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9

Physical Education and


Health

Learner’s Material

This instructional material was collaboratively developed and reviewed


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

We value your feedback and recommendations.

Department of Education
Republic of the Philippines
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

Development Team of the Learner’s Material

Authors: Jose P. Doria, Madonna C. Gonzales, Lawrence Jay Sedilla, Janeth


Cagulang,
Raffy Mabiling, Johannsen Yap, and Jorie de la Torre
Consultants: Lordinio Vergara and Grace Reyes-Sumayo
Reviewers: Jerry Ymson, Ma. Luisa del Rosario, and Lualhati Callo
Book Designer: Joy Ilagan, Visual Communication Department,
UP College of Fine Arts
Production Team: Dir. Jocelyn DR. Andaya, Jose D. Tuguinayo Jr., PhD, Marivic
B.
Tolitol, and Jerry Crausus

Published in the Philippines by Vibal Group, Inc.

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)


Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (02) 634-1054 o 634-1072
E-mail Address: imcsetd@yahoo.com

ii
PHYSICAL EDUCATION
TABLE OF CONTENTS

Quarter I – Sports Officiating 1


Introduction 2
Learning Competencies 3
Pre-Assessment 3
Instructional Activities
Activity 1: Fix Me I’m Broken 8
Activity 2: Trim Down a Bit, Safe and Be Fit 15
Activity 3: Human Basketball 21
Activity 4: Synchronized Hand Signals 26
Activity 5: Fuel Up 29
Activity 6: Officiating is a Good Thing! 31
Activity 7: Ethics and Legality 36
Activity 8: Sum It Up! 45
Activity 9: If I were a... 46
Activity 10: Officiate It! 47
Suggested Rubric 48
Summary/Synthesis/Feedback 49
Summative Assessment 49
Glossary of Terms 51
References and Web-Based Sources 51
Appendix: Physical Fitness Test 52

Quarter II – Social Dances and Dance Mixers 59


Introduction 60
Learning Competencies 61
Pre-Assessment 61
Instructional Activities
Activity 1: Salundiwa 64
Activity 2: May I have This Dance? 66
Activity 3: Dancing and Me 70
Activity 4: Watch Your Weight 72
Activity 5: Lecture-Discussion 74
Activity 6: Complete Me 79
Activity 7: Come On, Introduce Yourself! 80
Activity 8: Let’s Do the Cha Cha Cha 82
Activity 9: Let’s Do the Waltz 86

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

Quarter III – Festival Dances 117


Introduction 118
Learning Competencies 119
Pre-Assessment 119
Instructional Activities
Activity 1: Match It Up 123
Activity 2: Why Festivals? 124
Activity 3: Review of Basic Movements 127
Activity 4: Festival Dancing and Fitness 131
Activity 5: Honesty Quiz Bee 133
Activity 6: Weight Watch 135
Activity 7: FITT Your Weight Off 140
Activity 8: Festival Shout Out! 143
Activity 9: Integrating Weight Management to Festival Dancing 145
Activity 11: Post-Assessment of the HR Log 147
Activity 12: Project COrP 148
Summary/Synthesis/Feedback 153
Summative Assessment 154
References (Web-Based Sources) 156
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

Quarter I – Community and Environmental Health 217


Introduction
Learning Competencies 218
Pre-Assessment 219
Instructional Activities
Lesson 1: The Concepts of Community and Environmental Health 222
Activity 1: Venn Diagram 222
Activity 2: Word Removal 223
Activity 3: The Health Expert 226
Activity 4: Priority Express 226

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

Quarter II – Prevention of Substance Use and Abuse 265


Introduction 266
Objectives 266
Diagnostic Assessment 266
Instructional Activities
Lesson 1: Drug Scenario in the Philippines 270

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

Lesson 2: The Risk and Protective factors of Using Drugs 278


Activity 8: Risk and Protective Factors 278
Activity 9: Reading Time! 279
Activity 10: You Be the Judge of It! 282
Activity 11: Editorial Page 284
Activity 12: Role Play 284
Activity 13: Let’s Do an Essay 284

Lesson 3: Dressing and Bandages 286


Activity 14: Body Frisking 287
Activity 15: Reading Time 288
Activity 16: The Drug Concept Map 289
Activity 17: Relay Game 290
Activity 18: Let’s Make a Table Flipchart 291

