner’s hand may get caught
in the baggy sleeves.
• Avoid accessories like big rings, watches, brooches, loose/long necklaces
and big belt buckles. They can be dangerous. They can catch in partner’s
clothing, causing scratches and bruises.
• Long hair should be put up or tied in a pony tail. It is difficult to get into
closed dance positions when the lady has long flowing hair. They might get
caught in partner’s hands or may even hit your partner’s face.
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Social Dance and Dance Mixers
PERSONAL GROOMING
• Brush your teeth and use mouthwash/breath mint • Freshen up and towel off periodically in the bath-
room
• Abstain from foods that produce strong odor
• Carrying an extra shirt is advisable for men in case
• Don’t smoke, it causes foul mouth and clothing odor they need to change
NO-FAULT DANCING
DEMEANOR
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physical education Learner’s Material
Application:
This time even without considering yet the proper attire and grooming
in social dancing, you will dance according to the music to be played by your
teacher and apply the dance etiquette you have learned. Your performance will
be assessed using the following criteria: grooming, courtesy; behavior during
and after dancing.
Good job!
I know you can overcome
the next challenge.
• Pen
• Activity Notebook
Objective:
Daily Routine
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Social Dance and Dance Mixers
Here’s how:
1. Consider the fitness triangle below. The two base corners indicate the con-
tribution of social and dance mixers to your fitness. All you need to do is to
enumerate such fitness benefits you can think of and write them inside fitness
triangle.
2. Organize your thoughts as regards the ideas you have written in your note-
book and share them with the class.
FITNESS
_____________________
_____________________
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physical education Learner’s Material
• Pen
• Activity Notebook
• Calculator
• Weighing Scale
• Meter Stick/Tape Measure
• Charts (Physical Activity Pyramid, MyFoodPlate and Philippine Food Pyra-
mid)
Objective:
Daily Routine
Here’s how:
1. Group yourselves according to gender. Males will compose group 1 and fe-
males will compose group 2.
2. Two stations are provided for you, station 1 for weight measurement and
station for height measurement. Together with your notebook, males will
measure first their weight in station 1 while females will measure first their
height. Afterwhich, both groups will exchange stations.
3. This time, gather in columns and be in cross sitting position.
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Social Dance and Dance Mixers
Processing Questions:
• Whatever the result of your BMI computation and classification is, do you still
have to engage in physical activities such as social dancing and performing
dance mixers? Why? Why not?
• In terms of the nutritional aspect of dancing, what are the right foods for
you to eat to maintain or improve an ideal body weight? (Refer to the chart
provided below)
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ACTIVITY 5: Lecture-Discussion
A lecture on social dances and dance mixers is hereby given to you for your
readings and discussion with your teacher. Reflect on them carefully for you to be
able to answer the questions which will be given later to assess your knowledge.
• Pen
• Activity Notebook
• Crumpled Paper
• Strips of Questions (On Social Dances and Dance mixers)
Objectives:
Daily Routine
Social dances and dance mixers are dances intended primarily to get to know
other people in attendance to a certain social function. They are also called
ballroom dances. They are usually performed in pairs, male and female, but
may also be performed in groups. Social dances are classified into two major
classifications namely the Latin American Dances and the Modern Standard
Dances. Social Dances are communal dances performed in social gatherings in
any given space. They are synonymously referred to as ballroom dances, but
the former is performed in balls or formal social functions.
Latin American Dances include the salsa, mambo, merengue, swing, cha-cha-
cha, rumba, samba, jive, boogie, and paso doble. They are called Latin American
dances because most of them are from the Latin-American countries. While the
Modern Standard Dances include the slow waltz, tango, Viennese waltz, foxtrot
and quickstep. Latin dances distinguish themselves by the costumes worn by
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Dance mixers, on the other hand, are social dances which allow group of
performers to change partners periodically while dancing to allow chance to
get to know other members of the performing group. Its primary function is to
maximize the social dimensions of dancing. There are specific dance mixers that
are performed in social events but ballroom or social dance can be converted
into dance mixers by expanding it from a pair-dancing to group dancing activity
with exchange of partners periodically while dancing.
There is more to dancing than dancing itself. It has the power to maintain
or even improve your fitness. In your previous lesson on fitness, it has already
been discussed that in planning your own fitness program, no matter what your
medium activity is, you always have to consider the FITT principle. F for frequen-
cy, I for intensity, T for time and the other T for type of the activity. Intensity
being one of the most important of the four mentioned principles, refers to the
level of exertion and is closely monitored through your heart rate. To receive
maximum cardiovascular benefits, you should dance at an intensity that raises
your heart rate from 60% to 80% of your PMHR (Predicted Maximum Heart
Rate). But if you have a special condition which includes inactivity, overweight/
obese, pregnant or with special medication, you should consult your doctor before
proceeding to your fitness regimen.
This is how to determine your THR (Target Heart Rate) range. Follow the
steps provided and you’ll arrive at your own PMHR and THR which you could
use in determining the intensity of your dancing activity and raising it to a higher
level if necessary.
STEP 1: Find you PMHR in beats per minute by subtracting your age from 220:
STEP 2: You need to work out your lowest Target Heart Rate that you need to
aim for during exercise by multiplying your PMHR by 60% (or .6):
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STEP 3: Lastly, you need to work out for your Highest Target Heart Rate that
you can aim for during exercise by multiplying your PMHR by 80% (or .8):
So, when you are dancing, you are aiming for the range of the two figures you
have come up with in Steps 2 and 3. In the example given, the Target Heart Rate
of a 15 year-old individual is from 123 to 164 beats per minute during exercise.
To maximize the benefits you can derive from social dancing in relation to car-
dio-vascular fitness, you need to know your Target Heart Rate. This determines
the intensity or level of exerted effort you are pouring into your dancing.
Processing Activity:
Paper Cha-cha
In this activity, the retention of the given facts in the lecture-discussion will
be tested. If you listened, you will be able to answer the questions to be raised.
1. Form a circle with your classmates around the hall.
2. A cha-cha-cha music will be played by your teacher in this activity. While the
music plays, perform altogether the basic weight transfer and chasse back-
ward and forward of cha-cha-cha, while passing around a crumpled paper.
3. If the teacher wishes to stop the music a whistle is given. The one holding
the crumpled paper will be asked a question regarding the lecture-discussion
given. Play the music again and pass on the crumpled paper until majority
of the class have experienced answering the questions.
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Congratulations!
You passed this phase. Get ready
for the next phase of the lesson.
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Welcome to the What to Process part of your lesson! You will be given
activities to display and enhance your skills in social dancing at the same
time formulate your understandings as regards the benefits of such activities
to your fitness and well-being. As you go on and overcome the challenges
provided for you, you will learn that together, dancing activities will be
more fun and exciting, without knowing that you are at the same time
improving your fitness and your social skills. What are you waiting for?
Get on to the dance floor and show what you’ve got!
• CD/VCD/DVD Player
• Speaker
• Chair
Objective:
• Activate learners’ prior skills necessary for the teacher to differentiate his/
her activities.
Daily Routine
Here’s how:
1. Move your chairs around the floor and stay at the dance floor with your
classmates.
2. As your teacher plays a cha-cha-cha music, dance it with any step you can
already do for cha-cha-cha.
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3. As it stops, introduce yourself with the person nearest to you as you shake
each other’s hands.
4. Do the same until you have introduced yourself with the rest of the class.
5. Your performance will be assessed according to active participation, courtesy
and attitude towards the activity.
Processing Questions:
• How do you feel about the activity? Were you able to express and introduce
yourself through movements?
• What do you think should one possess to be able to perform the different
movements you and your classmates performed? Why?
• How do the foods we eat and activities we do influence our performance in
dancing activities?
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• CD/VCD/DVD Player
• Speaker
• Cha-cha-cha music
• Pen
• Notebook
• Chart indicating the basic steps, patterns and counting
Objective:
Daily Routine
Here’s how:
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Legend:
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6. This time, let’s have it with a partner. Follow the sequence of steps to be
executed simultaneously with a partner. Continue doing them until mastery
is achieved.
1 3, 4, 1, 2 1, 2, 3, 4
3, 4, 1, 2 1, 2, 3, 4
3, 4, 1, 2 1, 2, 3, 4
3, 4, 1, 2 1, 2, 3, 4
2 3, 4, 7, 8, 2 1, 2, 6, 7, 4
3, 4, 1, 2 1, 2, 3, 4
3, 4, 7, 8, 2 1, 2, 6, 7, 4
3, 4, 1, 2 1, 2, 3, 4
3, 4, 7, 8, 2 1, 2, 6, 7, 4
Indicators of Performance O VS S NI P
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Indicators of Proficiency:
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In this activity, you will be given opportunities to learn and master the basics of
the waltz. Bear in mind that there’s more to a dance than dancing itself. After
mastering the basics, you can already come up with your own combinations.
Besides, as you continue dancing, your fitness will also continue improving.
• CD/VCD/DVD Player
• Speaker
• Waltz music
• Pen
• Notebook
• Chart indicating the basic steps, patterns and counting
Objective:
Daily Routine
Here’s how:
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Legend:
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3 Step Turn 1, 2 (Raising L arm as the female turns) 3 (Raising L arm while turning R about)
3 Step Turn 1, 2 (Raising L arm as the female turns) 3 (Raising L arm while turning R about)
Reverse Turn 5 5
Reverse Turn 5 5
3 Step Turn 1, 2 (Raising L arm as the female turns) 3 (Raising L arm while turning R about)
Indicators of Performance O VS S NI P
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Indicators of Proficiency:
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• CD/VCD/DVD Player
• Speaker
• Cha-cha-cha music
Objectives:
Daily Routine
Here’s how:
3. Distance between partners shall be about 3-4 meters. Be reminded that the
sequence of combinations is the same as how it was introduced in Activity
2, number 6. Do combinations 1 and 2 for two repetitions.
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Processing Questions:
• How did you find the activity? Were you able to perform well? Justify your
answer.
• How are dance mixers different with other social dances or other genres of
dance?
• What benefits can you gain as you engage yourself with dance mixers during
social gatherings?
In this activity, you are expected to have mastered the basics of waltz introduced
earlier. Why? Because we’re going to put it to another level! We will come up
with a dance mixer out of it for you to have a chance to dance with the rest of
your class. Sounds exciting?
• CD/VCD/DVD Player
• Speaker
• Waltz music
Objectives:
• Appreciate the value of waltz as a dance mixer and social dancing activity.
• Master the waltz combinations introduced in the previous activity.
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Daily Routine
Here’s how:
3. Distance between partners shall be about 3-4 meters. Be reminded that the
sequence of combinations is the same as how it was introduced in Activity
2b, number 12. Do the 8 combinations given.
4. Upon finishing the combinations, partners step R sideward, do bow (males)
and curtsy (females) respectively for two measures.
5. Males stand still and wait. Females move counterclockwise and meet the
next partner on the next corner of the square. Partners do the bow and curtsy
simultaneously.
6. As soon as new partners meet each other, repeat the same combinations.
7. Do the same with the rest of the remaining corners. Males stay, females travel
around counterclockwise. Two rounds may do in this activity.
8. Gather in columns, by group. Share your insights based on the processsing
questions given.
Processing Questions:
• How did you find the activity? Were you able to perform well? Justify your
answer.
• How are dance mixers different with other social dances or other genres of
dance?
• What benefits can you gain as you engage yourself with dance mixers during
social gatherings?
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In this activity, you will be introduced with new combinations other than the
basics given beforehand. All you need to do is pay attention to the mechanics
on how the movements, steps or combinations are executed. Afterwards, you
will be given time to try them on your own, together with your partner.
• VCD/DVD player
• VCD/Memory containing the videos indicated in the links provided
• Speaker • TV
Objectives:
Daily Routine
Here’s how:
1. With the same column formation, in sitting position, watch any of the follow-
ing videos of ballroom (cha-cha-cha) experts introducing basic combinations
of the dance.
• http://www.youtube.com/watch?v=0_eDzZm9JQw
• http://www.youtube.com/watch?v=Cx993DmhNOU
• http://www.youtube.com/watch?v=tzi45m7cH2g
2. Now, get a partner and try to do any of the combinations shared through the
video/s you’ve seen.
3. This time, in groups of 4 pairs, introduce the combinations you have come
up with to your group.
4. After mastering the combinations, try coming up with your own cha-cha-cha
mixer combining the steps previously learned and the new ones you have
just mastered.
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In this activity, you will be introduced with new combinations other than the
basics given beforehand. Pay attention to the mechanics on how the movements,
steps or combinations are executed. Afterwards, you will be given time to try
them on your own, together with your partner.
• VCD/DVD player
• VCD/Memory containing the videos indicated in the links provided
• Speaker
• TV
Objectives:
Daily Routine
Here’s how:
1. With the same column formation, in sitting position, watch any of the fol-
lowing videos of ballroom (waltz) experts introducing basic combinations of
the dance.
• http://www.youtube.com/watch?v=eDO_qcp4XN8
• http://www.youtube.com/watch?v=BPseiMGyy2I
• http://www.youtube.com/watch?v=l1wPywALl5U
2. Now, get a partner and try to do any of the combinations shared through the
video/s you’ve seen.
3 This time, in groups of 4 pairs, introduce the combinations you have come
up with to your group.
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4. After mastering the combinations, try coming up with your own waltz mixer
combining the steps previously learned and the n ew ones you have just
mastered.
They say, “if you want to get things done, put it in a competition”. In this activity,
learners will be displaying their unity, creativity and fitness by preparing their
own cha-cha-cha and waltz routines and perform them in a class competition.
Objectives:
• Foster learners’ creativity and mastery of the steps and combinations in cha-
cha-cha and waltz;
• Develop learners’ fitness especially health-related components as they per-
form with mastery and proficiency their cha-cha-cha and waltz routines;
• Enhance learners’ dance etiquette by actually displaying positive behaviour
before, while and after dancing; and
• Observe safety rules and proper conditioning or warm-up in dancing to pre-
vent injuries to happen.
Daily Routine
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Here’s how:
POINT CRITERIA
Mastery Proficiency
Dance Etiquette
and Creativity and Fitness
3 Displays mastery and Shows high level of profi- Exhibits very satisfactory
Very creativity as seen in routine ciency in the execution of dance etiquette before,
Satisfactory construction, grooming and steps and dance combi- during and after the perfor-
looks independently nations displaying high mance of the dance routine
health-related fitness level
1 Displays low level of mastery Shows low level of proficien- Exhibits improving dance
Needs and creativity as seen in rou- cy in the execution of steps etiquette before, during and
Improvement tine construction, grooming and dance combinations after the performance of the
and looks but with great displaying low health-relat- dance routine
amount of intervention from ed fitness level
teacher and classmates
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5. Move back to your proper places as your teachers reveal the result of your
performance.
Processing Questions:
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In this part of your lesson, you will go deeper and further. You will be given
opportunities to reflect and understand more the relevance of social dancing
to that of your fitness and well-being. Activities will be provided for you
to integrate weight management, lifestyle diseases and social dancing and
its fitness benefits which will in turn be beneficial for you as you initiate
activities to influence your community.
In this activity, you will learn about the leading diseases caused by a sedentary
lifestyle which can be prevented by regular participation in social dancing activi-
ties. You will be provided with questions to reflect and ponder on regarding your
affirmation and commitment to engaging yourself in social dancing endeavors.
Objectives:
Daily Routine
Here’s how:
1. In sitting position with your pens and notebooks, you will be provided with a
powerpoint presentation about the effects of a sedentary lifestyle and positive
effects of social dancing activities to your health.
2. Take note of the important ideas and concepts so that you will be able to an-
swer the questions which later be given to check your understanding about
the lesson.
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Processing Activity:
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In this activity, you will provided with an opportunity to voice out your opinions,
ideas, and plans as regards your participation to community fitness programs
with social dances as your medium through a search.
• CD/VCD/DVD Player
• Cha-cha-cha music
• Speaker
• A bowl containing strips of questions
• Microphone with stand
Objectives:
Daily Routine
Here’s how:
1. Select your partner. Organize yourselves in groups of five pairs each. Assign
batch number per group and respective numbers per pair.
2. In ten minutes come up with a two-minute cha-cha-cha production number.
3. After the given time, let’s proceed to the search proper.
4. As your batch is called, cha-cha-cha music plays. Utilize the first 32 counts in
moving to the stage and arranging yourselves for the production number. If
possible arrangement shall be by number of pairs, to facilitate easier rating
of performances.
5. Perform your two-minute production number with your group.
6. Afterwhich, one pair after the other, males first, approach the microphone
and draw strips containing a question in the bowl provided.
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Suggested Questions:
• What role do social dances and dance mixers play in this world
dominated by technological advancements?
• Are social dancing and performance of dance mixers still relevant
nowadays?
• How can social dancing and dance mixers contribute to fitness and
community building?
• How can you be an agent of fitness in your community?
• If you were an ambassador of fitness what programs would you
initiate in your community?
7. Your teacher will read the question. Respective contestants will give his or
her answer.
8. The process continues with the rest of the groups.
9. Your teacher will determine the winner based on the following criteria for
assessment:
4 Exhibits positive behavior Displays high level of pro- Establishes strong connec-
Advanced towards the activity and ficiency in the execution of tion between the answer
works collaboratively and dance combinations and and the question given
voluntarily with the group dynamic choreography in and comprehensive idea
the production number relevant to the topic
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• FITT Template
• Pen
• Notebook
• Philippine Food Pyramid Chart
Objectives:
• To provide opportunity for learners to plan for their personal social dancing
program incorporating the principles of FITT in developing fitness, especially
maintaining or reducing their own weight.
Daily Routine
Here’s how:
1. Individually, you will be provided with a FITT your weight off template
as illustrated below.
2. Copy the given template in your activity notebook and fill in the data
needed.
3. Share your plan with your partner, so that you can synchronize your plans.
With this, you can help each other to plan for your fitness activity with
social dances and dance mixers. Remember, it takes two to Tango!
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In terms of the intensity of your dancing activity, you may refer to the RPE (Rate
of Perceived Exertion) chart below:
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4 All details included in the template are Data, plans, and targets presented are
Advanced provided correctly appropriate to one’s needs considering one’s
present level of fitness
3 1 to 2 details in the template are missed Data, plans, and targets presented are some-
Proficient but others are provided correctly what appropriate to one’s needs considering
one’s present level of fitness
2 3 to 4 details are missed but the others are Data, plans, and targets presented maybe
Approaching Proficiency provided correctly appropriate to one’s needs considering one’s
present level of fitness
1 5 or more details are missed but the others Data, plans, and targets presented are not
Developing are provided correctly appropriate to one’s needs considering one’s
present level of fitness
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In this phase, you will be challenged to apply whatever things you 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.
In this activity, you will be given an opportunity to assess your daily HR Log
which reflects your HR before and after performing a physical activity.
• HR Log
• Pen
• Notebook
• RPE
Objective:
Daily Routine
Here’s how:
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5. In the column for RPE, if you have obtained an RPE of very light to moderate,
write beside your RPE result a P (Passed). If you have obtained an RPE of
heavy or vigorous and up, write F (Failed) beside your obtained RPE.
6. Submit your HR Log with the corresponding remarks to your teacher for
evaluation.
In this activity, you will extend your commitment to fitness development to your
immediate community. You will be provided with an opportunity to maximize
the knowledge and skills together with the understandings you have acquired in
influencing your community with the value of social dances and dance mixers
in improving fitness and wellness.
• CD/VCD/DVD player/s
• CDs/VCDs/DVDs of social dances and dance mixers
• Speaker and Microphone/s
• GRASP and Working Committees Templates
• Sample request letters (To the principal for approval and to the respective
community leader/s for coordination and if possible, for funding (tranpor-
tation, meals, and snacks)
• Sample budget proposals
• Schedule of activities/Matrix
• Parent’s Consent/Waivers
• Camera/Videocam
• Photo Album
• Notebook and Pen
Objectives:
• Show appreciation of the value of social dance and dance mixers in improving
fitness and wellness.
• Influence the community’s awareness of the value of fitness through project
COrP (Community Outreach Program)
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Daily Routine
Here’s how:
1. You will now extend your fitness commitment to the community as required
of you to accomplish. But don’t worry because your teacher will assist you in
realizing your goals in this activity.
2. Each of you will be provided with a GRASPS template to accomplish as you
go on with the conduct of the outreach program. GRASPS stands for Goal,
Role, Audience, Situation, Product, and Standard for Assessment. As you
accomplish the template you may refer to the one given below:
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5. Thorough planning with your teacher is needed to make this outreach pro-
gram achieve its goals. To be successful you need to prepare everything
beforehand and make the necessary coordinations and communications for
proper dissemination.