Lesson 4: Myths, Misconceptions, Signs and Symptoms of Drug Abuse 293


Activity 19: Reading Time 294
Activity 20: Interview 296
Activity 21: Table of Signs 297
Activity 22: Acrostic Poem 297
Activity 23: News casting 298
Activity 24: Advocacy Brochure 298
Lesson 5: Short Term and Log term Effects of Substance Use and Abuse 300
Activity 25: Reading Time 301
Activity 26: Dear Diary 307
Activity 27: Drugs as a Burden to the World 307
Activity 28: Dear Sir/Madam 307
Activity 29: Advocacy Video 307
Lesson 6: Prevention and Control of Substance Use and Abuse 308
Activity 30: Reading Time 309
Activity 31: Play List 314
Activity 32: What Will You Do? 314
Activity 33: Armor Shield 315
Activity 34: Let’s Make a Game 315

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

viii
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

Quarter IV – Intentional Injury Prevention, Safety and First Aid 367


Introduction 368
Objectives 368
Pre Assessment 369
Instructional Activities
Lesson 1: BEWARE...BE AWARE! 371
Activity 1: Through Different Perspectives 371
Activity 2: News Bulletin 372
Activity 3: Intentional Injuries: Types and Characteristics 374
Activity 4: Creative Presentations 386
Activity 5: Newspaper Clipping 389
Activity 6: Agree or Disagree? 391
Activity 7: Poem Analysis 392
Activity 8: Rated PG 393
Activity 9: Message for a Violence-Free World 396
Activity 10: Promotion Through Social Media 397
Activity 11: I Will do, I Will change, I Will not do 398

Lesson 2: NOW WHAT? 399


Activity 12: Word Connections 399
Activity 13: The Cause of Violence 400
Activity 14: My Protection Rights 402
Activity 15: Ask the Authorities 403
Activity 16: In Focus 405
Activity 17: How safe am I ? 405
Activity 18: I Think, I Feel, I Do 407
Activity 19: Multiple Actions for Prevention and Solution 408
Activity 20: People to Trust 410
Activity 21: Shield of Protection 412
Activity 22: Knowledge, Skills and Attitudes 414
Activity 23: Pledge for Safety from Intentional Injuries 415

ix
Summative Assessment 415
Synthesis 418
Glossary of Terms 419
Resources 421

x
Physical education learner’s material unit

SPORTS 1
OFFICIATING

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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

Part I.  PAR-Q (Physical Activity Readiness Questionnaire)


Let’s assess if you are ready for participating in physical activities by taking the
Physical Activity Readiness Questionnaire (PAR-Q). Copy the template below
and accomplish it in your activity notebook:

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?

• Do you feel pain in your chest when you do physical activity?

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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?

• Is your doctor currently prescribing drugs for your heart condition?

• Do you know of any other reason why you should not do physical
activity?

Let’s see what the questionnaire revealed about your fitness:

• 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

Part II.  Warm-Up Exercises


You will be introduced with several warm-up exercises which you will be perform-
ing before conducting any other physical activity in the course of your lessons
in sports officiating. But before proceeding to the activity, you should obtain
first your PMHR (Personal Maximal Heart Rate) and THR (Target Heart Rate).

4
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)

MHR x 0.4 = ________ bpm

MHR x 0.55 = ________ bpm

Vigorous (60 - 85%):  MHR x 0.6 = ________ bpm

MHR x 0.85 = ________ bpm

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.

Static Stretching Exercises Dynamic Stretching Exercises

Neck Stretches Jogging

Shoulder Curls High Knees

Arm Stretches Butt Kicks

Trunk Stretches Side Shuffles

Toe Touch Back Pedals

Lunges Cariocas

Squats Jumping Jacks

Part III.  Fitness Assessment


The following template is provided for you to accomplish by filling in the blanks.
Identify the missing component of physical fitness, name of the fitness test in
the first column and the respective scores generated by actually performing the
indicated tests in the second column.

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Physical education learner’s material

Copy the template and accomplish it in your activity notebook.

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)

1. ___________________(Lower back and hamstring __________ inches


flexibility)
__________ inches
2.____________________ (Shoulder and upper back
flexibility)

3. ____________________(Upper body strength) __________

4. ____________________ (Abdominal strength) __________

5. Shuttle Run ____________________ __________ seconds

6. 50m Sprint _____________________ __________ seconds

7. Body composition (weight/height2) __________ (kg/m2)

8. _________________ __________ (bpm)

3-minute step test

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

PERFORMANCE TARGETS FOR BOYS DepED Physical Fitness Test Manual

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

PERFORMANCE TARGETS FOR GIRLS DepED Physical Fitness Test Manual

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.)

15 170 23 12 8.5 12.0 58 103

16 172 24 13 8.5 11.8 63 101

17 175 25 14 8.2 11.5 68 100

18 180 26 14 8.2 11.3 72 98

19 184 27 15 8.2 11.0 74 96


20 187 30 15 8.0 10.8 75 95

21 190 30 16 8.0 10.5 75 93

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.

Activity 1:  Fix Me I’m Broken (on first aid)

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:

• first aid kit (bandage, elastic bandage, dressing, antiseptics, etc.)


• splints
• stretcher/improvised stretcher
• activity notebook
• whistle
• Manila paper
• pentel pens/markers

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SPORTS OFFICIATING

Procedure:

• Do your preliminary activities.


◊ Obtain heart rate at rest.
◊ 10-15 minute warm-up exercises (static and dynamic stretching
exercises).
◊ Obtain heart rate after the warm-up activity.
• Group yourselves into 2. Assign a leader for each group. Find a partner
within the group. Label yourself and your partner as A and B, A being the
victim or injured official and B being the first aider.
• Assemble columns, 1 for the As and another for the Bs per group. Bring
with you your first aid kits.
• As your teacher blows the whistle, all As shall pretend to be injured, it
is your discretion as to what injury you would portray. The next whistle
signals the Bs to employ appropriate first aid techniques to their partners
who are pretending to be injured. The last whistle signals you to stop.
◊ Example: sprain, strain, dislocation, and fracture
• Explain your work by pair.
• To unlock difficulties or misconceptions, you are encouraged to read the
following readings on first aid:
• To prolong life

Readings: BASIC FIRST AID


First aid is an immediate and temporary care given to a person
who has been injured or suddenly taken ill. It includes self-help and
home care if medical assistance is not available or delayed.

Objectives of First Aid:

• To alleviate suffering
• To prevent added/further injury or danger

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Physical education learner’s material

Common Injury Encountered by Officiating Officials and Athletes

SPRAINS HEAT EXHAUSTION

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

• Remove any clothing or jewelry around the FIRST AID


joint.

• Apply cold compress at once. ● Have the victim lie down


with his/her feet elevated.
• Elevate the affected joint.
● Keep the victim cool.
• The victim’s physician may recommend an
over the counter anti-inflammatory medica- ● Give him/her electrolyte
tion (aspirin, ibuprofen) appropriate for the beverages to sip or make a
victim’s general health. salted drink.

● Monitor the victim for signs


of shock.

● If the victim starts having


seizures, protect him/her
Source: Philippine National Red Cross Safety from injury and give first aid
Services. (1999). Philippine Red Cross Standard for convulsions.
First Aid.
● If the victim loses
consciousness, give first aid
for unconsciousness.

Other serious injuries that require immediate care or first aid include:

Sprains vs. Strains

A sprain is a stretch or tear of a ligament, the band of connective tissues that


joins the end of one bone with another. Sprains are caused by trauma such as
a fall or a blow to the body that knocks a joint out of position and, in the worst
case, ruptures the supporting ligaments.
Sprains can range from first degree (minor) to third degree (the worst). Areas
of the body most vulnerable to sprains are ankles, knees, and wrists. Signs of a

10
SPORTS OFFICIATING

sprain include varying degrees of tenderness or pain, bruising, inflammation,


swelling, inability to move a limb or joint or joint looseness, laxity or instability.
A strain is a twist, pull or tear of a muscle or tendon - a cord of tissue con-
necting muscle to bone. It is an acute, non-contact injury that results from
overstretching or over-contraction. Symptoms of a strain include pain, muscle
spasm and loss of strength. While it’s hard to tell the difference between mild
and moderate strains, severe strains not treated professionally can cause damage
and loss of function.

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

or falling, cause the majority of dislocations. A dislocated joint is an emergency


situation that requires medical treatments.

Home treatment

For sprains and strains

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

• Apply the R.I.C.E method.


• Keep the limb in the position you found it and place soft padding around
the broken bones. Splint the injury with something rigid, such as rolled
up newspaper or magazines, to prevent the bones from shifting. Don’t
move the broken bones. Splints must be long enough to extend beyond
joints above and below the fracture.
• If there is an open fracture, cover it with a clean gauze pad. Apply pressure
to control bleeding. Don’t try to push the bone back into the wound and
don’t attempt to clean it.