6. Always bear in mind that what you say is as important as how you say it.
Be respectful and courteous especially when making requests and securing
approval from officials.
7. The following are some of the documents to be prepared especially by the
Committee on Program, Coordination, and Communication for your reference
and guidance:
Isabela National High School
Music, Arts, Physical Education and Health Department Isabela National High School
III-CATTLEYA CLASS Music, Arts, Physical Education and Health Department
City of Ilagan, Isabela III-CATTLEYA CLASS
City of Ilagan, Isabela
Date
__________________
Date
Barangay Captain
Calamagui 2nd, City of Ilagan
MR. SAMUEL P. LASAM, Ph. D.
Isabela
Sec. Sch. Principal IV
Sir: INHS, City of Ilagan
(Indicate the need for the activity and request for approval
of the planned outreach program together with the provision of the Sir:
expected expenses for the activity) (Indicate the need for the activity and request for approval)
_____________________________________ _____________________________________
____________________________________________ ____________________________________________
_______________. ____________________________________________
_____________________________________ ________________________.
____________________________________________. _____________________________________
_____________________________. ____________________________________________
____________________________________________
Very truly yours, ________________________.
__________________
You
_____________________________.
Noted:
___________________
MAPEH Teacher Very truly yours,
Approved: _______________
____________________ You
Recipient Class
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SUMMARY
Now that you have learned the fundamentals of social dancing and its relation to maintaining and improving an active
and healthy lifestyle, it’s now your turn to share what you have learned with your family, friends and immediate com-
munity.
The true measure of your understanding of the concepts and principles of social dancing merged with fitness is your
capacity to apply it into your experiences in real life. Reading more about social dancing, dance mixers and fitness, spe-
cifically on lifestyle and weight management at the same time keeping yourself engaged in such activities, will probably
make you a more fit and healthier individual.
It is only through improving oneself that you can influence others’ participation and commitment to improve their own
fitness practices. Fitness is contagious, as what they say. So go on and influence your community. If everyone is fit
enough to carry out his or her daily routines then he or she is also capable of becoming a more productive member of
the community and will be a contributor to nation building and strong citizenry.
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SUMMATIVE TEST
Your final challenge is to pass the following test. It will assess the knowledge,
processes and understandings you have acquired in social dances and dance
mixers. So, get a pen and bring out a whole sheet of paper for you to accomplish
this job. Good luck!
I. Multiple choice: Read the statements carefully. Choose only the letter of
the correct answer and write it in the corresponding number in your answer
sheet.
2. What is the general term referring to the DOs and DON’Ts in social dancing?
a. behavior b. character c. dance demeano d. dance etiquette
3. Social dances are of two classifications namely, Latin American and Modern
Standard Dances. Which of the following is an example of Modern Standard
Dances?
a. cha-cha-cha b. jive c. rumba d. tango
4. Which of the following is the attire appropriate for males in Modern Standard
Dances?
a. black/white shirt c. black/white sweat shirt
b. black/white long sleeves d. coat and tie
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7. How would you best use the knowledge and skills learned in social dancing
to enhance your community’s fitness?
a. I will render an intermission number with my partner during fiestas
b. I will make social dancing my lifetime fitness activity
c. I will share my skills by teaching community folks, young and old, about
social dances
d. I will coordinate with community officials in conducting a social dancing
program for the community
10. The following are dance etiquettes that should be considered in a social
dancing activity EXCEPT ONE:
a. Wear appropriate dancing attire
b. Insist in executing difficult dance steps including aerial combinations
with your partner
c. Ask someone promptly if you wish to dance with him or her
d. Always follow counterclockwise as line of direction social dancing
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12. Which of the following, aside from fitness, can be developed if one engages
in social dancing activities?
a. respect c. courtesy
b. sense of community d. all of them
13. The following are reasons why fitness is a universal concern EXCEPT ONE:
a. We face different challenges everyday so we have to keep ourselves fit all
the time to overcome them
b. Everyone needs to be physically fit to meet daily physical challenges
c. One can influence the community fitness consciousness effectively if he
or she fosters fitness and well-being
d. To be a good athlete or player in a certain sport
15. In social dancing, a boy leads while a girl follows. What values can be developed
in such training?
a. leadership b. obedience c. respect d. all of them
II. Completion: The following is a table indicating the basic steps, step patterns
and counting in cha-cha-cha. Fill-in the missing link with the required answer
as numbered (8 points).
New York (L over R) Step L across R in Front, Step R in Place, Chasse L Sw, Step R 4. ___________
over L in Front, Chasse R Sw
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References (Web-based):
Sources of Images:
Silhouettes of Ballroom Dancers @flickr.com
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FESTIVAL 3
DANCES
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Unit 3
FESTIVAL DANCES
CONTENT STANDARD PERFORMANCE STANDARD
• demonstrates understanding of lifestyle and weight • maintains an active lifestyle to influence the physical
management to promote community fitness activity participation of the community
INTRODUCTION
Fitness plays a very crucial role in our existence as human beings. It is a sustaining
base of our physicality that allows us to overcome challenges of our daily living.
It is with fitness that our eagerness to do things that we are capable of doing
physically arise, which eventually leads us in making our own lives, including
that of others, better and more productive. We tend to challenge ourselves to
go beyond what we are already capable of doing and strive further to influence
others with what we think is better. Coupled with our desire to better ourselves
is our urge to share it with our fellowmen.
This module introduces you to the value of festival dancing in the enhance-
ment of your fitness. You will be provided with activities in this festival dancing
which will in turn lead to a greater awareness of the right foods to eat, proper
ways to manage your weight and of course opportunities to maximize the en-
hancement of your fitness through festival dancing. It is expected thereafter that
such practices will be used by you to influence the lifestyle and fitness practices
of your immediate community.
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FESTIVAL DANCES
LEARNING COMPETENCIES
The learner ...
➣➣ undertakes physical activity and physical fitness assessments;
➣➣ assesses eating habits based on the Philippine Food Pyramid/ MyFood
Plate.
➣➣ determines risk factors for lifestyle diseases (obesity, diabetes, heart
disease);
➣➣ distinguishes among facts, myths and misinformation associated with
eating habits;
➣➣ describes the nature and background of the dance;
➣➣ executes the skills involved in the dance;
➣➣ monitors periodically one’s progress towards the fitness goals;
➣➣ performs appropriate first aid for injuries and emergency situations in
physical activity and dance settings (cramps, sprain, heat exhaustion);
➣➣ involves oneself in community service through dance activities; and
➣➣ recognizes the needs of others in a real life and meaningful way.
PRE-ASSESSMENT
Part I. Warm-Up (15 mins)
Directions: This time you will be re-introduced to the basic warm-up exercises
that you have already learned during your PE class in Grade 7. Try to recall and
do them with your class so that before performing any physical activity in the
succeeding lessons, do the warm-up exercises first to condition your body and
prevent injuries from happening.
• A March
• High Knees
• Butt Kicks
• Shuffles
• Back Pedals
After performing the given exercises, use the following rating scale to assess
your performance:
I - I can perform the exercises by myself
O - I can perform the exercises with other’s help
W - I will just wait for my next PE class
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HR Log:
Name:
Date Activity Time Spent HR (Pre) HR (Post) RPE Signature
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A scale is provided for you below which helps you make meaning of the
responses you have indicated in the survey-questionnaire.
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_____________________ _____________________
_____________________ _____________________
Community:
_____________________
_____________________
_____________________
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INSTRUCTIONAL ACTIVITIES
I. WHAT TO KNOW
Welcome to the first part of your lesson in Festival Dances! In this phase, you
will be provided with activities that activate your prior knowledge as regards
the lesson. From there, follow-up activities will be given to elicit your tentative
understandings. As you go through the rest of the activities, misconceptions
and alternative conceptions you have in mind will be clarified. Finally your
knowledge, considering its adequacy and relevance, will be assessed at the end
of this phase. Viva las Fiestas!
• Pen
• Activity Notebook
Objectives:
Daily Routine
Here’s how:
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A B
________1. Bambanti Festival a. Bacolod City
________2. Bangus Festival b. Baguio City
________3. Ati-atihan c. Bicol
________4. Sinulog Festival d. Cebu City
________5. Mango Festival e. Dagupan, City
________6. Dinagyang Festival f. Davao City
________7. Panagbenga Festival g. Iloilo City
________8. Pattarradday Festival h. Isabela
________9. Masskara Festival i. Kalibo, Aklan
_______10. T’nalak Festival j. Santiago City, Isabela
k. South Cotabato
2. Exchange notebooks with your seatmate and check each other’s answers.
Your teacher will show you the answer key.
• Computer/Laptop
• LCD Projector
• Speaker
• Videos of Selected Festivals of Luzon
• Widescreen/White Board
• Powerpoint Presentation on Festivals, Festival of Luzon and Choregraphy
Objective:
• Discuss the nature and background of festivals and the leading festivals
in the country
Daily Routine:
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Here’s how:
Festival dances are cultural dances performed to the strong beats of percussion
instruments by a community of people sharing the same culture usually done
in honor of a Patron Saint or in thanksgiving of a bountiful harvest. Festival
dances may be religious or secular in nature. But the best thing about festivals
is that they add to the merry-making and festivities where they are celebrated,
the reason why they are called festival dances after all. Festival dances draw
the people’s culture by portraying the people’s ways of life through movements,
costumes and implements inherent to their place of origin.
Some of the famous festivals in the country include Sinulog of Cebu, Dinagyang
of Iloilo, Ati-atihan of Kalibo, Aklan, Buyogan and Lingayan of Leyte, Bangus
of Dagupan, T’nalak of South Cotabato, Masskara of Bacolod City, Bambanti
of Isabela, and Kadayawan of Davao. Many others, especially from Luzon, are
now paving their way to join the country’s festival of festivals, the Aliwan Fiesta
which is done in the month of April. Filipinos do festivals primarily to celebrate.
There are a multitude of reasons for this reason. We celebrate our unity amidst
the diversity of cultures and we celebrate our industry bringing about a boun-
tiful harvest. Festivals have been a consistent crowd-producing activity leading
to upliftment of a community’s economy due to its tourism and entertainment
value. Basically, festivals are a form of entertainment that attract foreign and
domestic tourists to visit a place eventually leading to the elevation of the Fili-
pino’s quality of life.
Whatever festival we celebrate, be it done to honor a religious icon or celebrate
our industry. Festival dances are a reflection of the unity of the Filipino com-
munity that despite the economic, social, environmental, cultural and political
challenges we face every day, there can be no other race more resilient than ours.
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RELIGIOUS FESTIVALS
Name of Festival Place of Origin Religious Figure Month
Honoured Celebrated
Sinulog Festival Cebu City Sto. Niño January
Dinagyang Festival Iloilo City Sto. Niño January
Ati-atihan Festival Kalibo, Aklan Sto. Niño January
Peñafrancia Bicol Virgin Mary September
Higantes Festival Angono, Rizal Saint Clement November
Longganisa Festival Viga City, Ilocos Sur Saint Paul January
Kinabayo Festival Dapitan City James the Great July
Pintados de Pasi Passi City, Iloilo Sto. Niño March
Pattarradday Santiago City Señor San Tiago May
Sangyaw Festival Tacloban City Sto. Niño July
Processing questions:
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• Computer/Laptop
• LCD Projector
• VCD/CD Player
• Speaker
• Festival music/any percussive music appropriate for festival dances
• Powerpoint Presentation on Elements of Movement in Space
Objectives:
Daily Routine:
Here’s how:
Activity:
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Analysis:
Gather learners in column formation and ask them the following questions:
• How does it feel coming up with your own festival routine?
• Was it hard or easy? Why?
• What should one know and do to come up with an easier festival dance
routine?
Abstraction:
➣ This time, a presentation on the basic skills you need to know and be able
to do on movement improvisation is provided for you. This is a recall of the
basics in folk dancing you have learned in Grade 7 and 8 Quarters 4.
Locomotor Movements
These are movements that allow you to move from one point in space to another.
It is canned from two words, “locos” which means place and “motor” which
means movement. They include the following:
Preparatory movement:
Step -This is the basis of all locomotor movements. It prepares you to move in
any direction you wish to go. It is defined as transfer of weight from one foot
to the other. Try one! Stand with your weight equally distributed to both of
your feet. Now, let your right foot carry it all. You got it! That’s what you call
a step.
Walk - Series of steps executed by both of your feet alternately in any direction.
In executing a walk, observe that there’s this moment when both feet are in
contact with the ground while one foot supports the weight and transfers it
to the other.
Run - Series of walks executed quickly in any direction wherein only one foot
stays on the ground while the other is off the ground.
Jump - This movement is simply described by having both feet lose its 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;
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Non-Locomotor movements
These are movements that are performed in one point in space without transfer-
ring to another point. They don’t allow you to move from one place to the other.
These movements include:
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.
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.
Contraction - A muscle movement done when it shortens, narrows, and tight-
ens using sufficient amount of energy in the execution.
Release - A muscle movement opposite to contraction done when it let goes or
let looses of being held into a shortening movement.
Collapse - To deliberately drop the exertion of energy into a body segment.
Recover - The opposite of collapse. This is to regain the energy exerted into a
body segment.
Rotation - To rotate is to move a body segment allowing it to complete a circle
with its motion. It’s not only limited to circumduction which is done in ball
and socket joints. Rotation can also be done in wrists, waist, knees, and ankles.
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. Pivot - To change the position of the feet or any body part
that carries the body’s weight allowing the body to face in a less than 360
degrees turn. 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.
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Change Step Step R (1), Close Step L to R (and), Step R in Place (2)
Cross Change Step Cross R over L (1), step L sideward (and), step R in place (2)
Mincing Point L in place (and), Step R in place (1), Point L in place (and), Step R in place (ct. 2)
Heel-toe, change step Heel place R sideward (1), point L close to R (2), change step with the R (Maybe
repeated with L)
Application:
➣ We’re going to have an activity with the same groups. Decide with your
group what you wish to celebrate. Now that you have recalled the basic
movements you learned for the past years. Make the celebration you have
agreed upon be the theme and your guide in creating the movements. In
ten minutes, you are expected to come up with five figures of 16 counts
each.
➣ You performance will be assessed using the following criteria:
➣ Concept/Theme
➣ Variety of movements
➣ Creativity (Application of the elements of movements in space)
➣ Cooperation
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• Computer/Laptop
• LCD Projector
• VCD/CD Player
• Speaker
• Festival music/any percussive music appropriate for festival dances
• Powerpoint Presentation on THR
Objective:
Daily Routine:
Here’s how:
This is how to determine your THR (Target Heart Rate) range. Follow the steps
provided and you’ll arrive at your own PMHR and THR which you could use
in determining the intensity of your dancing activity and raising it to a higher
level if necessary.
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STEP 1:Find you PMHR in beats per minute by subtracting your age from 220:
• 220 - __________ = (Your Predicted Maximum Heart Rate)
Example:
• 220 - 15 = 205 (PMHR of a 15 year-old individual)
STEP 2: You need to work out your lowest Target Heart Rate that you need to
aim for during exercise by multiplying your PMHR by 60% (or .6):
• _____(PMHR) x 60% (or .6) = (Lowest Target Heart Rate)
STEP 3: Lastly, you need to work out for your Highest Target Heart Rate that
you can aim for during exercise by multiplying your PMHR by 80% (or .8):
• _____(PMHR) x 80% (or .8) = (Highest Target Heart Rate)
Processing Activity:
1. With the same groups, perform the same dance routine simultaneously
4 times with the music.
2. Stop and get your heartrate by placing your middle and pointing fingers
in your carotid pulse located just below your jaw, beside your throat. In
15 seconds, take your pulse. Multiply it by 4.
3. So, have you reached your minimum THR? If not yet, 5 repetitions is not
enough. Let’s dance more!
4. Do the same process in getting your THR.
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Processing Questions:
Objectives:
Daily Routine
Here’s how:
1. Form 6 columns. In cross sitting position, prepare your own flashcard and
chalk together with your score sheet because we’re having an honesty
quiz bee.
2. The quiz bee is divided into 3 categories namely easy, average and difficult.
There will be 5 easy questions worth 1 point each, 5 average questions of
3 points each, and 5 difficult questions of 5 points each.
3. Each question will be read twice. Wait until the teacher says “Go”, before
you write your answer on your flashcard. Ten seconds will be given for
you to write your answers.
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4. As you hear the teacher says “Time’s Up!”, stop writing and raise your flash
cards for checking. Teacher will reveal the answer. If you got it right, write
a straight line corresponding to your score. If you got it wrong, write x
for that particular number.
5. The sequence continues until all the questions shall have been read, an-
swered and scored.
6. As your name is called, announce your score.
Easy Category:
Difficult Questions:
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Assess your performance in the quiz using the following rating scale:
40-45 Advanced
35-39 Proficient
30-34 Approaching Proficiency
20-29 Developing
19 and below Beginning
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Objectives:
Daily Routine:
Here’s how:
Activity:
1. With the same grouping, form two columns each facing front. We’re going
to have a warm-up first before proceeding to the next activity.
2. Arms sideward, raise! Right face! Arms sideward, raise! Face front.
3. For 10-15 minutes, you are going to perform the routine of five figures
you created in the previous activity you did. For the first 5 minutes, let’s
see if you have reached your minimum THR. If not yet, then we proceed
with the activity until your heart rate falls within your THR range.
4. Let’s do a little cool down then assemble in circle.
Analysis:
If you have something to say about the following questions, please feel free to
share it with the class:
• How did you feel about the activity?
• Was the activity tiring? Why do individuals get fatigued when doing
physical activities?
• Were there chances of heavy breathing that you could hardly catch up
your breath while dancing a while ago?
• Have you ever felt dizzy before the end of the performance?
• What should an individual do to prevent dizziness when exercising,
dancing or doing physical activities?
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Our body is like a machine. It needs to be fuelled for it to run. Unlike machines,
we eat foods that make us go. You have learned in the past years about the three
food groups already but this time, we will focus on energy giving foods. These
specific foods that give us energy are called go foods. They are the primary source
of carbohydrates. They are found in rice, bread, pasta or noodles, and others.
Other sources of carbohydrates also include proteins and fats. They give us energy.
Energy is measured in calories. Calories energize us and when we move or do
any physical activity, light or heavy, calories are consumed. Overconsumption
of calories results to dizziness or hypoglycemia. When this happens, we need to
refuel our bodies to get it active and moving again. Below is a calorie counter table
which you can refer your consumption with as against your physical activities:
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By large, all basic food nutrients mentioned in table 3 are important in the study
of fitness. The amount and kind of food that an individual consumes on a regular
basis also serve as good indicator of health and fitness. With regard to mainte-
nance of appropriate weight, a well-balanced diet and a regular exercise program
are still the best fundamentally sound approaches to achieve general fitness.
So far the safest and most acceptable method of losing weight is to engage oneself
in vigorous aerobic activities together with a well-planned diet. Administration
of diet pills, herbal medicines and other fad methods appear to be less effective
and sometimes unhealthy especially if weight loss is associated with increased
daily bowel movement or dehydration due to excessive perspiration with very
minimal or total absence of physical activity.
On the other hand, on gaining weight, it has been found that the most effec-
tive approach is for one to engage in weight resistance training together with a
well-designed diet program. The popular belief that one has to overheat in order
to gain weight may be partially correct but with regard to health and fitness, this
approach may not be totally acceptable. Any excess in calories that are not burned
through physical activity is stored in the body and are later transformed into
fat. As mentioned earlier, the risk of CAD (coronary artery diseases) and CHD
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How to come up with the DBW (Desirable Body Weight)? Here’s how:
1. Obtain your height in centimeters. Note that 1 inch is equal to 2.54 cm.
2. DBW in kilogram is obtained by subtracting one’s height from a constant
factor 100.
3. DBW for Filipinos or DBW-F is adjusted by subtracting 10% of the ob-
tained DBW value in item number 2 above.
For example:
This activity will assess your knowledge and initial understandings on the
integration of the principles of FITT (Frequency, Intensity, Time, and Type)
and the recent discussions you had on food intake and energy consumption,
essential in maintaining, reducing or gaining weight.
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• FITT Template
• Pen
• Notebook
Objectives:
Daily Routine:
Here’s how:
1. Individually, you will be provided with a FITT your weight off template
as shown below.
2. Copy the template in your activity notebook and fill in the data needed.
3. Share your plan with your group, so that you can synchronize your plans.
With this, you can help each other to plan for your fitness activity with
festival dances.