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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.

See a doctor if:

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


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

Prevention

• Many exercise-induced injuries can be prevented. Don’t be a “weekend


warrior”. Get yourself into shape gradually with a graded exercise pro-
gramme. Listen to your body. Warm up properly and cool off after exer-
cising. Use proper equipment and the correct technique.
• Use common sense to prevent injury in everyday life. Don’t carry heavy
objects. Watch where you step. Keep your home safe.
• To prevent falls, older adults should keep their muscles strong by exer-
cising or doing tai chi.

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

• Ice is an excellent anti-inflammatory and reduces swelling and pain. Ap-


ply an ice pack or cold compress for 10 to 15 minutes as soon as possible
after an injury. Repeat each hour for the first 3 or 4 hours, then 4 times
a day for the next 2 to 3 days. Protect your skin with a thin cloth. If ice
packs are not available, a packet of frozen vegetables in a cloth will do.
• Compression also reduces swelling. Use elastic bandages for at least 2
days. Check that the bandage is snug, but not too tight. Take the bandage
off at night.
• Elevation drains fluids from injured tissues. Elevate the injured area
whenever you are sitting or lying down. Try to keep the injured area at
or above the level of the heart.
Sources:
http://www.webmd.com/first-aid/ankle-sprain-treatment
http://hssportsblog.projo.com/2006/10/sprains_strains_and_dislo-
catio.html
http://www.health24.com/Fitness/Sports-injuries/Sprains-strains-frac-
tures-and-dislocations-20120721

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:

• Determine ways on how to maintain, lose or gain weight;


• Make comparisons of energy needs and energy used and suggest ways on
how to obtain or lose energy;
• Design own weight management plan; and
• Discuss the importance of having a healthy weight in relation to sports
officiating;

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

Diagram illustrating the sequence of obstacles (skills/signals) to perform and pass


through In the obstacle relay:

High knees
4 side shuffles

(1) (2) (3) (4)


Start blocking violation traveling violation substitution time-out

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:

Nutrition and Weight

When you consume basically the same number of calories as you expend, your
body weight remains relatively stable. If you want to gain weight, you must 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.

Determining Calorie Needs

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 (BMR)

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

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 Physical Activity

The thermic effect of activity is the amount of energy required for physical activity.
It can be measured in a laboratory when you 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

Maximizing Food Consumption

Consuming an appropriate number of calories and foods from various categories


results in optimal nutrition. The table below shows an age-specific daily calorie
and serving size recommendation for grains, fruits, vegetables, and milk and
dairy items for boys and girls. Note that the calorie recommendations in said
table are on an inactive child; about 200 calories would need to be added for
a moderately active child and 200 to 400 calories per day for a very physically
active child.

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SPORTS OFFICIATING

Table 9.  Daily Estimated Calories and Recommended Servings for Adolescents

Foods 9-13 Years 14-18 Years


Calories 1800 kcal for males; 1600 kcal for 2200 kcal for males; 1800 kcal for females
females
Fat 25% - 35% kcal
25% - 35% kcal
Milk/Dairy 3 cups
3 cups
Lean Meat/Beans 6 oz for males;
5 oz
Fruits 5 oz for females
1.5 cups
Vegetables 2 cups for males;
2.5 cups for males;
Grains 2.5 cups for females
2 cups for females
3 cups for males;
6 oz for males;
2.5 cups for females
5 oz for females
7 oz for males;

6 oz for females

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

Managing Your Weight

Establishing or maintaining a healthy body weight requires an understanding


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

Energy Balance

Understanding the concept of energy balance (EB) is critical if you want to


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

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Physical education learner’s material

Estimating Calorie Needs

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

**Sedentary = less than 30 minutes a day of moderate physical activity in addition


to daily activities; Moderately Active = at least 30 minutes up to 60 minutes a day of
moderate physical activity in addition to daily activities; Active = 60 minutes a day
of moderately physical activity in addition to daily activities
Reprinted from U. S. Department of Agriculture
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of
Sports Medicine, 2011, pp. 268-272

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SPORTS OFFICIATING

Processing Activity:

• Consider your age. Officiating is a tough job. It is an activity for physically


active people. How much calorie do you need to keep yourself active while
planning to lose, gain or maintain weight? What are the foods you should
take in and at what amount should you take them in?
• Reflect carefully on the readings you have just had and write your answers
in your activity notebook.