4. Submit your work to your teacher.
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Sample template:
Name: ______________________________ Yr./Sec.: __________ Date:
___________
My Personal Festival Dancing Program
FREQUENCY INTENSITY TIME TYPE
(Identify days in (Light, moderate, (Choose the (Aerobic)
a week for your heavy/vigorous) best time for
activity) the activity)
Festival Dancing
Foods to Minimize Eating ( ):
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In this part of your lesson, you will go deeper and further. You will be given
opportunities to reflect and understand more the relevance of festival dancing to
that of your fitness and well-being. Activities will be provided for you to integrate
weight management, lifestyle diseases and fitness benefits of festival dancing
which will in turn be beneficial for you as you initiate activities to influence your
community.
• VCD/CD player
• Festival music
• Pen
• Worksheets
• Costumes and props if necessary or available
Objective:
Daily Routine:
Here’s how:
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3. Upon identification, make this a theme which can guide your creation of
movement patterns and combinations for your festival dance parade
4. Integrate shouts that distinguish your festival from the other groups. This
is called your festival shout-out.
5. Make about 5 figures of 32 counts each.
6. Upon mastery, assemble yourselves in 4 columns with a distance of about
two meters from each other.
7. This time, perform your festival dance integrating your shouts in between
figures or in the end of the whole sequence in continuous progression.
Do this in a open space or in your gymnasium, if there’s any.
8. Below is your assessment guide:
Point Scale Criteria
Mastery and Energy and Behavior/
Creativity Fitness Teamwork
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1 Displays low level of mastery Shows low level of pro- Exhibits improving
Needs and creativity as seen in ficiency in the execution discipline and teamwork
Improvement routine construction and no of steps and dance before, during and after
relevance of movements to combinations displaying the performance of the
the identified festival low health-related fitness festival dance routine
level
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Objective:
Daily Routine:
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In this phase, you will be challenged to apply whatever things you 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.
• HR Log
• Pen
• Notebook
• RPE
Objective:
Daily Routine:
Here’s how:
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5. In the column for RPE, if you have obtained an RPE of very light to mod-
erate, write beside your RPE result a P (Passed). If you have obtained an
RPE of heavy or vigorous and up, write F (Failed) beside your obtained
RPE.
6. Submit your HR Log with the corresponding remarks to your teacher for
evaluation.
• CD/VCD/DVD player/s
• CDs/VCDs/DVDs of social dances and dance mixers
• Speaker and Microphone/s
• GRASP Template
• Working Committees Template
• Sample request letters (To the principal for approval and to the respective
community leader/s for coordination and if possible, for funding (trans-
portation, meals, and snacks)
• Sample budget proposals
• Schedule of activities/Matrix
• Parent’s Consent/Waivers
• Camera/Videocam
• Photo Album
• Notebook and Pen
Objectives:
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Here’s how:
1. You will now extend your fitness commitment to the community as re-
quired of you to accomplish. But don’t worry because your teacher will
assist you in realizing your goals in this activity.
2. Each of you will be provided with a GRASPS template to accomplish as
you go on with the conduct of the outreach program. GRASPS stands for
Goal, Role, Audience, Situation, Product and Standard for Assessment.
As you accomplish the template you may refer to the one given:
3. For you to be guided with how you will accomplish GRASPS template,
especially on your role in the activity, let’s first assign you to your respec-
tive committees namely:
• Program, Communication, and Coordination
(Takes charge of all communications including request for approval
of the principal regarding the conduct of the activity, issuance and
retrieval of parents’ waivers, letters coordinating the activity to the
class adviser/MAPEH teacher)
• Registration, Attendance, and Certificates
(Takes charge of registration of participants, checking of atten-
dance and certificates of recognition to the training team and
particpation to the participants)
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Name:
Date Activity Time Spent HR (Pre) HR (Post) RPE Signature
SUMMARY
The technological advancements we are enjoying nowadays has led us into a life
we have always dreamed of. It led us into a world where just a click of a mouse
or just a press of the enter key in our keyboard can make things happen at an
instant. But is this the kind of life that we have imagined? Everyday of our lives is
a threat that any day, as fast as the click of the mouse, is the tendency to develop
lifestyle diseases caused by sedentary lifestyle.
After all the activities this module has introduced you, have you noticed
anything in your body? Have you decreased your weight? changed your passive
and sedentary practices? Improved the intensity of your physical activities? This
module will be considered a failure if it never did any change in the enhancement
of your fitness practices.
Learning is not measured by how well you answer questions, nor how high
your grades are, or even how well you perform in your classes. Learning is mea-
sured on how well you maximize the utility of the knowledge, skills and attitudes
you have acquired into a real life context allowing you to improve your life. It
is then imperative that the things you have acquired in this lesson, for them to
be considered essential, shall have made a difference in your lifestyle practices.
And that these practices, when mastered, will be shared with your immediate
community to maximize their importance.
That being said, dance yourself out and master festival dancing and its re-
lation to your fitness. Influence you family and community. Share the concepts
and principles you have learned without asking anything in return. Things will
just come back to us the least we expect them to be. Just take care of the minutes
and the hours will take care of themselves. Who knows, upon improving your
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fitness, you eventually influence your immediate community with your actions
and then communal productivity will be seen not just in you but also among
those whom you have influenced.
SUMMATIVE TEST
Your final challenge is to pass the following test. It will assess the knowledge,
processes and understandings you have acquired in festival dancing.
2. The following festivals EXCEPT ONE are celebrated in honor of Sto. Niňo:
a. Ati-atihan b. Bangus Festival
c. Dinagyang Festival d. Sinulog Festival
3. Each festival is uniquely different with the other festivals. What do you
call the gathering and battle of all festivals within the country?
a. Aliwan Fiesta b. Dinagyang Festival
c. Festival of festivals d. Mother of all festivals
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TEST II. COMPLETION TYPE: Below are basic folk dance steps in 2 4 time
which are usually used in folk-based festival dancing. Supply the missing step
pattern and counting of each basic step enumerated.
BASIC STEPS STEP PATTERN COUNTING
Close Step
Bleking
Change Step
Heel-toe change step
Cross change step
TEST III. ESSAY: In a three to four paragraph essay, explain the benefits
derived from active participation in festival dancing. Good luck!
1. What is the DBW-F of a regular student with a height of 5’5”? What is his
Total Energy Requirement (TER) if he performs light to moderate physical
activities in terms of calories?
Sources (Web-based):
Finding Your PMHR and THR http://stresscourse.tripod.com/id63.html
Reference/s:
A Manual on Physical Fitness, JOSE P. CATAPANG, Sports Psychological Training, Consultancy and Research Services (SPTCRS) Publica-
tions. (1st Ed), 1998, Quezon City
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active 4
recreation
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Unit IV
Active Recreation
CONTENT STANDARD PERFORMANCE STANDARD
• demonstrates understanding of lifestyle and weight • maintains an active lifestyle to influence the physical
management to promote community fitness. activity participation of the community
INTRODUCTION
http://kinesiology.acadiau.ca/home.1981.html
How do you live your everyday life? Are you the typical couch potato or a phys-
ically active person?
Recreation is a voluntary participation in an activity during free and unobli-
gated time that gives enjoyment. It refreshes one’s mind and body after a day’s
work. Recreation embraces both indoor and outdoor activities that refer to sports
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LEARNING COMPETENCIES
At the end of the module, you should be able to:
➣➣ Discuss the nature and background of indoor and outdoor recreational
activities,
➣➣ Participate in active recreation
➣➣ Advocate community efforts to increase participation in physical activities
and improve nutrition practices
➣➣ Practice environmental ethics (e.g. Leave No Trace) during participation
in recreational activities of the community.
PRE-ASSESSMENT
Multiple Choice: Write the best answer in the questions below.
1. Activities done during free time is called Recreation. What is the primary
reason why one engages in recreational activity?
a. Fun
b. Fitness
c. Enjoyment
d. Fundamentals
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5. You were invited to talk on how to prevent diseases and live a healthy and
quality life. What would be the focus of your talk?
a. The health history of the family
b. The attitude and behavior of the family
c. The environment where the community is
d. The nutrition and physical activity of the family
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9. After a hike, everyone should bring his/her own waste home. This is a
manifestation of the
a. Leave No Trace policy
b. Garbage Management Policy
c. Clean Mother Earth Policy
d. Environmental Awareness Policy
11. Yorina, a junior high school student had a BMI of 30. Her classification falls
into
a. Normal
b. Underweight
c. Overweight
d. Obese
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12. Larissa wants to have a healthy weight range. What can she do to maintain
her weight?
a. The intake of food depends on her moods
a. The calorie intake is more than the energy expenditure
a. The energy expenditure is more than the calorie intake
a. The intake of calorie should be equal to the energy expenditure
13. Rina has a BMI of 16.5. What will you advise her to do?
a. Eat a lot and take time to rest
b. Sleep and take more foods
c. Participate in an aerobics program 5 times a week
d. Eat more calories and use a little of it for energy expenditure
16. The Barangay health worker made a survey on the BMI screening of high
school students. The result revealed a very high number of obese teenagers.
What would be the best action of the Barangay Health Worker?
a. Tell them to exercise everyday
b. Send them immediately to the doctor
c. Invite them for a lifestyle change seminar
d. Encourage them to eat vegetables everyday
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20. In an outdoor adventure, which of the following is not a natural trail sign?
a. rocks
b. grass
c. twigs
d. yarn
Advance 18-20
Proficiency 16-17
Approaching proficiency 14-15
Developing 10-13
Beginning 9 and below
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INSTRUCTIONAL ACTIVITIES
PART I: WHAT TO KNOW
Hey ninth graders…welcome to the part where knowledge will be
unveiled. You will be provided with activities that will test your
prior knowledge, stimulate your interest, and elevate your level of
excitement in the different activities. This part of the module will
help you get started and be mentally ready for the next parts.
Objectives:
• Identify the common injuries that may happen during a sports officiating
activity;
• Suggest possible ways to alleviate the suffering of an injured officiating
official; and
• Simulate the application of appropriate first aid techniques to specific
injuries that may occur in a sports officiating activity.
Materials Needed:
Here’s how:
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Source –The Healthy Lifestyle Questionnaire from “Fundamental Concepts of Fitness and Wellness” by
Charles Corbin, Ruth Lindsey, Gregory Welk and William R Corbin, 2001, pg 15
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Very good! Your presentation revealed your status as to your kind of lifestyle!
Now let’s find out how you manage your free time…
Objectives:
Materials needed:
Here’s how:
1. Form five groups with eight to ten members each, select the discussion
facilitator and the secretary.
2. Using the matrix below, identify the activities that you do in a day.
3. You’ll be given 5 minutes to do the survey.
4. The group leader will present the summary in 3 minutes.
( in minutes)
MORNING
AFTERNOON
EVENING
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You spend your day attending to your biological needs such as eating, sleeping,
and rest (EXISTENCE), attending to your classes in school (SUBSISTENCE)
and the time for enjoyment and relaxation (FREE TIME).
Students like you are faced with lots of things to do in a day. Many of your
activities are less physically active (passive) that you don’t need to exert
extra effort and energy, but others are physically active that requires you to
burn extra calories. The activities that you voluntarily participate in during your
free time are called RECREATION. Experts suggest that in choosing your rec-
reational activities, it should be of your interest and not of others. It should
also be voluntary and not pressured by somebody, and lastly it should meet
your recreational satisfaction needs such as physiological, educational,
social, relaxation, and aesthetics. The less physically active activities that
you are into bring alarming effect to your health. Some of the activities today
are sedentary in nature, requiring less energy consumption.
According to the World Health Organization, the 4th leading cause of disease
is inactivity. This is due to the popularity of the technological gadgets that you are
up to and the poor health lifestyle. Due to this alarming fact, you are encouraged
to switch into a more active lifestyle by means of engaging to active recreation.
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Activity 3 In or Out
The activity introduces another classification of recreation. This will widen one’s
knowledge on the different recreational activities that one can from.
Objectives:
Materials Needed:
Here’s how:
Good job! You were able to put them in their proper locations! Now ask yourself
the following questions and be ready to reason out.
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Both indoor
and outdoor
outdoor indoor
Aside from being active and passive type of recreation, recreation also embraces
both indoor and outdoor activities.
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Activity 4 Lecture-Discussion
This is an opportunity to discuss and clarify about the nature and the basic
knowledge on achieving a healthy life through active participation in recreational
activities.
Objective:
Materials needed:
• Reading materials
• Powerpoint presentation
Here’s how:
Readings:
The way you live your life in an everyday basis is your lifestyle. These are the
patterns of your behavior on how you typically live. It includes eating habits,
physical activity participation, and recreational choice. Do you belong to the
“technology generation?” Well, these are the people who choose to spend time in
front of the computer rather than playing sports, walking, and moving around.
How about your eating preferences? Today’s teenagers are seen in places like fast
food chains indulging with unhealthy food such as fries, burgers, and drinking
too much sugary drinks that causes obesity.
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http://o5.com/wp-content/uploads/2011/05/25036-clipart-illustration-of-
an-orange-person-rubbing-his-chin-while-thinking-creative-thoughts-with-
four-bubbles1.jpg
The HELP Philosophy can guide you in starting a healthy lifestyle change:
Adapted from Fundamental Concepts of Fitness and Wellness by Charles B Corbin, Ruth Lindsay,
Gregory Welk and William R Corbin
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When was the last time you had a visit in the school clinic? Did you get your
weight? How much weight do you have? Do you know your weight range? It
is an estimate of how much you should weigh depending on your height and
your body frame. One of the ways of knowing your weight range is through
your Body Mass Index (BMI).
25.0-29.9 Overweight
30 above obese
http://comps.canstockphoto.com/can-
stock-photo_csp10077710.jpg
After determining your healthy weight range using your BMI, let us identify
what affects your weight?
1. Genes –These are inherited traits from your parents. Children can inherit the
chances of being overweight or obese if born from obese parents, approximately
80% chance. While non-obese parents can only have a 10% chance of bearing
an obese or overweight child. The rapid growth which teens undergo causes
a natural healthy weight gain. However, girls on their teens have hormonal
changes that cause weight change.
2. Environmental factors – aside from the genetic factors, being overweight or
obese is also caused by some environmental factors. These include behavior
and lifestyle choices. When a child is brought up with overeating unhealthy
foods and under exercising, he develops a learned behavior that leads to
wrong lifelong habits.
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Knee Injuries
To sum it up:
Engaging in physical activity is one big step that you can do to start changing
your lifestyle into a more healthy and active one. Being active would mean getting
yourself into active recreation such as sports, dances and some outdoor-type
activities.
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Badminton
Volleyball
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a two out of three sets. A set is won by reaching a score of 25. In case of a deuce,
a team should have a two-point advantage over the other. Players need skills
like service, volleying, setting, spiking, and blocking to enjoy much of the game
and gain its fitness benefits.
Benefits of Sports
Badminton and volleyball are good recreation activities that involve the physical
dimension. It enhances the metabolism of the body which in turn is a factor in
losing weight. While playing badminton, the constant racket swings in receiving
birdies, leg stretches in saving net and drop shots, and power jumps for smashing
burns more calories. Volleyball on the other hand strengthens the upper body,
arms and the lower extremities when you serve, pass, set, spike, and block when
in play. Participation in both badminton and volleyball helps you to manage your
weight appropriate for your age and height. However, religious indulgence in
the two games can lead you to attaining your desired weight by losing extra fat
deposits. This can be achieved better when combined with proper diet.
Aside from the physical dimension, the games also has claims on affecting the
different dimensions of health of a person. When players control their feelings
during games, the emotional dimension is involved. Since a sport is fun, the
emotional wellbeing is improved. Playing with strategies and tactics involves
the intellectual dimension. Thinking of ways on where to direct the shuttle
and the ball gives you an advantage of winning and enjoying the game. The so-
cial dimension is seen when players build good relationships. Trusting your
teammate builds camaraderie and teamwork.
Dance
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of his aerobics class, when he realized that he had forgotten his aerobics mu-
sic. Quickly, he grabbed whatever tape he has in his backpack. It so happened
that his tapes are those of latin music such as merengue and salsa. With his
improvisation skill, he was able to create an on-the –spot aerobics class using
the non-traditional music. That’s the birth of the dance fitness craze Zumba!
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HIKING
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1. Pick a partner.
• Find a friend who is an experienced hiker or backpacker. It’s safer to
travel with a friend or group of friends. Plus, an experienced hiker can
share valuable tips and advice about the wilderness.
2. Pick a destination.
• Do your research on your destination: read travel books, websites or
magazines. Ask well-travelled friends too.
3. Know your time and distance.
• Know how long and how far the trip will take you. This will help you plan
what you need to pack. This will also help you when making a budget for
the trip.
4. Be physically ready.
• Make sure you are physically fit for the hike. You should have ample en-
durance to prepare yourself for long walks. Practice carrying heavy bags
so that you will also build strength.
5. Choose your gear and your backpack.
• Try to pack as light as possible. Think about which comforts of home you
can leave behind to save space and weight. Use a climbing checklist to
help you decide what to bring. You can also rent or borrow equipment
from other hikers.
• When choosing a backpack, look at its carrying capacity and its size. It
should be big enough to fit all your belongings and snug enough to stay
close to your back. Pack your heaviest gear close to your back and near
your shoulders.
6. Pack and wear appropriate clothing.
• Wear moisture-wicking or “dry-fit” fabric because this absorbs sweat
faster than cotton and dries easily.
• Wear proper footwear, such as hiking shoes or trail runners, as most
sneakers or sandals may not have enough grip on their soles.
• Wear a hat to protect yourself from the sun.
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Source: Wood, T.D. (2013). Backpacking for beginners. Retrieved from: http://www.rei.com/learn/ex-
pert-advice/backpacking-beginners.html
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The Ten Essential checklist for backpackers (for safety, survival and
basic comfort)
1. Navigation 6. Fire
3. Insulation 8. Nutrition
• Rain jacket (extra layers for cold • Extra day’s supply of food
conditions)
4. Illumination 9. Hydration
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99 See to it that your body is in a certain level of fitness for a safe and pleasant
climb. For you to enjoy the scenery more and enjoy the company of other
backpackers, you must be PHYSICALLY FIT.
• On Group Formation
99 Follow a single file formation. Overtaking should be avoided, but in case
of a need to do it, inform the hiker infront of you
99 Maintain a certain distance in between hikers.
• Pacing
99 Start with a slow pace gradually change as the group desires
99 Do not leave anyone behind
99 Inform the group if there is a need to rest
99 The pace of the group should be that of the slowest member or the person
who has the heaviest load.
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• Trail Signs
99 Man-made/alternative
• any colored materials such as yarn can be used but it is known by
all members of the group
99 Natural trail signs
• Materials found in the environment like rocks, grass, and twigs,
ORIENTEERING
It is an outdoor navigational recreational activity using special-
ly drawn and detailed maps. It requires navigational skills to
navigate from point to point normally moving at a speed. An
orienteering course consist of a series of control points which
have to be located in order in the shortest possible time.
Orienteering as an outdoor recreational activity offers much
benefit to you: Here are some claims:
1. Conceptual aspects – Since it is a navigational activity, it enhances your de-
cision making skills about map interpretations and using compass. It also
requires you to constantly interpret information contained in the map.
2. Physical Aspect – Orienteering is basically a running sport so it develops
your cardiovascular endurance and general fitness. Speed, endurance, and
strength are essential components necessary to successfully participate in the
game. Technically, this activity captivates the mental and physical challenge
features.
3. Personal aspects – Since you are responsible in making decisions in this ac-
tivity, you develop your self-confidence and reliance. Your aims are clear that
you work hard to achieve them giving you the feeling of self-achievement.
4. Social Aspects – You will learn to work cohesively with one another
5. Environmental aspect – It creates an avenue for you to appreciate your en-
vironment
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• Always hold the map so that you are looking along the route with the map
matching the ground.
• The map is said to be oriented if the features on the map are in proper relation
to the actual features in the field
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Orienteering Compass
• Magnetic needle – the magnetic needles north end is painted red and its
south end is white.
• Revolving compass housing – the housing is marked with the four cardinal
points of north, east, south and west and further divided into 2 degree grad-
uations indicating the full 360 degrees of a circle. The bottom of the rotating
housing is marked with an orienting arrow and meridian lines
• Transparent base plate – the base plate is marked with a ruler , an index line
as well as the direction of travel arrow.
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Bearing
Bearing refers to the direction from one spot to another measured in degrees
from the reference line of north.
How do you take the bearing?
• Hold the compass in front of you with the direction of travel arrow pointing
at object of interest.
• Hold the compass level steady and rotate the housing dial until the orienting
arrow lines up with the red end ( north end) of the magnetic needle, while
keeping the direction of travel arrow pointed at the object.
• Read the number indicated at the index line – that is your bearing.
Now that you have gained some inputs on the nature and background of the
different indoor and outdoor recreational activities and its fitness benefits, you
can now proceed to the next level and apply the lessons you have learned…
Practice and be ACTIVE!
Objectives:
Materials/Equipment Needed:
• Manila Paper
• Pentel Pen
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Here’s how:
1. Form three groups with 5-10 members. Choose the facilitator and secretary.
2. One group will work on sports, another group for dance, and outdoor
activity.
3. Recall the different fitness components. Discuss the physical fitness compo-
nent needed in participating in active recreation.
4. Reflect your work in a manila paper with focus on the ff:
a. What physical fitness components are involved in your assigned
recreational activity? (sports, dance, outdoor)
b. What fitness component is common in the recreational activities?
c. How does active participation in recreational activities contribute
to your fitness?
5. Put your output in a manila paper in any presentation that you want to.
6. Be ready to share it in the class.
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Objectives
• Participate in a game
• Realize the importance of game participation in enhancing fitness
Materials Needed
Here’s How:
1. Form five groups with 8-10 members each.
2. Members form one circle about 2 meters away from the game board.
3. Leader stays in front of the game board.
4. On signal, leader rolls the dice, runs to the group and performs the exercise
together indicated in the fitness board (leaves the dice in the corresponding
number in the game board).
5. The number above represents the order or exercises, while the number below
the circle represents the number of repetitions.
6. After performing, run again to the game board and roll the dice again.
7. Repeat the procedure until you get the chance to roll the exact number to
finish the game.
8. After reaching the finish star, form one straight line, jump three times and
shout “I am fit and I had fun”.
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18
split squats 6 17
burpees 3 16
forward plank
Finish
15
push up 5
14
2 steps up
13
12 jumping jack 10
chair dips 10
11
3 steps down
10
side planks 10
9
2 steps UP
8
split squats 10 7
forward plank 20 6
trunk twist 8
5
Start FBS Jump 8
1 2 3 4
lateral trunk push up 5 jog around the area burpee 5
stretch 8
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5. FBS Jump - stand with your feet shoulder width apart. Slightly bend your
knees with both hands at the back of your neck. Jump forward, backward,
sideward Right and left as fast as u can keeping your weight on the balls of
your feet. One count for every cycle (forward, backward, sideward R and
Left). Make 8 cycles.
6. Trunk twist – Standing with feet open in shoulder width, raise arms side-
ward at shoulder level with palms up. Gradually twist your trunk to the right
for eight counts. Do it again to the left.
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8. Split squats–Stand with your feet shoulder width apart. Step your right
foot forward and lift the heel of your left foot off the ground. Keeping your
hands on your waist, bend the left leg slowly and lower it almost touching
the floor. The front knee should not go beyond your toes. Repeat 10 times
alternating the right and left foot.
9. Side Plank – Lie on your right side making sure that your body is in a
straight line. Rest on your forearm and bring your elbow underneath your
shoulders. Contract your abdominals. Then slowly lift your hips off the floor
making a diagonal straight line from your base of support to the head. Look
straight ahead keeping your neck in line with your spine. Hold for 10 seconds
and repeat on the other side.
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10. Chair dips – stand with your back in front of the chair. Sit on the edge of
the chair and place your hands behind your hips along the sides of the chair.
11. Jumping Jacks – stand with feet together, hands at sides. Jump and land
on both feet open shoulder width apart with arms moving sideward upward
finishing above the head. Then go back to the original position. Do this for
10 times.
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Processing questions:
Two thumbs up for your physical effort! Indeed you display a high energy
level of performance .Because of that, you can now proceed to the next level…
Let’s proceed to some suggested activities for Indoor Recreation
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BADMINTON
Objectives
Materials Needed
• Racket
• Shuttlecock
Here’s how:
Objectives
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Materials Needed
• Racket
• Shuttlecock
• Open space
Here’s how:
1. Form a group of six players each occupying the two sides of the court.
2. Using the formation in volleyball, zone 1 player serves.
3. Player in the other court receives the shuttle.
4. The receiving team has 3 chances of contacting the shuttle, but on the
third hit, it should be a smash.
5. If it is not a smash, then it’s a violation and a point is awarded to the other
team.
6. Scoring follows the “rally point” system.
7. The team that reaches 10 points will win the game.
Objectives:
Materials needed:
• Racket
• Shuttlecocks
• Hoola hoops
Here’s how:
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4. In a group, each player is given 3 tries to deliver a serve. The shuttle should
land on the correct service court.
5. A service that lands outside and in the short service area has 0 point.
6. The group secretary will tally all the scores earned.
7. The group having the biggest score wins the game.
VOLLEYBALL
Game 1 Keep It Up
Objectives:
Materials Needed:
Volleyball, any ball that can be volleyed (beach balls, rubber balls)
Here’s how:
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Objectives
Here’s how:
Objectives
Materials Needed
Volleyballs
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Here’s how:
Objectives:
Materials Needed
Volleyballs
Marker
Here’s how:
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Why did you rate yourself that way? How did your body adapted to the activ-
ities? How did you feel?
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DANCE
Objectives
Materials Needed
Here’s how:
How did you find the dance? How did you feel? Can you feel the effect in your
body? What fitness components were tested in your own body?
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OUTDOOR ACTIVITY
Objectives
Materials Needed
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SECONDS
minutes
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This part provides activities that will draw your core un-
derstanding of the module. Sharing activities will make
this part more exciting and worthy.
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After your physical exertion, let us now try to find out how you understand the
lesson in its entirety.
Activity 7: I Choose!
The activity elicits your personal reflection on the knowledge and skills that you
have gained
Objectives:
Materials Needed:
Here’s how
1. 1. 1.
2. 2. 2.
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It’s never too late to realize things…Choosing a healthy lifestyle is a choice, and
your choice will affect your lifetime choices…You got the best choice in life…
Go for it!
Objectives
Materials Needed
worksheet
Here’s how:
1. ______________
2. ______________
now 3. ______________
Then
4. ______________
5. ______________
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May your choices be put into flesh by actively engaging yourself! Following
the principle of domino effect, the community where you are will be affected
by the fitness craze that you are communicating…the active recreation and
The end product of this module is an activity that will give you the
chance to influence the community in living a healthy lifestyle and
maintaining a desirable weight through your active participation in
both indoor and outdoor activities.
healthy lifestyle!
Project CoRP is a community outreach project designed to offer variety of rec-
reation activities for the whole community .It aims to encourage the people in
the community to participate in active recreational activities.
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Working Committees
Tasks Yes
1. Communication and Coordination
• Request letter for Principal’s approval
• Waivers for parents
• Letters to class advisers
2. Secretariat
• Participant’s registration
• Participant’s attendance
• Certificate of participation
• Certificate of appreciation for the organizers
3. Program
• Schedule of activities
• Program for the activity
• Assigned facilitators for each activity
4. Documentation
• Video cameras/still cameras available with extra batteries
• Narrative report of the whole activity with photos of every activity
• Documentation shall start from planning to evaluation
5. Logistics
• Sound system
• Refreshment
• Food/ lunch
• Entrance fee/fare going to and from the venue
• Materials to be used
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• Facilitators of every activity are prepared and knowledgeable of their assigned task
• Organizers are hands-on in the conduct of the activity
• Committee members perform what is expected of them
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SUMMATIVE ASSESSMENT
1. When trying to plan for your recreational activity, which should be the best
thing to keep in mind?
A. The activity should be of your interest
B. The activity should be away from home
C. The activity will give you the chance to earn money
D. The activity is held within your comfort zone
2. The way we live our life reflects our lifestyle. Which of the following is a
healthy lifestyle that can maintain your desirable weight?
A. Exercise once a week
B. Proper diet and exercise
C. Attending to gyms and taking diet fads
D. Enjoying a balance routine in life
3. Badminton had its origin on the game
A. Poona
B. Tennis
C. Shuttle game
D. Court game
4. In performing a successful smash, a player needs
A. agility
B. balance
C. strength
D. power
5. Badminton players execute lunges for a quicker return of the shuttle. To
perform lunge to its fullest, you need to have
A. speed
B. agility
C. flexibility
D. strength
6. Why is footwork important in playing badminton?
A. It brings you to the action
B. It helps burn fats easily
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12. Jamaica’s parents are both obese. She knows that the disease runs in the
family that’s why she is trying to find the best way to get out of it. Which is
the best way?
A. Have a lifestyle change
B. Consult a fitness professional
C. Live in a healthy environment
D. Eat raw and fresh fruits and vegetables
13. Jade computed her BMI and came up with the score of 21.8. This means that,
A. Jade is underweight
B. Jade is overweight
C. Jade is normal
D. Jade is obese
14. Mr. Gonzales found out that most of his students are overweight and close
to being obese. What can he do to help them?
A. Organize a fitness program 3x a week
B. Consult a nutritionist for the proper food intake
C. Make them active in the class every meeting
D. Encourage them to have a healthy lifestyle change
15. Lara is a junior high school student who loves to eat more than what she needs.
She takes in more chips, chocolates, cakes, and sodas while relaxing in the
couch watching her favorite movies in her laptop. What is the consequence
of this kind of practice in her weight?
A. She’ll gain weight
B. She’ll loss weight
C. She’ll maintain her weight
D. She’ll live healthy for a lifetime
16. When less calories are consumed and more calories are expended, a student
will have
A. Weight loss
B. Weight gain
C. Sustain weight
D. Live healthy
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SUMMARY/SYNTHESIS/FEEDBACK
More than any other factors to be considered, having an active lifestyle is the
best way to prevent illness and other diseases and live longer.
Putting into flesh the HELP philosophy, let each and everyone be personally
responsible in maintaining a healthy lifestyle. It’s a matter of attitude!
To live a healthy lifestyle is a choice…A MUST choice for the COMMUNITY !
GLOSSARY
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RESOURCES
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Physical Education Learner’s Material
• http://www.4lochelm.pl/witryny/Witryna/Teenagers%27%20lifestyle.
html
• www.instructables.com/id/Learning-the-basic-Zumba-moves/
• www.racquetnetwork.com
• www.badminton-informtion.com
• http://kinesiology.acadiau.ca/home.1981.html
• www.badmintoncentral.com
• yuoutube.com BADMINTON short serve
• www.teachershare.scholastic.com
• www.instructables.com
• www.fitness-benefits-of-volleyball.html
• www.livestrong.com
• www.femalefirst.com.uk
• www.fitnesshealth101.com
• www.fitnessconcepts.pbworks.com
• www.staff.pausd.org
• www.blog.strentgh-and-power-for-volleyball.com
• www.self.com/calculatorsprograms/calculators/caloriesburned/volleyball
• www.ideasfor fatreducing.blogspot.com
• www.badmintontricks.com
• www.voices.yahoo.com
• www.exercise.about.com
• www.3fatchicks.com
• www.goodhiker.com
• http://www.rei.com/learn/expert-advice/backpacking-beginners.html
• http://www.summitpost.org/compass-basics-an-introduction-to-orien-
tation-and-navigation/358187
• http://www.myteacherpages.com/webpages/ttravis/social_studies_class.
cfm?subpage=648434
• http://myweb.tiscali.co.uk/magnus/orientgoldenrule.html
• http://www.rei.com/content/dam/documents/pdf/backpacking.pdf
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Health learner’s material unit
Community and 1
Environmental
Health
Photo Credits: Lucky E. Dela Rosa and Jwyn E. Loquero (Media Arts Students)
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HEALTH Learner’s Material
Unit I
LEARNING COMPETENCIES
At the end of this unit, the learners should be able to:
1. Explain the concept of community health
2. Describe the characteristics of a healthy community
3. Recognize the benefits of a healthy environment
4. Identify the most pressing environmental problems in the Philippines
5. Analyze the impact of environmental problems on people’s health
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Community and Environmental Health
PRE-ASSESSMENT
Choose the best answer from the options below. Write the letter on the space
provided before each number.
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________6.
What environmental problem does this picture depict?
A. Water pollution
B. Deforestation
C. Improper waste disposal
D. Flashfloods
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Community and Environmental Health
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HEALTH Learner’s Material
LESSON 1
WHAT TO KNOW
This unit will introduce you to the concepts of a community and environ-
mental health, to make you be aware of the importance of having a healthy
community. You will be asked to participate in a series of activities involving
health programs in your community
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Community and Environmental Health
Processing Questions:
1. Why is your community not an ideal one? Explain.
2. What characteristics would you like to have in your community?
3. How can you make your community an ideal one?
Processing Questions:
1. What does the message tell us? Explain your answer.
2. Is acquiring health in the community relevant? Why?
The message has already been revealed, and you have discussed the relevance
of health. But what does the word HEALTH mean? What is Community?
What is the definition of Community Health? Let us look at more concepts.
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Community and Environmental Health
Our government believes that a strong nation needs healthy citizenry. In or-
der to achieve this, the Department of Health promoted community health with
the partnership of community, barangay, government, and non-governmental
organizations through the program called Primary Health Care.
Did you know that the above services must be made available for free
in your community because they are subsidized by the government to
ensure that your health is being protected? Yes, they are available
and must be given for free
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WHAT TO PROCESS
1. How do you assess if your community is healthy? What are the characteristics
of a healthy community?
2. What are some of the benefits that we can enjoy with a healthy community?
3. How do we maintain, protect, and preserve health amidst the rising devel-
opment of our community?
Riding a bike
Driving an automobile
Others:
2. I want to have foods from:
Community gardens
Convenience/grocery stores
Others:
3. I want to actively play in games by:
Online games
Others:
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Community and Environmental Health
Social Networking
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Processing Questions:
1. Tell your classmate about your top and least priority.
2. Explain your reasons for choosing your top and least priority issues.
WHAT TO UNDERSTAND
A clean and safe physical envi- Fogging, cleaning the drainage, im-
ronment proved street lighting
An environment that meets ev-
eryone’s basic needs
An environment that promotes
social harmony and actively involves
everyone
An understanding of local health
and environment issues
A community that participates in
identifying local solutions to local
problems
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Community and Environmental Health
Processing Questions:
1. From your answers above, can you consider your community healthy? Why
or Why not? Explain.
2. What services did you not observe in your community?
3. What programs can you do to acquire such services?
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WHAT TO TRANSFER
Activity 9: Speech-Perfect
If you were given a chance to become Mother Earth for a day, and you were asked
to give a 30-minute talk to address your sentiments to the people, what would
be the content of your message?
Guide Questions:
1. What are the problems of Mother Earth?
2. How can Mother Earth address her sentiments to the people?
3. How can she regain strength to reshape her condition amidst the threats she
is suffering nowadays?
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Community and Environmental Health
Lesson 2
OBJECTIVES
At the end of the lesson, the learners should be able to:
• Enumerate the different community health problems
• Recognize the value produced by a healthy environment
WHAT TO KNOW
Community health problems are common nowadays with the rise in modern
technology; people neglect the importance of the basic need for safety. A safe
environment will ensure quality of life that will lead to more productive citizen
of the country. This lesson will help you understand that one environment is
threatened by human activities and that you have a role in wiping out commu-
nity health problems.
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J F M D I S E A S E O N T R O L J V S E O V
L M A R T E L L R P L L U T I O N O P J R U
H J F T S A C O H U A N S E W A G E E D V S
K U T G R S A A T S O G M E R D E N B R Y A
T R F D A A S R E F S E E I R O J N M I O Y
Y H G V B D F V V I O I S E H D T R O H U Y
L H C U F O O D P O S O N I N G F G R D C X
A P A R T I C U L A E S G V C T Y O Y O T W
G H C U G R D U F G A R D C U T T I N G S D
T R U M O P C N I G T S O I L P O K G R F C
S X R T I O P H N D A D A N I M A L S R E D
F C B Y I O I L P S N I T A T I O N E D V J
C V R E E Y U S H E T E R Y H J F G T R E M
U I L O R S T R E E S W E E P I N G S W E Y
W D V T B U U T Y M U M A N E X C R E T A R
D E R F T T G D I S O S A L O F W A S T E G
G B Y U R N W A T E S U P P L Y D V C X O Y
D F P E A C E A N D R D E R N D X Z Y U B V
N B U I O D R U G A U S E G R D Y H K B E E
D E C V U O P L Y G A N D P O L L U T I O N
G R E A G A R B A G R F D C X X Z E W Q Y U
A X T E S T A B L E A N U R E G D V K L I O
R T O P U C D U M P D C V B U Y T G H S E R
What words did you find? Use those words to create a meaningful paragraph
or statement to awaken mankind to the problems of the environment.
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The message that you have revealed will surely excites you to work on with
your activities. Let’s get started and discuss the Community Health Problems.
They vary according to factors like: economy, politics, geography, culture and
social context. There are places which experience community health problems like:
➣ water-borne and communicable diseases
➣ armed conflicts
➣ natural disasters
➣ highly urbanized zones
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➣ overpopulated areas
In this regard, the government has created an office which would be in charge
of planning and implementing rules and regulations to address the above men-
tioned community health problems. One of its programs is Solid Waste Man-
agement Program that helps lessen the amount of refuse in our country. Let’s
take a deeper look at its focus of concern.
Same as street
Dead Animals Cats, dogs, horses, cows
refuse
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Community and Environmental Health
Food-processing wastes,
boiler house cinders, lum- Factories, power
Industrial wastes
ber scraps, metal scraps, plants
shavings
Lumber, pipes, bricks, Demolition sites
masonry, and other con- to be used for
Demolition wastes struction materials from new buildings,
razed buildings and other renewal projects,
structures expressways
Source: Gonzales, C., Lacia G., Poquiz, ML., Bulanandi, S., Callo, F. (2008) MAPEH in Action III. Philippines: Rex
Book Store
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The preceding definition of solid waste states in accordance with the best
principles of:
❖ public health
❖ economics
❖ engineering
❖ conservation
❖ aesthetics
❖ public attitude
Be aware of this!
Source:
http://www.denr.gov.ph/
According to RA No. 9003, there are many ways to do Solid Waste Management.
A highly recommended formula is to adopt the 3Rs of Ecological Waste Man-
agement: REDUCE, REUSE, AND RECYCLE.
In addition, let us refrain from doing what has been prohibited under the law.
These include:
➣ Littering, throwing, dumping of waste materials in public places like roads,
sidewalks, canals, esteros, parks and establishments
➣ Open burning of solid waste;
➣ Allowing the collection of non-segregated or unsorted waste;
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Community and Environmental Health
Leftover food, Empty bottle, Dead dog, Residue from fires, Metal scraps,
Construction materials, Cigarette butts, Unwanted cars, Dead batteries,
Septic tank sludge
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If you are done with this activity and have already found out the correct
answers, copy the completed table in your notebook to feed your memory
bank. You did a good job!
WHAT TO PROCESS
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WHAT TO UNDERSTAND
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WHAT TO TRANSFER
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ANAK ng PASIG
Composed by: Ryan Cayabyab
Performed by: Smokey Mountain
Processing Questions:
1. What did you feel upon changing the lyrics from negative to positive?
2. What does your song convey?
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Lesson 3
Environmental Problems in
the Philippines
OBJECTIVES
At the end of the lesson, the learners should be able to:
➣ describe the environmental problems in the Philippines
➣ analyze the impact of the environmental problems on people’s health
Typhoons:
1. Can we prevent typhoons from happening?
2. How can we prepare against this natural phenomenon?
3. How can you relate the effects of these phenomena from human activities?
WHAT TO KNOW
Natural Resources and Biodiversity explain why the Philippines is a rich coun-
try. Putting our home into the rare list of nations which have both a hotspot
and mega diversity area for over 6000 plant species and also numerous animal
species inhabited this area. However, despite—or perhaps because of— their
richness and massive importance to the environment and humans as well, the
forests face continuing destruction and possible extinction.
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Community and Environmental Health
This lesson will make you aware of the most pressing problems of environment
today and their effects on people’s health.
Let’s narrow them down:
DEFORESTATION is the
destruction of big areas of
forests.
Losing our Forests—
FAST
Source: FAO-FRA.
(2010)
➣ The Philippines is among the countries with the fastest loss of forest cover
around the world.
➣ It ranks 4th among the world’s top 10 most threatened forest hotspots
➣ If the 157, 400 ha per year rate of deforestation continues, our remaining
forest cover will be wiped out in less than 40 years.