PART II: WHAT TO PROCESS


Welcome to the What to Process part of your lesson! You will
be given activities to display and enhance your skills in sports
officiating 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 pro-
vided for you, you will learn that together, sports officiating
activities will be more fun and exciting, without knowing that
you are at the same time improving your fitness and your
sense of community.

Activity 3:  Human Basketball

Objectives:

• Play the “human basketball” game;


• Implement the rules of the “human basketball” game through officiating;
• Exhibit timely and precise judgment, command and fitness during the
conduct of the “human basketball” game; and
• Relate the importance of the role of an officiating official to the success
of a game.

Materials/Equipment Needed:

• Activity notebook
• Calculator
• Playing area (probably a basketball court if there’s any)
• Basketball ball

21
Physical education learner’s material

• Score board and chalk/marker


• Whistle
• Manila paper
• Marker or pentel pens
• Coloring materials
Procedure:
• Do your preliminary activities.
◊ Obtain heart rate at rest.
◊ 10-15 minute warm-up exercises (static and dynamic stretching
exercises).
◊ Obtain heart rate after the warm-up activity.
• Divide your class into 4 groups. Assign team captain.
• You will be playing a game. It is dubbed as “human basketball.” It is dif-
ferent from the regular basketball that you know. Supposing there are 8
players in your team playing on court. Others who will not play will stay
at the area designated to your group (bench, in this case) while waiting
for substitution. Four members will be playing, 1 will serve as the basket
for your opponents to shoot the ball, the final 3 will serve as guards to
stay around the human basket with which your team will shoot and earn
points. To move the ball from 1 player to another, pass it. Your team is
allowed, in a team to dribble the ball 3 times only.
• Refer to the following diagram:

YOUR COURT OPPONENT’S COURT

To play offense (pass/shoot)

Your ring/basket
To play defense/guards

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SPORTS OFFICIATING

Rules of the Game

Number of players per team 8

To shoot the ball to your basket, guarded by 3 defensive players from


Objective of the game
the opposing team

Game duration 5 minutes

Scoring system 1 point per shot


dribbling the ball more than 3 times per team, stepping on the line,
Violations ball out of bounds (lose ball), and misconduct

Substitution Unlimited (on ball possession)

Time-outs 15 seconds (on ball possession)

Starting the game Toss coin

Officiating Officials:

Referee 2 (to whistle when a score is made, substitution, time-out, or


when a violation is committed and ball possession is reversed)
Scorer 1 (to record scores of each team)
Linesmen 4 (to watch line assignment and raise flag once a violation is
committed)
Time Keeper 1 (To track the time per game and time-outs)

Schedule of games and officiating:

A (Group I) Schedule of Games and Officiating


Game 1 Winner 1
Game # Grp. 1 Grp. 2 Grp. 3 Grp. 4

B (Group II) Game 1


Game 3 Champion Play Play Officiate Observe

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:

• Gather in discussion formation by group.


• Share your ideas on the following questions:
a. How did you feel about the game?
b. What observations have you noticed while games were going on?
c. If there were no rules of the game, what do you think might have
happened? Why?
d. Were the roles of the officiating officials necessary in the smooth con-
duct of the games? Justify your answer.
e. What qualities should an officiating official possess? Why do you
say so?

Readings:

Qualities of an Officiating Official:

The role of an official is very crucial in a sporting endeavor. He defines the


success or failure of a certain physical activity. It is therefore necessary for an
aspiring officiating official to possess a number of qualities for him to meet the
goal of having a satisfying, complain-free, impartial, and successful game. The
following are some of the qualities to be considered:
• Physical Qualities
• Emotional Qualities
• Mental Qualities
• Social Qualities

Physical Qualities

These qualities refer to the physical attributes of an officiating official. Since


an officiating official needs to catch up with every detail of what the athletes or
players do on court, he needs to have a high level of fitness to be able to perform
his job. To determine his level of fitness he or she has to consider the following:

Physical Fitness

As has been defined in preceding modules in Physical Education, physical fitness


is the capacity of an individual to perform his or her daily tasks without undue
fatigue and still has extra energy for recreation and emergencies. Physical fitness
is not achieved overnight. One must work on with elevating his own level of

24
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

These qualities refer to the emotional readiness of an officiating official to per-


form his or her role in a game. He or she might have mastered all the rules and
possesses a high level of fitness but if the emotional attributes don’t warrant him
or her to perform the duties and responsibilities of an officiating official, failure is
expected. Emotional attributes that an officiating official should possess include
confidence. It is having belief in oneself. Confidence can be situation-specific,
but practicing it through actual game immersions and observations of game
officiating activities can help improve it.