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Community and Environmental Health
➣ Urbanization
➣ Mining
➣ from oil tankers with equipment
faults
➣ from nature and human activities
on land
➣ from water sports
➣ from drilling works carried out in
the sea
CORAL REEF DEGRADATION is a signif-
icant problem throughout the world. It has
been acknowledged that 27% of the world’s
reefs have been affected. Gardener (2003) Credit Image: newsinfo.inquirer.net
pointed out that:
• 11% has been completely lost
• 16% has been damaged
Coral reefs - are diverse underwater ecosystems built from calcium carbonate
secreted by corals. Coral reefs can be categorized into the following coral cover
estimate thru line intercept transect method:
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http://upload.wikimedia.org/wikipedia/com-
mons/e/e1/Tubbataha_Shark.jpg
Source: http://www.denr.gov.
ph/
AIR POLLUTION means any alteration of the physical, chemical and biological
properties of the atmospheric air
NOISE POLLUTION is the excessive sound that causes hearing loss, stress,
fatigue, irritability, tension, headaches, and high blood pressure.
SOIL POLLUTION is chiefly caused by chemicals in pesticides, such as poisons that are
used to kill agricultural pests like insects and herbicides that are used to get rid of weeds.
Soil pollution results from:
• Unhealthy methods of soil management.
• Harmful irrigation methods.
EFFECTS OF THE ENVIRONMENTAL PROBLEMS
Environmental Prob-
EFFECTS
lems
Deforestation Soil erosion Landslides
Greenhouse effect Denuded upland
Silting of rivers and dams
Degraded watershed
Flooding
Destruction of corals along the coast
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used to pay for the damages to land, agricultural crops, forests products, aquatic
resources and infrastructures caused by pollution for mining operations.
P.D. 984 – The Pollution Control Law
P.D. 825 – Prohibits the improper disposal of garbage
P.D. 856 – Sanitation Code
- places the responsibility on the local government units for he solid waste
management in their area of production.
R.A. 8749 – Philippine Clean Air Act of 1999- provides for a comprehensive air
pollution control policy.
WHAT TO PROCESS
To be able to find out something about the air we breathe, follow the simple
instructions below
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Community and Environmental Health
or on a tree, etc. You may have to request somebody to watch the card so
that they will not be removed, touched or transferred. It’s better if your Air
Snarer is placed high enough so that it will not catch attention.
5. Observe your Air Snarer every day and write down your observations.
6. After one week, bring your Air Snarer to school.
7. Lay it on the table with the other Air Snarers.
8. If you have a hand lens, look at the Air Snarers and compare them. See if
your can distinguish what kind of particulates are there.
9. Arrange the Air Snarers from the cleanest to the dirtiest.
10. Tape all the Air Snarers on the bulletin board, arranged also from cleanest
to dirtiest.
11. Write your observations inside the table below by supplying answers to the
questions given
Observation Sheet:
What did you What did What kind of Which of What did What do
observe from you ex- particulates the Air you not you plan
the experi- pect? were trapped Snarers expect? to do as a
ment? in the Air were the result of
Snarers? dirtiest? this activ-
ity?
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4. After one week, remove the gauze or cloth. Using your hand lens, examine
the gauze or cloth for the last time.
5. Dry the cloth and tape it on cardboard. Cover it with plastic to preserve
whatever has been caught in the cloth.
6. Bring the cloth to school.
7. Lay your cloth on the table. Compare your cloths.
Observation Sheet:
What did you What did What kind of Which of What did What do
observe from you ex- particulates the faucets you not you plan
the experi- pect? were trapped yielded the expect? to do as
ment? in the cloth? cleanest a result
and dirti- of this
est? activity?
WHAT TO UNDERSTAND
You have already identified the different environmental issues and their effects
on people’s health. Now, you have to sum up what you have learned.
Deforestation
Soil Erosion
Air Pollution
Water Pollution
Flash Floods
Oil Spill
Illegal Mining
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Community and Environmental Health
Reflect:
1. What did you feel after doing the activity?
2. Who could be the possible victims of these environmental problems?
3. Do people still have the chance to restore what was lost in the environ-
ment?
4. After knowing the effects of these environmental problems, does our
environment still have something to offer to humanity?
5. How can you explain the destruction of the environment to the young
and innocent children?
Rubrics of Performance :
Comprehensive 4 3 2 1
Informative 4 3 2 1
Accuracy 4 3 2 1
Delivery 4 3 2 1
WHAT TO TRANSFER
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Criteria:
Creativity 4 3 2 1
Neatness of Work 4 3 2 1
Message 4 3 2 1
Interpretation 4 3 2 1
Now, let’s evaluate what you can do to eradicate community and environ-
mental health through action planning for community development.
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Lesson 4
WHAT TO KNOW
As an aspiring young leader of your community, you need to know how to
make action plans towards community development.
Here is what you need to know:
In this unit, you will be given the opportunity to design a program for
community development and employ planning skills. Before this, you will be
oriented on the possible ways to prevent community problems.
You will also be oriented on the existing remedial programs of your com-
munity.
Objective
At the end of this lesson, the learners should be able to:
• Apply community development and program planning skills to create effective
and culturally relevant communication strategies and interventions to promote
health.
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Protecting the
Primary Health Care
Environment
Recall the problems of your community. Which problem needs the most
attention?
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Community and Environmental Health
There are different agencies working together for community health. Their
programs are also anchored on sustaining community development. Activities
and programs for the community must be coordinated with the following agen-
cies mentioned below for support and cooperation.
DepEd—Department of Education
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These agencies have specific capacities to help. What the community needs
is to tap and coordinate with them.
WHAT TO PROCESS
Choose a topic from the framework. Decide on the programs you would like
to create. As you can see there are a number of agencies that you can anchor your
programs on. Please follow the correct guidelines for making an action plan. To
make your action plan easier, here is your guide. Simply fill it up!
Part A
What is the What do you How will it What positive How will you
title of your want to hap- happen? outcomes do know when it
study? pen? you expect? is complete?
PART B
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Community and Environmental Health
Processing Questions:
1. Have you already completed the table with your plan of action?
2. Among the given steps, what was the most difficult to answer? Why?
WHAT TO UNDERSTAND
WHAT TO TRANSFER
Start your action plan now. Conduct an interview with the people that will help
you realize your plan of action.
Write down your schedule for actual data gathering on the table below.
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Lesson 5
PROJECT ASSESSMENT
Objective
At the end of this lesson, you should be able to:
• Make decisions about buildings, businesses, services, housing areas, and
other structure and act on the development of a healthy dream community
Control of rodents,
cockroaches, flies,
pests, etc.
Availability of Drinking
Water
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Community and Environmental Health
Regular water
potability testing
Others
B.
1. Study the result of your survey.
2. How many items were complied with? Which items?
3. How many items were not complied with? Which items?
4. Write down your observations based on the survey.
5. Based on the result of your survey, what recommendations or suggestions
can you give to improve and maintain the cleanliness and safety of the
school canteen?
Suggested Activities:
1. Survey on the School’s Solid Waste Management Practice
2. Study on the Problems on the Drainage System of the Barangay
3. Promulgate Laws for Proper Waste Disposal
4. Initiate a Signature Campaign Against Illegal Mining and Coral Reef
Degradation.
Your action plan will detail your involvement in protecting your environment.
The safety of the community is the primary concern of the government, thus,
the next lesson will introduce you to Injury Prevention, Safety and First Aid.
But before your excitement leads you to a more wonderful adventure, you
are required to answer the summative test of this quarter.
Link to the nearest NGO’s and GO’s for the support of this program
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SUMMARY/SYNTHESIS
There are existing Philippine Laws that will protect our environment from
external factors. To name a few: Philippine Clean Air Act, Philippine Water Act
and Ecological Solid Waste Management Act. These laws are implemented to
protect our environment.
In this module, you have learned the importance of having a healthy com-
munity, thus, leading to the safety of every individual. The concept of having an
ideal community in the promotion of Environmental Health. There are dangers
around if we continue to live threatening our surroundings. In fact, we have been
embedded through series of natural phenomena. Damages are more obvious!
In this material, there are suggested activities that will guide a Grade 9 student
to be actively participating in the programs of the government. By this, they can
assess, even if in their own little way they can make a difference.
Most of the activities highlighted on this material are geared towards the
awareness of every student that he/she has an individual share of responsibility.
The action plan will definitely help students to take a deeper understanding
of their community by means of drawing strategic plans to improve the safety
of every individual.
There are varied formative assessments designed on this module, anchored on
the K to 12 curriculum, following the areas on KPUP. There are 4 major catego-
ries: What to know, What to Process, What to Understand and What to Transfer.
GLOSSARY
Air Pollution means any alteration of the physical, chemical and biological
properties of the atmospheric air, or any discharge thereto of any liquid, gaseous
or solid substances that will or is likely to create or to render the air resources of
the country harmful, detrimental, or injurious to public health, safety or welfare
or which will adversely affect their utilization for domestic, commercial, indus-
trial, agricultural, recreational, or other legitimate purposes.
Community is defined as a sociological group in a large place sharing one
environment. It therefore includes the individual and the family.
Community Health is defined as the art and science of maintaining, pro-
tecting and improving the health of all the members of the community through
organized and sustained community efforts.
Deforestation is the destruction of big areas of our forests
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RESOURCES
Books:
Darilag, A., Vergara, L., De Leon, Z. (2007) Enjoy Life with PE and Health Text-
book. Philippines: Vibal Publishing.
Gonzales, C., Lacia G., Poquiz, ML., Bulanandi, S., Callo, F. (2008) MAPEH in
Action III. Philippines: Rex Book Store.
Tan, Galvez, et.al. (2009). The Health Curriculum in Philippine Basic Educa-
tion . Vol 2: A Resource Book for Teachers. Quezon City: UNACOM, Social and
Human Sciences Committee.
Tolentino, V., Seneres, C. , Mojica, A., Sedigo, A. (2008) Honing Your Skills
Through MAPEH II. Philippines: JO-ES Publishing House.
WEB SOURCES:
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Center for Environmental Concerns. (2008). Logged Out: The crisis created by
Philippine forestry policies.
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http://en.wikipedia.org/wiki/Flash_flood
http://www.cdc.gov/healthycommunitiesprogram/tools/change/downloads.htm
http://www.cdc.gov/healthycommunitiesprogram/tools/change/downloads.htm
https://www.google.com.ph/?gws_rd=cr&ei=wGJWUtn1BcaFlAX-
wtYGwAQ#q=rubrics+for+drawing
http://course1.winona.edu/shatfield/air/saskhealthplan.pdf
http://mining.about.com/od/OperationsManagement/a/What-Is-Illegal-Min-
ing.htm
http://www.kalikasan.net/features/2011/06/05/where-are-trees-examin-
ing-state-philippine-forests
http://www.emb.gov.ph/embgovph/Portals/38/IEC/R.A.%209003.PDF
http://www.emb.gov.ph/embgovph/Portals/38/IEC/irr.PDF
http://www.emb.gov.ph/Portal/
http://www.mgb.gov.ph/art.aspx?artid=490
http://www.lawphil.net/statutes/repacts/ra2004/ra_9275_2004.html
http://books.google.com.ph/books?id=NjE9Cnw24z8C&pg=PT125&d-
q=oil+spill+news+clips+in+the+philippines&hl=en&sa=X&ei=Ty97UtO6H7C-
SiAfLioHYDg&ved=0CEEQ6AEwAA#v=onepage&q=oil%20spill%20news%20
clips%20in%20the%20philippines&f=false
http://www.emb.gov.ph/mmairshed/Policies/ra8749-clean%20air%20act.pdf
http://www.dailymail.co.uk/news/article-2077014/Philippines-flash-flood-20
11-Death-toll-rises-officials-continue-relief-operation.html
http://oilsplat.wordpress.com/about/
http://www.coastguard.gov.ph/index.php?option=com_content&id=105:pres-
idential-decree-no984
http://www.cdc.gov/healthyplaces/factsheets/healthy_community_checklist.pdf
http://www.who.int/water_sanitation_health/dwq/smallcommunity/en/
http://www.who.int/water_sanitation_health/hygiene/en/
http://www.who.int/water_sanitation_health/diseases/en/
http://www.wpro.who.int/philippines/publications/20_years_ncd_preven-
tion_and_control_nd_philippines.pdf
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Health learner’s material unit
Prevention of 2
Substance Use and
Abuse
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INTRODUCTION
This learner’s material is designed to inform you about the present drug
scenario in the Philippines, the different classifications of drugs abuse and their
harmful short-term and long-term effects on the body. Common and informative
terms encountered in drug education are included. Signs and symptoms of drug
use and abuse among teenagers will also be tackled. You will also learn about the
effects of drug addiction to self, family, community and the country as a whole.
Various strategies and techniques presented in this learner’s material will help to
prevent substance use and abuse. Furthermore, this material provides you with
a solid knowledge from which you may gain more information about prevention,
intervention, and healthy alternatives to avoid substance use and abuse.
Before you go through this learning material, you need to answer the pre-
assessment which checks your prior knowledge, processing and understanding
of the topics. The learner’s material will have seven lessons. Each lesson contains
the four core parts of learning namely: Knowledge, Process, Understanding and
Transfer. The learner’s material will culminate with a product or performance
assessment to check your level of proficiency. Suggested media resources are
given to further enhance your growing mind.
PRE-ASSESSMENT
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Prevention of Substance Use and Abuse
Statements:
1. Drugs are not a concern in the Philippines!
2. Filipino males are more prone to drug use than females.
3. Teenagers are in danger to drug use, misuse and abuse.
4. All medicines are drugs but not all drugs are medicines!
5. Drugs change the way the brain thinks and processes information.
6. There are many healthy alternatives to combat drug use and abuse.
7. Shabu is one of the commonly used and abused drugs in the Philippines.
8. Drug dependence is the state of physical and psychological dependence
on drugs by a person following its continuous use and abuse.
9. Drug abuse is the continuous use of a drug or several drugs other than
their specified purpose.
10. A drug is a substance which brings about mental, emotional, behavioral
and physiological changes to a person.
LINE
STUDENTS
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K-W-L Chart
List ideas you know about the drug scenario in the Philippines. Write these in
the K (What I Know) column. List things you want to know in the W (Want to
Know) column. Do not write anything in the L (What I Learned) column yet.
Quiz Time!
Your teacher will assess your prior knowledge, process and skills
on the current drug scenario in the Philippines. The score will not
be recorded. Write the answers in your notebook or activity sheet.
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Prevention of Substance Use and Abuse
True or False.
Write True is the statement is true and false if it is false.
____ 7. Stimulants, depressants, hallucinogens, narcotics and inhalants
are drugs of abuse.
____ 8. Teenagers who engage in drug use and abuse are prone to drop-out
and fail in their academic performance.
____ 9. Taking small amounts of drugs of abuse will not make a person an
addict in the long run.
____ 10. There are healthy and enjoyable things to do than taking drugs.
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Lesson 1
Introduction
Lesson 1 presents the drug scenario in the Philippines. You will be provided with
information about the study conducted by the Dangerous Drugs Board. This is
the lead government agency which plans, establishes and initiates programs and
projects necessary to combat and reduce the illegal distribution, manufacture
and sale of drugs of abuse. You will also be introduced to basic terms used in
the study of substance use and abuse. Activities are provided to further develop
knowledge, skills and attitudes toward the topic.
OBJECTIVES
At the end of the lesson, you are expected to:
• Describe the drug scenario in the Philippines
• Explain the concepts of drug dependence, drug use, drug misuse and drug
abuse
• Conduct a survey in school or in the community about its present drug
scenario
• Create a box of information which includes all information who have
learned, gathered and processed
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WHAT TO KNOW
jcyap2013
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Source: “2008 National Household Survey on the Nature and Extent of Drug Abuse in the
Philippines”
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DRUG
DRUG
DRUG MISUSE
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Prevention of Substance Use and Abuse
WHAT TO PROCESS
Statements:
• Smoking should be banned in public places.
• It is okay for students to use cigarettes and alcohol.
• Our law is too easy on teenagers caught using drugs.
• Advertising is causing teenagers to try alcoholic drinks.
• Severe penalties for drug use will stop people from using drugs.
• Parents should be held responsible for their children who are into drug
use.
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WHAT TO TRANSFER
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Prevention of Substance Use and Abuse
Grammar There are no There are 1-2 There are 3-4 There are
grammatical/ grammatical/ grammatical/ more than 4
mechanical mechanical mechanical grammatical/
errors in the errors in the errors in the mechanical
material. material. material. errors in the
material.
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Lesson 2
OBJECTIVES
At the end of the lesson, you are expected to:
• discuss risk and protective factors in substance use, abuse and drug de-
pendence
• analyze situations for the use and non-use of psychoactive substances
• state personal opinions about preventing drug use and abuse.
• write an essay about preventing drug use and abuse.
WHAT TO KNOW
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4. Post the meta-cards for the risk factors on one side of the board and the
meta- cards for the protective factors on the other side.
5. After everybody has posted his/her meta-cards, your teacher will ask you
questions or clarify things.
6. Teacher feedback will follow.
School
Community
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Below are the risk and protective factors in the use, misuse, and abuse of drugs:
Protective Factors
• Self-control behavior
• Good reasoning skills
• Excellent social skills
• Positive interaction with people
• Sense of belonging
Protective Factors
• Good communication with people
• Positive family relationship
• Clear and consistent family rules
• Strong family values
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Prevention of Substance Use and Abuse
Protective Factors
• Association with peers and friends who do not use gateway drugs
• Formation of friendships
• Reliance on friends for emotional support
• Inviting friends at home to know the family
Protective Factors
• Good to excellent academic performance
• Joins extra-curricular activities and school organizations
• Shows interest in attending classes
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Protective Factors
• Strong community relationships
• Active and positive community programs, projects, and activities for the
youth
• Positive attitude which combat drug use
• Strong community advocacy against drugs
Reference: Risk Factors and Protective Factors. (October 2003). Retrieved November 8, 2013,
from http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-ad-
olescents/chapter-1-risk-factors-protective-factors/what-are-risk-factors
Reflect on the risk and protective factors you have just read. Share your ideas
in class.
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- The Editor
Questions:
1. What are the ideas of the editor to stop drug use, abuse, and drug trafficking.
Summarize these ideas.
2. Do you think the ideas of the editor will be effective? Why or why not?
3. Do you have other ideas that might help stop drug use, abuse, and traf-
ficking? Write one idea in each box.
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WHAT TO PROCESS
WHAT TO TRANSFER
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highly orga- organized and is somewhat not too orga- and not co-
nized and coherence is organized and nized and co- herent with
shows coher- obvious. coherent. herent. There the topic.
ence. There is is little variety There is no
variety in style There is va- There is some- in structure variety in
which makes riety in style how a variety and subject. structure and
the essay very which makes in style which subject mat-
impressive. the essay im- makes the ter.
pressive. essay good.
There are no There are 1-3 There are 4-6 There are There are
Spelling
pelling errors errors in spell- errors in spell- 7-10 errors in more than
in the theme. ing. ing. spelling. 10 errors in
spelling.
Total: /20
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Lesson 3
Drugs of Abuse
Introduction
Lesson 3 deals with the classification of drugs of abuse. Learners will be able to
classify the drugs of abuse according to their effects on the body. Stresses that
some of these drugs of abuse also have their medical purposes but are highly
addictive if misused and abused. As a learner, you will be provided with infor-
mation about the topic. Activities are provided to assist you in developing your
knowledge, skills and attitudes about classifying drugs of abuse.
OBJECTIVES
At the end of the lesson, the learners are expected to:
• describe how drug of abuse are classified
• classify drugs of abuse according to their effects on the body
• produce a table flipchart of the classification of drugs and their effects on
the body
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WHAT TO KNOW
S N E G O N I C U L L S H
S A H U N G A I C O S S A
G R E R I O P O P P T T L
U C L D A S D G N N O I L
R O P S Q Z X C A P Y M U
D S S Q W E R S R T Y U C
Y S A S D E S S C O O L I
A F D O S E F G O L U A N
W W R W R C V Y T M T N A
E A Q P W G F D I N H T T
T S E S E B N M C V U S I
A D S F D D T L S G N O O
G A G I N H A L A N T S N
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2. Depressant drugs
Depressant drugs slow down a person’s central nervous system (CNS). The
Central nervous system includes the brain, spinal cord, and nerves. Doctors
commonly prescribe depressant drugs to help certain persons to be less angry,
less stressed, or tensed. Depressant drugs relax muscles and nerves. These
drugs also make patients feel sleepy and light-headed. Depressant drugs
include alcohol, barbiturates, and tranquilizers.
3. Stimulant drugs
Stimulant drugs speed up a person's central nervous system. Stimulant
drugs have the opposite effect of depressants. Stimulants make a person’s
energy high. Negative effects of stimulants include depression and tiredness.
Stimulants include amphetamines which include shabu, caffeine, nicotine,
and cocaine.
4. Narcotics
Narcotics are drugs which relieve pain and induce sleepiness. In medicine,
these drugs are administered in moderation to patients with mental disorders
and those in severe pain like cancer. Narcotic drugs include cocaine, heroin
and marijuana. These drugs are illicit and dangerous if taken.
5. Hallucinogens
Hallucinogens are drugs which distorts reality and facts. It affects all senses
and makes a user see, hear and feel things that don’t exist in the time being.
The name hallucinogen came from the word hallucination which is to per-
ceive illusions. Hallucinogens include lysergic acid diethylamide, psilocybin
obtained from mushrooms and mescaline.
6. Inhalants
Inhalants are found in ordinary household chemical products and anesthetics.
It is readily available and accessible to young children. Inhalant intoxication
is similar to the signs and symptoms of alcohol intoxication. One difference
is the foul smell of chemicals sniffed, inhaled or huffed by the user. Contin-
uous use and abuse leads to delusions, brain damage, liver damage, coma
and death. Examples of household products used as inhalants are acetone,
rugby or solvent, ordinary and spray paint, cleaning fluids and air conditioner
fluid (Freon).
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WHAT TO PROCESS
D
R
U
Harmful Classification Classification Harmful
G
Effects Effects
S
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TEAM 2
TEAM 3
TEAM 4
TEAM 5
TEAM 6
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WHAT TO TRANSFER
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Lesson 4
Introduction
Lesson 4, analyzes the different myths misconceptions about substance use
and abuse. You will learn to describe the signs and symptoms of drug use and
abuse among Filipino teenagers. You will be provided with information about
the topics. Activities are provided to further enhance your current knowledge,
skills and attitudes toward the said topics.
OBJECTIVES
At the end of this learning material, you are expected to:
• analyze myths and misconceptions about substance use and abuse
• describe signs and symptoms of possible substance use and abuse among
adolescents
• conduct an interview about myths, misconceptions, signs and symptoms
of substance use and abuse
• make an advocacy brochure about the truth of drug use and abuse and
the signs and symptoms of drug use and abuse
WHAT TO KNOW
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Drugs of abuse make a Certain drugs of abuse remove shyness and inhi-
person bold and brave. bition. In psychology, normal inhibition prohibits
a person to do unacceptable things, thoughts and
desires. Normal inhibition includes not taking other
people’s things, not crossing a busy street and know-
ing what is right from wrong. The temporary cour-
age brought about by taking drugs is a dangerous
one as it makes a drug user lose normal judgment
which is part of the person’s normal inhibition.
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• Uncontrolled irretation
• Paranoia (fear that people always stalk and talk about him/her)
• Severe feeling of depression and loneliness
• Complains of over fatigue (psychological or physiological)
• Frequent involvement in petty fights and crimes
• Frequent changes of mood and extreme mood swings
• Lousy physical appearance
• Reddish eyes
• Sudden loss in weight
• Frequent complaints of headache and stomach pains
• Convulsions
• Frequent attacks of cough and runny nose
• Brown stains on fingertips
• Foul body smell
• Wearing of sunglasses even at night
• Loss of balance
• Loss of interest in sports and hobbies
• Poor judgment and loss of inhibition
• Loss of concentration
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WHAT TO PROCESS
S
A
Y
N
O
T
O
D
R
U
G
S
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Lesson 5
Introduction
Lessons 5 and 6 will discuss the harmful short term and long term effects of sub-
stance use and abuse on the body. You will also be asked to discuss the harmful
effects of substance use and abuse on the: self, family, school and community.
Various activities will help you reflect on what you learned and inspire you to
become a healthy and active person.
OBJECTIVES
At the end of this learning material, you are expected to:
• Discuss the harmful short-term and long-term effects of substance use
and abuse on the body
• Discuss the harmful short-term and long-term effects of substance use
and abuse on the following domains:
◉ Self
◉ Family
◉ School and
◉ Community
• Discuss the relationship between drug use and the incidence of HIV-AIDS
• Explain the health, socio-cultural, psychological, legal, and economic
scope of substance use and abuse
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WHAT TO KNOW
A. GATEWAY DRUGS
Gateway drugs are accepted and legal with restrictions. In the Philippines, people
below 18 years of age are not allowed to buy and use gateway drugs. The use of
gateway drugs puts a person at risk of using more dangerous and illicit drugs.
Tobacco of any form and alcohol are gateway drugs.
Gateway Drug Short-Term Effects Long-Term Effects
A. Alcohol - Headache and light - Damage of organs like
headedness liver, heart, colon and
- Slurred speech brain
- Slow body reflex, sens- - Cancer
es and coordination - Cardiovascular diseases
- Overconfident - Cirrhosis of the liver
- Mood swings (depres- - Poor study and work
sion, high spirit, ag- performance
gressiveness) - Paralysis and/ or loss
- Nausea (headache with of limb due to road
vomiting) accidents and other
- Experience of blackout tragic events
(loss of consciousness) - Alcohol poisoning
which leads to coma
and eventual death
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B. DEPRESSANTS
Depressants, also known as “downers”, suppress or slow down the central ner-
vous system. In the medical field, depressants are also called sedatives which
are used to treat anxiety, mental disorders and sleep disorders like insomnia.
Types of depressants are tranquilizers, barbiturates, and hypnotics. Tranquilizers
are mild depressants which are used to treat anxiety. Barbiturates are stronger
than tranquilizers and are used to treat insomnia and other sleep disorders and
control seizures. Hypnotics are the most powerful depressants. Alcohol is also
a depressant.
The table below shows the effects of depressants on the body.
Short-Term Effects Long-Term Effects
- Slow brain function which - Agitation and aggressive be-
leads to temporary memory haviors
loss - Depression leading to mental
- Slow pulse rate and heart rate disorders
- Below normal breathing pat- - Hypertension or high blood
tern pressure
- Low blood pressure - Cardiovascular diseases
- Inability to concentrate and - Paralysis of the muscles and
poor judgment nerves
- Confusion and irritability - Brain stroke
- Dizziness and lightheadedness - Chronic liver disease
- Slurred speech - Renal or kidney failure
- Loss of body balance and slug- - Cancer of the colon and other
gishness form of cancer
- Depression - Diabetes
- Coma and death
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C. STIMULANTS
Stimulants are also known as “uppers” or “speeders”. They stimulate or acti-
vate the central nervous system. A person can stay awake for longer periods
under the influence of stimulant drugs. Some stimulants are legal while some
are illicit and dangerous. Caffeine is a stimulant which is found in soft drinks,
energy drinks, coffee, tea, and chocolate. Illicit stimulants include cocaine and
methamphetamine or shabu. The table on the next page shows the effects of
stimulants on the body.
D. NARCOTICS
Narcotics are known as “painkillers”. They also induce sleepiness. Narcotics are
administered to patients with mental problems. They are also given to cancer
patients to relieve severe pain. Narcotic drugs include cocaine, heroin, and
marijuana.
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E. HALLUCINOGENS
Hallucinogens create hallucinations. Hallucinations distort what is real. Ev-
erything the person sees, hears, and feels are the opposite of reality. Lysergic
acid diethylamide (LSD), psilocybin, and mescaline are some of the common
hallucinogens.
Short-Term Effects of Hallucinogens Long-Term Effects of Hallucinogens
- Euphoria - Flashback (effects of the drug
- Hallucinations (seeing things comes back after a long time
which are not really there) of not using it)
- Poor judgment of time and - Increased blood pressure
distance - Brain damage
- Inability to sleep - Psychosis (a mental disorder
- Loss of appetite which lasts up in which reality is distorted or
to 10 hours twisted)
- Nausea - Coma and death
- Poor body coordination
- Feeling of super strength
- Increased blood pressure and
heart rate
- Aggressive behavior
- Memory loss
- Slurred speech
F. INHALANTS
Inhalants are found in common household chemical products. Inhalants are
huffed or sniffed. The effects of inhalants are similar to the effects of alcohol
intoxication.
Short-Term Effects of Inhalants Long-Term Effects of Inhalants
- Slurred speech - Loss of hearing
- Poor coordination - Uncontrolled muscle spasms
- Euphoria - Brain damage
- Dizziness and nausea - Nerve damage
- Feeling of lightheadedness - Bone marrow damage
- Foul breath
- Hallucinations
- Delusions
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The Department of Health (DOH) reported that around 13 Filipinos are infected
with HIV-AIDS every day. From 1987 to 2013, there were more than 14,000
cases of infection and the rate of infection is very high in highly urbanized areas
like Metro Manila. In relationship to drug use and abuse, the two most recorded
means of transmission of HIV-AIDS is through the following:
1. Risky sexual behavior
2. Sharing of needles through drug use
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the higher the chance of getting and spreading HIV. Delayed drug abuse
treatment means the person will engage in more intravenous drug sharing and
risky sexual behavior and practices. The earlier a drug user seeks intervention
and treatment, the better the chance of not acquiring and spreading HIV-
AIDS and other diseases. Drug abuse treatment also educates and counsels
the user and the family about the risk of drug use and abuse.
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WHAT TO PROCESS
WHAT TO TRANSFER
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Lesson 6
Introduction
Lesson 6 deals with different strategies in the prevention and control of sub-
stance use and abuse. These strategies include application of decision-making
skills and the use of resistance skills in different situations related to substance
use and abuse. Decision-making and resistance skills will help you enhance your
knowledge, skills and attitude in facing and overcoming real-life situations. You
will practice these skills in class and will be guided by your teacher. You will also
suggest healthy alternatives to prevent the use of drugs of abuse.
OBJECTIVES
At the end of this learning material, you are expected to:
• Discuss strategies in the prevention and control of substance use and
abuse
• Apply decision-making and resistance skills in situations related to sub-
stance use and abuse
• Describe healthful alternatives to substance use and abuse
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WHAT TO KNOW
Prevention is the best way for people like you to avoid the use and abuse of
drugs. People should understand the different protective factors and risk factors.
Protective factors should be enhanced while risk factors should be avoided and
dropped for good. You should learn decision-making skills and resistance skills
in order to be able to refuse temptations and offers from known drug users.
The following are protective factors you need to fight drug use and abuse:
• Loving and caring family
• Involvement in sports
• Positive outlook in life
• Positive self-image
• Caring and supportive friends
• A sense of worthiness and achievement
• Always having the right attitude
• Ability to cope with stress and depression
• Having responsible adult role models
• Active participation in sports or recreation
• Participation in school clubs and activities
• Consultation with responsible adults like parents, teachers, counselors
regarding problems, concerns and queries in life
• Development of talents and skills
Which of the protective factors are within your control? Beyond your control?
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Decision-making Skills
The following activities will strengthen your decision-making skills.
Skills Guides
Step 1: Describe the situation you Describe the situation you are in. You
are in. can better describe by writing it on a
piece of paper. You can say it out loud
several times.
Step 2: List possible actions for List down all possible actions. Don’t
the situation. worry about listing the not-so-good
ones. You can eliminate them after-
wards. You can also say out loud all
possible actions. Think over them
several times.
Step 3: Share your list with Share your list of possible actions with
responsible adults. a responsible adult. Make sure that
this person has not been associated
with known drug users. His/Her deci-
sions should be credible.
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Resistance Skills
Use the following steps to practice resistance skills in saying “NO” to drugs.
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Below are the steps securing drug abuse treatment and rehabilitation:
1. Secure referral form for Drug Dependency Exam at CADAC or Dangerous
Drugs Board (DDB).
2. Have the drug dependent examined by DOH accredited doctor.
3. If drug dependent is found positive, DDE must be submitted with the
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Mode of Treatment
There are various modes of treating drug dependents. Each mode is effective
on its own. Centers may apply several modes during the period of confinement.
Mode of Treatment Description
Eclectic Approach This approach uses a holistic approach in the treatment
process. The professional skills and services of the rehabili-
tation staff are made available. Eclectic approach address-
es different personality aspects of the patients geared
towards their rehabilitation and recovery from the depen-
dency.
Spiritual Approach This approach uses Bible teachings as a source of inspira-
tion to change drug dependents. The approach looks at
drug abuse as a sin. It also teaches patients to turn away
from the evil ways of drug addiction and renew their con-
nection with God.
Therapeutic This approach views drug addiction as a manifestation of
Community a more complex psychological problem. The treatment is a
Approach highly structured program wherein the community is used
to foster change in attitude and behavior. Role modeling
and peer pressure play important parts in the program.
The approach teaches personal responsibility, positive
self-image, importance of human community and coop-
eration among community members. Its goal is to turn
patients into responsible citizens.
Hazelden-Minne- This model views any form of addiction as a disease that
sotta Model it is an involuntary condition caused by various factors
outside an individual’s control. The program consists of
instructive lectures, cognitive-behavioral psychology. This
approach teaches a set of values and beliefs about the
powerlessness of persons over drugs and turning to a
higher power to help them overcome the disease. Psychol-
ogists, psychiatrists and patients help each other in this
program.
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WHAT TO PROCESS
HOBBIES
S
ME SPORTS PROJE
CTS
GA
AC
TIV S
ITIE RAM ERS
S
PRO
G OTH
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Developing The game lacks the The game is still The game is
(2 pts.) attractiveness to in the developing somewhat hard to
lure players to play stage. Some topics follow. Direction is
/ 15 POINTS
Beginning The game is not The game is not in The game cannot
(1 pt.) attractive. Players line with the topic. be played because
are not lured to play There is no learning of unclear direction.
the game. There are in playing the There are many
no elements and game. grammatical errors
principles of design and more than 10
incorporated in the misspelled words.
game.
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GENERALIZATION
The present drug scenario in the Philippines is changing. Likewise, local and
international drug syndicates are being apprehended and prosecuted by the long
arm of the law.
Drugs by nature are good. They are used to treat illnesses, help calm down
patients with mental disorders or relieve pain and suffering. Illicit use of drugs
is the result of greediness in some men to earn money and create chaos and dis-
order in society. In the Philippines, the most commonly used drugs are shabu,
marijuana and inhalants or solvents.
Drugs of abuse are classified according to their effect on the body gateway
drugs, depressants, stimulants, hallucinogens, narcotics and inhalants. Some
people have myths and misconceptions regarding drug use.
Various risks of drug use have been discovered by medical science. These
risks are called effects. Effects are either short-term effects or long-term effects.
One of the effects of drugs particularly drugs those injected into the blood stream
is the risk of HIV-AIDS contamination. HIV-AIDS in the Philippines is contin-
uously growing and posing a threat to every Filipino, his/her family, and the
community. Generally, effects of drug use affect the following domains namely:
self, family, school and community.
With the continuous presence of drugs in our society, the government along
with non-governmental organizations and private institutions find alternative
ways to prevent and control the spread of drug addiction and dependence in the
country. These healthy alternatives are effective strategies to educate, advocate
and promote a drug free-community and instill in our youth that drugs are not
good and will only destroy their lives and that their family and community.
REFERENCES
• Treatment and rehabilitation. Retrieved November 4, 2013, from http://www.
ddb.gov.ph/component/content/article/46-sidebar/64- treatment-and-re-
habilitation
• Facts on drugs. Retrieved November 4, 2013 from http://www.ddb.gov.ph/
component/content/article/46-sidebar/58-facts- on-drugs Nov 5, 2013
• Drug facts: inhalants. (October 24, 2013). Retrieved November 5, 2013, from
http://teens.drugabuse.gov/drug-facts/inhalants
• Drug sacts: stimulants. (October 24, 2013). Retrieved November 5, 2013,
from http://teens.drugabuse.gov/drug-facts/stimulants
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• Drug facts: tobacco. (October 24, 2013). Retrieved November 5, 2013, from
http://teens.drugabuse.gov/drug-facts/tobacco
• Drug facts: HIV, AIDS and drug abuse. (October 24, 2013). Retrieved No-
vember 5, 2013, from http://teens.drugabuse.gov/drug-facts/hiv- aids-
and-drug-abuse
• 2008 national household survey on the nature and extent of drug abuse in
the Philippines. Retrieved November 7, 2013, from http://www.ddb.gov.
ph/images/psrsd_report/2008%20National%20Ho usehold%20Survey.
pdf
• Alternative development. Retrieved November 4, 2013, from http://www.
ddb.gov.ph/component/content/article/46-sidebar/13- alternative-devel-
opment
• Risk factors and protective factors. (October 2003). Retrieved Novem-
ber 8,2013, from http://www.drugabuse.gov/publications/prevent-
ing-drug-abuse-among-children-adolescents/chapter-1-risk-factors-pro-
tective- factors/what-are-risk-factors
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Unintentional 3
Injury, Prevention,
Safety and First Aid
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Unit 2
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Unintentional Injury Prevention, Safety And First Aid
Always remember that if you want to live happily, you have to:
• do things safely
• reduce the risk of accidents
• reduce unnecessary risk taking
• develop safety consciousness at all times
Once you internalize safety awareness in your system, this influences you to
think and act with due regard for your safety and that of others as well.
learning competencies
At the end of this module, you are expected to:
• Discuss the basics of first aid (principles, roles, responsibilities and charac-
teristics of a good first aider);
• Identify common unintentional injuries in the school setting;
• Assess emergency situations for unintentional injuries;
• Demonstrate the proper procedure in conducting basic life support (primary
and secondary survey of the victims);
• Demonstrate proper first aid procedure for common unintentional injuries;
• Discuss the importance of dressing and bandages;
• Show the different types of dressing and bandaging;
• Demonstrate appropriate bandaging techniques for unintentional injuries;
and
• Demonstrate proper techniques in carrying and transporting victims of un-
intentional injuries;
Good luck and have a “safe” journey ahead!
DIAGNOSTIC ASSESSMENT
Before you start, let us first check what you know about safety education and
first aid. Write your answers on your work/activity sheet.
Test I. Multiple Choice. Choose the letter of the correct answer.
1. What do you call the immediate care given to an injured person before
the arrival of a physician?
A. First Aid B. Intensive Care
C. Chest Compression D. Cardiopulmonary Resuscitation
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Lesson 1
WHAT TO KNOW
Objectives
1. Explain the meaning and importance of first aid
2. Develop the sense of responsibility to help others through the knowledge and
application of first aid
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Process Questions:
1. Who are victims of accidents? Where do accidents happen? Why do they
happen?
2. Are these situations preventable? How?
3. What will you do if these happen?
4. Why do we need to give immediate action to an emergency situation?
Do you think you did the right action for each situation? Do not worry. As
you go on with this module, you will discover the proper ways of addressing
those situations.
First Aid is an immediate and temporary care given to a person who suddenly
gets ill or injured. It includes self-help and home care if medical assistance is
not available or delayed. It can mean the difference between life and death in
extreme cases. However, we must know the limits of the first aid we can give be-
cause improper first aid can actually do more harm than good in some instances.
Anyone who gives first aid is a first aider.
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WHAT TO PROCESS
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Process Questions:
1. What should we remember when giving first aid?
2. Why is it important to understand and follow the basics of first aid?
3. What is the ultimate goal in giving first aid?
Process Questions:
1. If injuries happen at any time, at any place, to anybody, then what should
we do to prevent them?
2. If injuries happen at any time, at any place to anybody, then what should
we do if these happen?
3. What are the roles of a first aider during an emergency situation?
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Process Questions:
1. Who among the students are good first aiders? Why?
2. Who among them are not good first aiders? Why?
3. What characteristics should a good first aider possess?
4. If you were a first aider, what would be your ultimate goal?
Activity 5 – Complete Me
Complete the unfinished statements individually.
I can be a first aider because _______________________________.
I will be a first aider because _______________________________.
As a first aider, I will ____________________________________.
Process Questions:
1. Why is first aid important?
2. Can we help others through our knowledge and skills in first aid? How?
Process Questions:
1. Why is having knowledge and skills in first aid important?
2. Can we help others through our knowledge and skills in first aid? How?
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WHAT TO TRANSFER
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Lesson 2
WHAT TO KNOW
Objectives:
1. Demonstrate properly the procedures in assessing emergency situations
2. Demonstrate properly the procedures in doing primary and secondary survey of
victims
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Present your queries to the teacher. You may also ask a bonafide Red Cross
member, a para-medical practitioner like a nurse, a first aider, rescuer, health
professional, life guard or a physician in your school or community to discuss
and demonstrate the principles.
Listen attentively to the teacher or any invited person as he/she discusses
and demonstrates the proper procedures in assessing emergency situations and
in doing basic life support (primary and secondary surveys of the victims).
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1. Primary Survey
Primary survey of the victim is used when the victim is unconscious and to
find out and immediately treat life-threatening conditions.
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1. Put your face near the victim’s mouth and look, listen, and feel for
breathing. You should observe for:
◉ Chest movement, sound of breathing, or feel of breath on your
cheek
2. Secondary Survey
Secondary survey is used when the victim is conscious or has revived. It aims
to detect everything about the patient’s condition.
a. History Taking
SAMPLE PAIN is the mnemonic in order to perform the steps more easily.
S-ymptoms (the chief complaint of the patient)
A-llergy (find out if the victim is allergic to anything)
M-edication (what are the medicines s/he is currently taking)
P-revious illness (that may be related to the problem)
L-ast meal (only for those subject for operation)
E-vents prior to what happened
P-eriod of pain (How long? What started it?)
A-rea (Where is the pain coming from?)
I-ntensity
N-ullify (What stopped it?)
A. Pulse rate
Steps in checking the pulse:
■ Use your fingertips in getting the pulse. Follow the following pro-
cedure:
1. Place the finger tip over an artery where it either crosses a bone
or lies close to the skin.
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■ The pulse rate may be taken in different points in the body like:
1. Brachial 5. Subclavian
2. Carotid 6. Axillary
3. Wrist 7. Femoral
4. Temporal
B. Temperature
Guidelines in checking temperature:
■ It is being important to monitor temperature in the case of stroke
and high fever.
■ Body temperature is measured by using a thermometer within the:
1. Rectum (rectal)
2. Oral (mouth)
3. Axillary (armpit)
C. Respiration
Guidelines in checking respiration:
■ Count the number of breaths per minute.
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D. Skin color
Guidelines in checking skin color:
■ Skin color reflects the circulation of blood and the saturation of
oxygen in the blood.
■ The presence of mucous around the mouth, inner eyelids, and nail
beds is a sign of poor blood circulation.
■ A healthy skin is warm and pink because blood flows normally in
the blood vessels.
2. Eyes
◉ Pay close attention to the pupils.
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3. Chest
◉ Check for cuts, bruises, penetrations, and other impairments.
◉ If the victim feels pain while you apply pressure onto his/ her chest,
there could be a rib fracture.
4. Abdomen
◉ Does the victim’s abdomen hurt? Where is the pain coming from?
◉ Is his/ her abdomen tender?
◉ Did you feel any lumps? If yes, get immediate medical assistance.
5. Back
◉ Is there movement in the victim’s lower extremities?
◉ Is there sensation in these parts? If the answer is yes, do not move
the victim. Immobilize him/ her.
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After listening attentively and reading the information above, I am very sure
that you are now ready to demonstrate the procedure in assessing emergency
situations and in doing primary and secondary surveys of the victim.
WHAT TO PROCESS
Process questions:
1. Why is it important to assess the situation first before proceeding to the
primary and secondary survey of the victim?
2. When should a primary survey of the victim be used?
3. When should a secondary survey of the victim be used?
How was your performance? I am sure it was great.
If the teacher gave you an unsatisfactory score, do not worry. You still have
the chance to do better in your next activities. Review the procedures above and
try to check which steps you are not very good at yet.
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WHAT TO TRANSFER
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Lesson 3
WHAT TO KNOW
Objectives
1. Explain the purpose of dressing and bandages
2. Demonstrate the appropriate bandaging techniques for common uninten-
tional injuries
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Techniques in Bandaging
Wounds
A wound is a break in the continuity of a tissue in the body. It may be closed
in which there is no break or damage in the skin. It is also called hematoma or
contusions. A wound may also be an open wound in which there is a break in
the skin.
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Laceration Avulsion
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WHAT TO PROCESS
1. An incision on a chest
2. An abrasion on a cheek
3. A puncture on a foot
4. A laceration on the arms
5. An avulsion on the head
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Process questions:
1. Why should we use dressings and bandages on wounds?
2. Can we use any cloth as a dressing or bandage? Why and why not?
3. Aside from wounds, in what other injuries can we use dressings and ban-
dages?
4. Why is it necessary to apply the proper techniques on applying dressings
and bandages?
WHAT TO TRANSFER
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Lesson 4
WHAT TO KNOW
Objectives
1. Identify the different types of carrying and transporting of an injured person
2. Demonstrate proper techniques in carrying and transporting an injured person
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Situations…
No. of Available Status of Injured Person Must Do Kind of
First Materials Transport
Aider
1 None Unconscious
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1 None Unconscious
Very small
1 None Unconscious
Fat
2 Class- Unconscious Carry the
room victim down
chairs No injury on neck, stairs
and ta- back or pelvis
bles
2 None Unconscious
3 None Unconscious Injured person
will be carried
on his back or
face
3 None Unconscious First Aiders will
have to stay on
one side of the
injured person
Questions:
1. In what emergency situations can we apply these transporting techniques?
Listen and observe carefully as the teacher discusses and demonstrates
the techniques so that you will be ready for the next activity.
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One-man Transport
Fireman’s Carry – the easiest way to transport a light and smaller victim
Piggy Back – when the victim is conscious
Pack Strap Carry - when the victim is smaller than the first aider
Shoulder Drag – used when the floor is smooth, short distance transport
Fireman’s Drag or Tied-hands Crawl – used when first aider and victim
must crawl underneath a low structure
Blanket Drag – used when the victim is seriously injured and should not
be lifted.
Two-man Carry
Chair Carry
Chair or Seat Carry – when there are two first aiders and a chair is available
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WHAT TO PROCESS
Process questions:
1. Which among the techniques do you find the easiest and the most difficult?
Why?
2. What fitness components are needed by a first aider or rescuer in trans-
porting a victim to a safer place?
3. What are the things to consider in transporting a victim?
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WHAT TO TRANSFER
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Lesson 5
WHAT TO KNOW
Suggested Presentations:
1. Gallery Walk 7. Pantomime
2. Game Show 8. Newscasting
3. Talk Show 9. Song Composition
4. Poem 10. Multimedia and Other Creative Presentations
5. Role Play
6. Graphical Presentation
Objectives
1. Identify common unintentional injuries in school
2. Demonstrate proper first aid procedures for common unintentional injuries
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WHAT TO PROCESS
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WHAT TO TRANSFER
Scenario:
In one household, things are not properly arranged. Knives are put in a place
where children can easily reach. Fruit and vegetable peelings are not properly
thrown. Detergent bars and other laundry materials have no labels.
A child is playing in the livingroom while the mother is cooking.
1. Present one injury that can possibly happen in the situation.
2. If you were in the situation when the injury happened, how are you going
to help the victim?
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SUMMARY/SYNTHESIS/FEEDBACK
Unintentional injuries cannot be avoided. It happens at any time, at any place
to anybody. We must therefore practice safety awareness at all times.
But when injuries happen, appropriate knowledge and skills of the proper
application on first aid could greatly help in alleviating pain, preventing further
injury, prolonging and even save lives.
GLOSSARY OF TERMS
Accident - any unexpected event causing injury
Airway - the passage of air in the body
Bandage - any sterile cloth used to cover a wound, stop bleeding or immo-
bilize bone injury
Choking - an injury in which a certain object is stuck in the throat
Circulation - the flow of blood
Cravat phase - folded triangular bandage
Direct pressure - a way of controlling bleeding in which compress or a bare
hand is pressed directly on the wound
Dislocation - a condition in which bones are partially or completely pulled out
from its position
Dressing - any sterile cloth used to cover a wound
Electrical burn - a burn occurring from the passage of electricity in the body
First aid - an initial treatment given to an injured person before the arrival
of a medical practitioner
First aider - a person giving first aid
Fracture - a break or crack in the bone
Heart attack - a sudden obstruction of the blood supply to parts of the
heart muscle
Heat stroke - failure of the thermostat in the brain
Physician - a medical doctor
Open phase - unfolded triangular bandage
Poisoning - exposure or ingestion of toxic substances
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REFERENCES
American Heart Association (2010). Guidelines for cardiopulmonary resusci-
tation and emergency cardiovascular care. Journal of the American Heart
Association.
Darilag, Agripino G., et.al. (2012). Enjoy life with P.E. and Health: Textbook for
second year. SD Publications, Inc.
Galvez Tan, Jaime Z., et.al. (2009). The health curriculum in Philippine basic
education: A resource book on health for teachers. Vol. 2. Pasay City: UNE-
SCO, National Commission of the Philippines, Social and Human Sciences
Committee.
Santiago, Glinore B., et. al. (2004). MAPEH: A worktext in music, arts, physical
education and health. Manila: St. Augustine Publications, Inc.
St. John Ambulance Caring for Life, et.al. (2006). Pocket first aid. Revised Edi-
tion.London: Dorling Kindersley Limited.
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HEALTH EDUCATION learner’s material unit
Injury Prevention, 4
Safety and First Aid
(Intentional Injuries)
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Time Allotment: 8 hours
Unit IV
OBJECTIVES
At the end of this learning material, you are expected to:
• differentiate intentional injuries from unintentional injuries
• describe the types of intentional injuries
• analyze the risk factors related to intentional injuries
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PRE-ASSESSMENT
CROSSWORD PUZZLE
Do the crossword puzzle. Clues are provided on the next page. This is just an
exercise, so don’t worry if you cannot answer all of the items.
1
2 3
7 8 9
10
11 12
13
14
15
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ACROSS DOWN
Were you able to answer all of the items? How was your score? As we go on
with the lessons, you will learn more about intentional injuries.
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LESSON 1
Beware…Be Aware!
Let’s begin with the concept of injuries. In our first lesson, you will define
the word injury and discover its two classifications, namely: intentional and
unintentional injuries. Then, you will focus on intentional injuries and their
different types. You will also learn about the characteristics and effects of the
different violent acts and behaviors leading to intentional injuries.
Are you excited to learn? Before you proceed, take note of the objective for
this lesson. Then, proceed with the first activity.
Objectives
At the end of our lesson, you are expected to:
• differentiate intentional injuries from unintentional injuries
• describe the types of intentional injuries
WHAT TO KNOW
Guide Questions
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1. What concepts of injury are similar and different among the five people?
2. How would you define injury?
Do you have any questions so far? You can ask your teacher for a clearer
explanation. If you don’t have any questions, let us proceed to the next activity
for the classification of injuries.
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Intentional Unintentional
Guide Questions
1. Explain how you classified each news headline.
2. How did you distinguish between intentional and unintentional injuries?
Now that you can tell the difference between intentional and unintentional
injuries, let’s focus on intentional injuries. Unscramble the phrases to form the
meaning.
Intentional
Injuries
intended to
injuries in
type of Intentional injuries
which some are
harm was –––––––––––––––––––––
occur
Did you get the correct definition? If yes, very good! If not, don’t worry.
Your teacher is always there to guide you through the lessons.
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In the next activity, you will learn about the different violent actions and be-
haviors that lead to intentional injuries. Are you curious? Then let us continue.
Guide Questions
Research on your topic based on the guide questions below. Write your answers
on your worksheets.
· What is its meaning/definition?
· What are its category/classification/types?
· How will you recognize this kind of injury? What are the indicators?
· What are its effects on the victims?
Overview:
Intentional injuries are injuries resulting from violence. It can be divided
into two: self-inflicted, when a person harms himself/herself on purpose and
assault, when person/persons harm another on purpose.
Suicide and parasuicide are intentional injuries that are self-inflicted, while
assault has four classifications: (1) those that were committed within the fam-
ily; (2) those that were committed by peers; (3) those that were committed by
other groups; and (4) those that were committed by the family, peers or other
groups. Within the family, domestic violence may happen. Domestic violence
happens when one or more members of the family harms or abuses another
family member. Peers in school or in the community may commit bullying,
stalking, and extortion. Other groups may commit gang and youth violence,
illegal fraternity-related violence, kidnapping and abduction, and different acts
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of terror. Sexual victimization and other forms of abuse and harassment may
be committed by the family, peers or other people. This includes verbal abuse,
incest, molestation or rape.
The conceptual framework will give you a clearer idea regarding these types
of intentional injuries.
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Domestic Violence
Domestic violence is an act that includes
physical assault (hitting, pushing, shoving, etc.),
sexual abuse (unwanted or forced sexual activity),
and verbal abuse. These are behaviors that are
used by one person in a relationship who tries
to control the other. This may occur to partners
who may be married or not married. They may be
heterosexual or homosexual (i.e. gay or lesbian)
couples and may be living together, separated or
dating. Domestic violence includes abuse and Domestic violence at home
actions such as: www.unicef.org/crc/titles/protec-
tion-list.pdf
· name-calling or putdowns
· keeping a partner from contacting his/her family or friends
· withholding money/allowance or denying financial support
· stopping a partner from getting or keeping a job
· actual or threatened physical harm
· sexual assault
· stalking
· intimidation
Who are the possible victims of domestic violence? Anyone can be a victim,
or is at risk of it, especially if his/her partner:
· is very jealous and/or spies on him/her
· will not let him/her break off the relationship
· hurts him/her in any way, is violent, or brags about hurting other people
· puts him/her down or makes him/her feel bad
· forces him/her to have sex or makes him/her afraid to say no to sex
· abuses drugs or alcohol; pressures him/her to use drugs or alcohol
· has a history of bad relationships and blames it on others
There are some children who experience domestic violence in their homes.
Their parents may think that their children do not know about the violence, but
most of the time, the children are aware of it. They can feel helpless, scared and
upset. Some of them blame themselves as they feel like the violence is their fault.
Nevertheless, children in a violent home experience different problems as they
grow up and these problems do not go away on their own. They can be there
even as the child gets older.
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Bullying
Bullying is an unwanted, aggressive behavior. The behavior is repeated, or can
be repeated, over time. Both kids who are bullied and who bully others may
have serious, lasting problems.
In order to be considered bullying, the behavior must be aggressive and include:
• An imbalance of power: Kids who bully use their power—such as physical
strength, access to embarrassing information, or popularity—to control
or harm others.
• Repetition: Bullying behavior happen more than once or have the poten-
tial to happen more than once.
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Stalking
Stalking is a pattern of behavior
that makes you feel afraid, nervous,
harassed, or in danger. It is when
someone repeatedly contacts you,
follows you, sends you things, and
talks to you, even when you don’t
want them to. It is very threaten-
ing to the person being stalked,
because the behaviors and actions
of the stalker often invade his/her A person unknowingly being stalked
privacy. Stalking behaviors involve <source: http://www.lanazione.it/toscana/cronaca
/2011/11/24/625663/images/758617-21929282 stalking.jpg>
actions such as:
• Knowing your schedule
• Showing up at places you go to
• Sending mail, e-mail, and pictures
• Calling or texting repeatedly
• Contacting you or posting about you on social networking sites (Facebook,
Twitter, etc)
• Writing letters
• Damaging your property
• Creating a Web site about you
• Sending gifts
• Stealing things that belong to you
• Any other actions to contact, harass, track, or frighten you
You can be stalked by someone you know casually, a stranger, or a past or
current friend, boyfriend or girlfriend. Getting notes and gifts at your home,
in your locker, or other places might seem sweet and harmless to other people,
but if you don’t want the gifts, phone calls, messages, letters, or e-mails it can
be scary and frustrating.
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Extortion
Extortion is the act of using force or threats to force people to
hand over their money or properties, on favors. Extortion can happen
outside or near schools wherein children are victimized to give up their
allowances, in exchange for the promise that they will not be beaten up.
The act is different from robbery. In robbery, there is a very real and
very immediate violence. In extortion, a person may only suffer from the
fear of harm if he/she gives in to the demand/s of the one who extorts.
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Acts of Terror
Acts of terror, or terrorism, is the use of violence for political goals and
putting the public or a great number of people in fear. The purpose of these
terrorist groups is to produce terror in their victims through the use of violence,
fear and pressure. Terrorists commit acts of violence that draw the attention of
the local masses, the government, and the world to their cause. They plan their
attack to get the greatest publicity, choosing targets that symbolize what they
oppose. The effectiveness of the terrorist act lies not in the act itself, but in the
public’s or government’s reaction to the act.
Acts of terror may be categorized into six. These are the following:
• State terrorism – States or governments can use
force or the threat of force, without declaring
war, to terrorize their citizens and achieve a
political goal.
• Bioterrorism – refers to the intentional release
of toxic biological agents to harm and terrorize
civilians, in the name of a political or other cause.
It includes viruses, bacteria and toxins that could
be used in an attack, such as Anthrax (Bacillus
anthracis), Botulism (Clostridium botulinum An act of terror involving
toxin), The Plague (Yersinia pestis), Smallpox a bombing attack
(Variola major), Tularemia (Francisella tula- <source: http://www.causes-of-terror-
ism.net/images/street02T.jpg>
rensis), and Hemorrhagic fever, due to Ebola
Virus or Marburg Virus.
• Cyberterrorism – is the use of information technology to attack civilians and
draw attention to the terrorists’ cause. This may mean that they use comput-
er systems or telecommunications as a tool to carry out a traditional attack.
More often, cyberterrorism refers to an attack on information technology
itself in a way that would drastically disturb network services. For example,
cyberterrorists could disable networked emergency systems or hack into
networks housing important financial information.
• Ecoterrorism – the use of violence in the interests of environmentalism.
In general, environmental extremist destroy property to inflict economic
damage on industries or actors they see as harming animals or the natural
environment. These have included fur companies, logging companies and
animal research laboratories, for example.
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Verbal Abuse
Verbal abuse is a form of cruelty that involves
the use of words. These words are used to attack, con-
trol, and cause harm on another person. It includes
behaviors such as angry outburst, screaming rage, and
name-calling, which tends to blame, and brainwashes
and threatens a person. This is done because the goal
of the verbal abuser is to control and sway the victim.
To better understand verbal abuse, it is better to look
at its characteristics:
• Verbal abuse is hurtful and usually
attacks the nature and abilities of the
person.
• Verbal abuse may be obvious (through
angry outbursts and name-calling) or
hidden (involving very subtle com- Verbal abuse
ments).
<source: http://www.
• Verbal abuse is controlling. Even judg- guystuffcounseling.
mental comments may be voiced in a com/Portals/31983/
very sincere and concerned way. images//
bigstockphoto_
• Verbal abuse is dangerous. It causes Angry_Fighting_
a gradual fading of the self-confidence Couple_2350563-
of persons without them realizing it. resized-600.jpg>
They may try to change their behavior
so as not to upset the abuser.
• Verbal abuse is fickle. A person is stunned, shocked, and thrown off balance
by the abuser’s mockery, angry punch, critical remark, or hurtful comment.
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Did you learn a lot from reading your assigned topic? Now, go to your group
and be prepared for the next activity.
WHAT TO PROCESS
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Intentional Injuries
If you are finished with your K-W-L chart, you may now proceed to the presentations.
Remember to listen and watch the presentations of the other groups carefully
because you will fill-up the What I’ve Learned part of your K-W-L as you watch
the presentations.
All contents were All contents Most of the Not all the
covered and were covered. contents were contents were
Content students present- covered. covered.
ed the content
creatively.
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Volume was
Volume was Volume was
loud enough
loud enough to loud enough Volume was
to be heard by
be heard by all to be heard by often too soft
most through-
throughout the some through- to be heard by
Volume out the presen-
presentation. out the presen- all. Students
tation. Students
Students spoke tation. Students did not speak
spoke clearly
clearly all the spoke clearly clearly.
most of the
time. sometimes.
time.
Very little
Facial expres- Facial expres-
Facial expressions use of facial
sions and body sions and body
and body lan- expressions or
language some- language were
guage generated body lan-
times generated used to try to
Enthusiasm a strong interest guage. Did
a strong interest generate en-
and enthusiasm not generate
and enthusiasm thusiasm, but
about the topic in much interest
about the topic seemed some-
others. in topic being
in others. what artificial.
presented.
Students were
Students were Students were Students at-
not creative in
creative in their somewhat tempted to be
their presen-
presentation creative in their creative in their
Creativity tation and did
and were able presentation presentation but
not attempt
to engage the and engaged failed to engage
to engage the
audience. the audience. the audience.
audience.
21 to 24 Advanced (A)
17 to 20 Proficient (P)
Approaching Proficiency
13 to 16
(AP)
9 to 12 Developing (D)
6 to 8 Beginning (B)
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Guide Questions
1. Which group presentation did you enjoy watching? Why?
2. Which group could have done better in their presentation if given another
chance? What should they do to improve their performance?
3. Share with the class the What I’ve Learned column of your K-W-L chart.
You may now proceed to the next activity.
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Guide Questions
1. What is the news all about?
“Flashback”
<source: http://whatittakes2bme.files.wordpress.
com/2009/08/sexual-abuse-flashback.jpg>
<source: http://lifeishotblog.files.wordpress.
com/2013/07/sticks-stones-words-hurt-me.jpg>
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Guide Questions
1. What types of intentional injuries are being portrayed in the illustrations?
2. Based on these illustrations, what are the effects of intentional injuries
on their victims?
3. What are the other impacts of intentional injuries?
Now that you know the impacts of intentional injuries, we will try to assess
what you have learned so far.
➠
1. 2. 3.
Guide Questions
1. Do these people deserve to experience the intentional injuries? Why or why
not?
2. Why do some people view intentional injuries as reasonable acts in the given
situations?
Well, did you agree or disagree with the statements? Let us continue to assess
and see if you can analyse the poem in the next activity.
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Speechless
© Kyra Lee
My name Is Sasha And soon enough “How dare you
My sister Is Leigh Dad then walks in Make me so mad
I am six Don’t make a sound, This is all your fault
And she is three don’t say a word Go cry be sad!”
Our dad’s always mad I pray inside, deep within My name is Sasha
He screams and he yells But Leigh, she cannot My sister is Leigh
I don’t think he likes us help herself I am six
It’s easy to tell For the pain is just too And my beautiful sister
<source: http://www.familyfriendpoems.com/poem/
child-abuse-ends-in-death-speechless#ixzz2gxK72tRz#FamilyFriendPoems>
Guide Questions
1. What is the poem all about? Summarize the story of the poem.
2. What did you feel after reading the poem? Why?
3. Could this really have happened? Why?
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4. If you were the writer, how would you end the story?
5. What would you do if you were the following and why?
a. the mother
b. Sasha
c. Leigh
d. a concerned neighbor
Have you identified intentional injuries from the poem? Now let us analyze
TV shows. What do you enjoy watching? Let us see if what you watch depicts
violent actions and behaviors that lead to intentional injuries.
Activity 8 – Rated PG
Remember a scene that shows violent actions and behaviors leading to intentional
injuries from a TV show (cartoons, sitcom, etc.) that you have recently watched.
You may narrate or draw this scene on your worksheet. Answer the questions
that follow.
Guide Questions:
1. From what type or genre of TV show did you get the scene that you have
drawn? (i.e. cartoon, sitcom, action, fantasy, soap opera, etc.) Is this suitable
or appropriate for your age? Why?
2. Do you enjoy watching this show? Why?
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3. What are the effects of watching shows that depict violent actions and be-
haviors to children like you? Why?
How does the government regulate TV shows that depict violence? Read the
additional resources below.
Material for television may contain some adult material that may
be permissible for children to watch but only under the guidance
and supervision of a parent or adult.
Program may contain more serious topic and theme, which may
not be advisable for children to watch except under the very
vigilant guidance and presence of a parent or an adult.
Meanwhile, the classification of movies and their descriptions are as follows.
Description
R-13 Only viewers who are 13 years old and above can be admitted.
R-16 Only viewers who are 16 years old and above can be admitted.
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R-18 Only viewers who are 18 years old and above can be admitted.
The classification of TV shows and movies were based on the following criteria:
1. Theme – if the film contains violence, threat, abuse, horror, or other themes
that may cause fear or disturbance to a young child’s mind
2. Language – if the film contains dialogue beyond polite language. However,
disrespectful, nasty, and sexually-suggestive language or gestures are not
allowed
3. Nudity – if the film contains occasional, as well as natural non-sexual nudity
4. Sex – if the film contains and presents sexual activity
5. Violence – if there is representation of any violence that is likely to cause
undue anxiety or fear to young children
6. Horror – if there is representation of horror and frightening scenes that is
likely to cause undue anxiety or fear to young children
7. Drugs – if there is representation of, or reference to, prohibited drugs or
their use
Guide Question:
Explain briefly the importance of TV and movie censorship in the prevention of
intentional injuries in our society.
You are almost finished with the first lesson. Let us see if you have learned a
lot from our topic.
WHAT TO TRANSFER
Let us now see if you can demonstrate what you have learned through a product
or performance. First, you will write an essay regarding how you can promote
a violence-free world. Then, you will create a message of advocacy for a safer
world that is free from violent actions and behaviors and you will spread this
using the social media. Lastly, you will complete unfinished sentences to reflect
the concepts that you have learned from our first lesson.
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Guide Question:
1. How will your partner promote a culture of non-violence?
2. Do you think what s/he has written is effective? Why or why not?
3. Do you think what s/he has written is achievable? Why or why not?
I hope that you will apply what you have written in your essay. Now, you will
spread your message for a violence-free world using the social media.
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<source: http://www.hallaminternet.com/
assets/Social-Media-Twitter-Pic3.jpg>
Have you seen your classmates’ posts in your social media accounts? You may
like, comment, or share/spread/retweet their messages so that they will reach
more people.
So finally, we are down to our last activity. You may continue now
I will stop...
I will change...
I will do...
I hope that you were able to learn a lot from our first lesson. For the next
lesson, expect that you will learn more about our topic, particularly the
prevention and management of intentional injuries.
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Lesson 2
Now What?
In the first lesson, you learned the meaning of injuries and their two classifica-
tions: intentional and unintentional injuries. You were also able to differentiate
between these two classifications. Focusing on intentional injuries, you identi-
fied the violent actions and behaviors associated with them and described the
characteristics of each type. Finally, you demonstrated your desire to promote
a culture of non-violence through your words and actions.
For our second lesson, you will analyze the reasons why abuse and violent
acts are committed. You will also identify the protective factors that will help you
avoid becoming a victim of violent actions and behaviors leading to intentional
injuries. Finally, you should be able to put into practice what you have learned
by demonstrating the ways on how to prevent and control intentional injuries.
I hope that your learning experience will be a fruitful one. Before you pro-
ceed, take time to look at the objectives of our lesson.
Objectives
At the end of our lesson, you should be able to:
• analyze the risk factors related to intentional injuries
• identify protective factors related to intentional injuries
• demonstrate ways to prevent and control intentional injuries
WHAT TO KNOW
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I N T E N T I O N A L
N
J
U
R
I
E
S
Guide Question
How will you relate these words to intentional injuries? Form concept statements
using one or more of the written words.
Have you warmed up already? The statements you formed may be related to
our previous lesson, while some are going to be discussed further in this lesson.
Let us continue.
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5 - Extortion
6 - Gang and youth violence, illegal fraternity-related violence,
7 - Kidnapping and abduction
8 - Acts of terror
9 - Verbal abuse
10 - Sexual abuse (incest, molestation and rape)
Cause Effect
Guide Question
1. What are the common reasons for the violent behavior and actions that cause
intentional injuries?
2. Based on the outputs of all the groups, summarize the risk factors using the
diagram below.
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Article 19 (Protection from all forms of violence): Children have the right
to be protected from being hurt and mistreated, physically or mentally.
Governments should ensure that children are properly cared for and pro-
tect them from violence, abuse and neglect by their parents, or anyone
else who looks after them. In terms of discipline, the Convention does
not specify what forms of punishment parents should use. However any
form of discipline involving violence is unacceptable. There are ways to
discipline children that are effective in helping children learn about family
and social expectations for their behavior – ones that are non-violent, are
appropriate to the child’s level of development and take the best interests
of the child into consideration.
Article 34 (Sexual exploitation): Governments should protect children from
all forms of sexual exploitation and abuse.
Article 35 (Abduction, sale and trafficking): The government should take
all measures possible to make sure that children are not abducted, sold
or trafficked.
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Guide Questions
1. Explain the excerpt that you have just read.
2. Do you think the Philippine government has done its duty of protecting the
welfare of children against violent actions and behaviors resulting to inten-
tional injuries? Cite examples to support your answer.
3. If you were given the chance to talk to government officials in keeping you
safe from intentional injuries, what would you say to them?
In relation to The Convention on the Rights of the Child, let us examine the efforts
of different authorities in responding to situations or cases of violent actions and
behaviors that lead to intentional injuries in the next lesson.
WHAT TO PROCESS
Interview Questions
1. What cases of violent actions and behaviors resulting to intentional injuries
were commonly reported to your office?
2. Who were the usual victims for each type of these acts or behaviors?
3. Who were the usual perpetrators/suspects for each type of these acts or be-
haviors?
4. How did your office resolve the issues/cases/problems?
5. What preventive measures are you doing in order to minimize or prevent
these issues/cases/problems from happening again?
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Present the results of your group’s interview to the class. Then, consolidate
the data of all the groups on the board using the sample chart. Answer the guide
questions that follow.
Who How
How did
What are Who were were the will they
Location they resolve
the cases? the victims? predators/ minimize or
it?
suspects? prevent it?
School
Barangay
Community
Guide Questions
1. Based on the data that you have gathered, what cases were commonly hap-
pening in the school, barangay and community?
2. Who were usually victimized by violent actions and behaviors that resulted
to intentional injury?
3. Who were the usual perpetrators/suspects who committed the violent actions
and behaviors that resulted to intentional injury?
4. Were you satisfied with the way these authorities resolved the cases of inten-
tional injuries? Why or why not?
5. If you were these authorities, what would you have done to resolve these
cases?
6. Suggest ways to minimize and prevent the violent actions and behaviors that
result to intentional injury from happening again.
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Activity 16 – In Focus
Research on the following legislations. Then answer the guide questions that
follow.
• Republic Act No. 7610 - Special Protection of Children Against Abuse, Ex-
ploitation and Discrimination Act http://www.gov.ph/1992/06/17/repub-
lic-act-no-7610/
• Republic Act No. 10627 - Anti-Bullying Act of 2013 http://www.gov.
ph/2013/09/12/republic-act-no-10627/#
Guide Questions
1. What are the highlights of the legislations?
2. What problems are being addressed by the legislations?
3. If you were to revise the laws, what provisions would you add or remove
so that they can protect you better from violent acts or behaviors that
cause intentional injuries? Why?
Do you feel safe, knowing that there are legislations that are focused on your
safety against intentional injuries? Let us see if you have experiences or have
witnessed a violent action and behavior leading to violent injuries let’s proceed
to the next activity.
name calling
bullying or intimidation
sexual harassment
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gang-related violence
extortion or theft
vandalism
mistreatment or dis-
respect towards other
people
threats of weapons
physical fights
corporal punishment
Guide Questions
1. Where did you experience or witness these situations or problems? Who
were the people who committed these acts and behaviors?
2. What did you do in the situations that you have experienced?
3. What do you feel towards the people who were responsible for these acts and
behaviors?
4. Do you feel that you are safe from intentional injuries? Why or why not?
5. What could you have done to prevent these violent actions and behaviors
from happening to you?
As you may have realized, there are a lot of efforts being done to safeguard
you from intentional injury. However, these may not be enough. It is essential
that you are also aware of how you will deal with violent actions and behaviors
that lead to intentional injuries. Find out how in the next activity.
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What are you thinking? What are you feeling? What will you do?
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Group Tasks
Groups 1 and 6 – Situation 1
Groups 2 and 7 – Situation 2
Groups 3 and 8 – Situation 3
Groups 4 and 9 – Situation 4
Groups 5 and 10 – Situation 5
Guide Questions
1. What are the preventive measures and solutions or actions that were sug-
gested by each group?
2. Aside from what the groups have presented, what would be your suggestion
as an alternative to the given situations?
Excellent Good Fair Poor
Criteria
(4 points) (3 points) (2 points) (1 point)
· Indicates a
· Good un- · Fair under-
Understand- clear under- · Presentation
derstanding standing of
ing of topic standing of is off topic
of topic topic
topic
· Accepts
most ideas
· Accepts without neg- · Group does
· Unwilling to
ideas of ative com- not work
compromise
others; able ments; able together
Cooperation to negotiate to compro- · Few mem-
mise · One person
bers contrib-
· All members does all the
ute
contribute · Some mem- work
bers contrib-
ute
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· Lacks confi-
· Shows some dence
confidence · Portrayal
· Shows confi- · Somewhat stalls
dence · Presents informative
some infor- · Lacks infor-
· Informative mation · Engages au- mation
dience inter-
· Entertain- · Attract au- mittently · Audience
ing; engages dience bored
Presentation audience · Hard to
· Can be hear · Mumbles
· Speaks loud- heard
ly and clearly · Uses appro- · Never uses
· Uses appro- priate body appropriate
· Uses appro- priate body language body lan-
priate body language very seldom guage
language sometimes
11 – 12 Advanced (A)
9 – 10 Proficient (P)
Approaching Proficiency
7–8
(AP)
5–6 Developing (D)
In the previous activities, you were asked what you would do in hypothetical
situations. What if you experience yourself or become victims of these violent
actions and behaviors? This will be part of the next activity.
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Among the people you trust, whom will you approach, inform or seek help
from if you were…
a. bullied by your classmate? Why?
b. verbally abused by a teacher? Why?
c. a victim of extortion of money by the local gang? Why?
d. sexually abused by your relative? Why?
e. being stalked by your boyfriend/girlfriend? Why?
f. thinking of committing suicide? Why?
g. physically abused by your parents? Why?
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Guide Questions
1. What were your considerations in choosing people to trust in each of the
situations?
2. Aside from the people that you trust, who are the authorities that you can
approach, inform, or seek help from in case you become a victim of violent
actions or behaviors leading to intentional injuries?
Do you feel confident now about how to prevent being a victim of intentional
injuries, or how to manage yourself when you become a victim? Of course, I
hope that you will never become a victim. Let us look at the following reminders
in order to avoid becoming a victim.
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victims they can overpower quickly, saying forcefully phrases like “Leave me
alone” may surprise an attacker before s/he can make a move.
• Body language – making direct eye contact and using a strong voice are some
actions that can send off a message to the attacker that you are aware of how
to take care of your safety and that you will not be victimized easily.
• Intuition – one important rule is that if you sense danger, or if you sense that
something is wrong or about to happen, you should immediately get away.
• A self-protective attitude – most important of all, you must realize that you
are worthy and have a right to be treated with respect. Being safe is your
right, but it is also your responsibility.
WHAT TO TRANSFER
In this last part of our lesson, you will demonstrate what you have learned
by creating a shield that will represent preventive measures against intentional
injuries. Afterwards, you will complete a graphic organizer to represent the
knowledge, skills and attitudes learned from our entire module. Lastly, you will
accomplish a safety pledge as your promise to put into practice what you have
learned. Any questions? You may start now!
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Guide Questions
1. What preventive measures are common among all the outputs?
2. Which among the outputs do you like the most? Why?
15 – 16 Advanced (A)
13 – 14 Proficient (P)
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Recall all the lessons that you have learned from this module before you do
the next activity.
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My Safety Pledge
I promise to keep myself safe and ready from the dangers of intentional
injuries by practicing the following preventive measures:
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________
6. _______________________________________________
7. _______________________________________________
8. _______________________________________________
9. _______________________________________________
10. _______________________________________________
I am safe! I am ready!
Summative Assessment
I. TRUE or FALSE. Write TRUE if the statement is correct and FALSE if
incorrect.
1. Bullying is common in schools.
2. Rape can only happen to females.
3. Accidents are considered intentional injuries.
4. Intentional injuries are injuries resulting from violence.
5. Nothing can stop a person if s/he is determined to commit suicide.
6. Domestic violence occurs in all cultures, communities and classes.
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7. Alcohol and drug use are risk factors related to intentional injuries.
8. Involvement in gangs may lead a person to commit violent actions.
9. Knowing proper self-defense will not help in preventing intentional
injuries.
10. A person who failed in his/her attempt to commit suicide will never try
to do it again.
II. Multiple Choice. Choose the correct answer from the given choices.
11. You are being bullied in school. What is the best thing to do?
a. Report him/her to the school authorities.
b. Get even with him/her by asking friends for vengeance.
c. Confront the bully and tell him/her that you don’t like what s/he is
doing.
d. Do not do anything. S/he will eventually stop when s/he finds some-
one else to bully.
12. Which is a risk factor for suicide attempt?
a. Good problem-solving skills
b. History of trauma and abuse
c. Strong connections to family and community support
d. Effective clinical care for mental, physical and substance use disor-
ders
13. You noticed that you are always being followed by someone whom you
don’t know. What will you do?
a. Nothing. S/he is just a harmless admirer.
b. Run away and hide from the person who is always following you.
c. Tell your parents or other authorities that you can trust about your
stalker.
d. Make a scene to catch the attention of the public, then confront the
person following you.
14. What form of violence is used for political goals which include putting
the public or a great number of people in fear?
a. Terrorism
b. Bullying
c. Kidnapping
d. Suicide
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20. Self-defense is one of the best ways to prevent intentional injuries. Which
of the following best describes it?
a. Physical strategies, such as learning self-defense skills
b. Mental preparedness, in order to be alert for the possibilities of
danger
c. Emotional preparedness and having self-confidence
d. All of the above.
III. CORRECT or INCORRECT. Answer the following questions based on
the situations given.
1. Tony, a 19-year old college student, and Veronica, a 16-year old high
school student, decided to have sex as proof of their love for each other.
When Veronica became pregnant, her parents filed a rape case complaint
against Tony. Are Veronica’s parents CORRECT or INCORRECT? Why?
2. When Peter misbehaved, his father spanked him using a small stick as
his way of disciplining his child. When Peter’s teacher discovered it, she
advised the father that what he did was corporal punishment which is
prohibited by the law. Is Peter’s teacher CORRECT or INCORRECT?
Why?
Synthesis
Injuries will always expose you to harm, especially those intentionally com-
mitted by other people. Most are violent actions and behaviors that are consid-
ered crimes because of the damage to the victims, not only to their properties
but most especially to their personal well-being. Their physical, mental, social,
emotional and moral-spiritual health are greatly affected, and these effects will
not simply go away in time. Worst of all, these might even drive the victims to
inflict harm on themselves.
As an adolescent, you are protected by the government through the different
legislations, government agencies and concerned groups against the dangers of
intentional injuries. However, it is still your responsibility to be able to protect
yourself from the violent actions and behaviors that cause intentional injuries.
You should also be aware of what to do in case you experience these. You should
know whom to trust if you are exposed to the dangers of intentional injuries,
or the authorities to report to once you are victimized. But remember, injury
prevention and safety from intentional injuries are still your priority. Further,
there is a need to emphasize the importance of promoting a culture of non-vio-
lence, so that you will not be a contributor to violence and abuse.
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Take note that we only focused on intentional injuries. The concept of acci-
dents and unintentional injuries will be discussed in the succeeding grade levels.
Glossary of Terms
Abduction – when someone uses deceit or force in order to take a person or a
child away from his/her home or relatives
Abuse – to mistreat, to insult verbally or to attack physically
Anthrax – a contagious bacterial disease of cattle and sheep, etc. that can be
transmitted to people
Assault – a violent attack; an unlawful threat or attempt to harm another
physically
Authority – people with the power or right to command
Blackmail – to force someone from giving money or favors by threatening to
disclose facts that may disgrace or damage the reputation of a person
Botulism – the very dangerous type of food poisoning caused by the bacterium
Clostridium botulinum
Bullying – an unwanted, aggressive behavior that involves a real or perceived
power imbalance
Coitus – sexual intercourse
Corporal punishment – punishment relating to the body
Danger – exposure to injury or risk; a source of harm or risk
Discrimination – an unjust treatment of a person based on a judgment or
opinion made without enough knowledge
Domestic violence – an act that includes physical assault (hitting, pushing,
shoving, etc.), sexual abuse (unwanted or forced sexual activity), and verbal
abuse
Ebola virus - an extremely contagious virus causing an acute, usually fatal
hemorrhagic fever and spread through contact with bodily fluids of infected
persons and by airborne particles
Exploitation – to take unfair advantage of a person especially for financial
gain or for personal pleasure
Extortion – the act of using force or threats to compel or coerce people to hand
over their money or properties in exchange for favors
Favors – a privilege granted, either willingly or unwillingly
Fondling – to caress or touch with affection
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Resources
A. Print
Merki, Mary Bronson and Merki, Don. (1994).Health: a guide to wellness.
Ohio, USA, Glencoe/McGraw-Hill.
Peden, Margie et al., eds. (2008). World report on child injury prevention.
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Tan, Galvez, et al. (2009). The health curriculum in Philippine basic edu-
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Injury Prevention, Safety and First Aid
Carlson, David et al., Recent trends. Hamilton County Public Health, 2012.
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Gang and youth violence. Kern Cares. Retrieved October 9, 2013 from http://
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Gangs and serious youth violence. Local safeguarding children board. Re-
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Incest. Rape, Abuse and Incest National Network. Retrieved October 10, 2013
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incest
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Kid’s safety tips: extortion. Abey World Press. Retrieved October 9, 2013
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Mella, Alfie V. The Blame Lies Not Only on the Fraternity Leaders. the Re-
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pedia.org/wiki/Movie_and_Television_Review_and_Classification_
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The convention on the rights of the child: protection rights. UNICEF. Retrieved
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Was I raped? Rape, Abuse and Incest National Network. Retrieved October
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al-assault/was-it-rape
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