Mental Qualities

Just as physical and emotional qualities are essential, mental characteristics


are also equally necessary. Mental toughness is the term used to refer to all of
the qualities pertaining to one’s mental preparations in officiating a game. To
be mentally tough requires one to stay focused, regulate one’s performance,
ability to handle pressure, awareness and control of thoughts and feelings and
one’s command and control of the environment. This can be achieved by having
a thorough knowledge on the rules of the game, alertness, vigilance which re-
sult to timely, decisive, honest, and impartial judgment. Decisiveness results to
integrity of the result of the game leading to a satisfying result and acceptance
of success and failure for both competiting teams or players.

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

25
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)

Activity 4:  Synchronized Hand Signals

Objectives:

• Demonstrate correct hand signals of referees in basketball, volleyball,


and football with mastery;
• Exhibit quick/sharp judgment calls while officiating a game; and
• Realize the value of high level fitness in sports officiating.

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.

26
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.

Referees’ Hand Signals:

A. Basketball:
Source: basketball hand signals-www.nba.com

27
Physical education learner’s material

B. Volleyball:

Source: www.picstopin.com

C. Soccer

28
SPORTS OFFICIATING

Processing Questions:

• What went well? What went wrong?


• Why is there a need to give precise and immediate calls when officiating
a game?
• What limits an officiating official from giving precise and immediate calls?
• How can one improve his or her officiating skills in terms of precision
and immediacy?

III. WHAT TO REFLECT and UNDERSTAND


In this part of your lesson, you will go deeper and further. You
will be given opportunities to reflect and understand the relevance of
officiating to your fitness and well-being. Activities will be provided for
you to integrate weight management, healthy lifestyle and officiating
and its fitness benefits which will in turn be beneficial for you and your
community.

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:

• Prepare a balanced meal for a sports official based on his/her nutritional


requirements.

You will need:

• Paper plate or improvised paper plate


• Cut out picture of food and drinks
• Paste/glue
• Scissors
• Pencil and Coloring materials

29
Physical education learner’s material

Here’s how:

1. Choose a sport that you want to officiate.


2. Review the nutritional requirements and the fitness components needed
by the official in the chosen sport.
3. Consider yourself an official of the chosen sport, paste/draw on your paper
plate the food and drinks you plan to take regularly.
4. Make your work presentable and be guided with the following criteria:
Suggested Rubric
Approaching Pro-
CATEGORY Advance- 4 Proficient- 3 Developing-1
ficiency-2
Several of the graphics One or two graphics or
One or two of the
or objects used reflect an objects are made or cus- The student does not
graphics or objects reflect
Creativity exceptional degree of student tomized by the student, make or customize any
student creativity in their
creativity in their creation but the ideas are typical of the items
creation and/or display.
and/or display rather than creative
Class time is used wisely. Class time is not always Class time is not used
Class time is used wisely.
Time and Student can have put in used wisely, but student wisely and the student
Much time and effort go into
Effort more time and effort at does some additional put in no additional
the planning and design.
home. work at home. effort.
The student gives a
The student gives a reason-
reasonable explanation The student\’s expla-
Accuracy able explanation of how The student gives a fairly
of how most items are nations are weak and
and ability every item is accurate to the reasonable explanation of
related to the basis. illustrate difficulty in
to defend basis. For most items, the how most items related
For many of the items, understanding how to
work relationship is clear without to the basis.
the relationship is clear relate items to basis.
explanation.
without explanation.

5. Present it to class, support it with a brief explanation and be ready to


answer the questions of your classmates and teacher.

30
SPORTS OFFICIATING

Processing Questions:

1. How did you feel about the activity?

2. What were your considerations in identifying food to eat?

3. How is it different from your daily menu?

4. How does nutrition affect one’s officiating performance?

5. Is it really necessary that an official is of normal nutritional status? Why and


why not?

Remember…
Good nutritional status is needed for an official to do his/
her duties and responsibilities effectively and efficiently.

Activity 6: Officiating is a Good Thing!


In this part, your creativity to illustrate ideas in a creative and comprehensible
way will be challenged.

Objective:

• Present in a creative way the importance of officiating in improving and


sustaining one’s fitness

You will need:

For Graphic Organizer:


• Copy of the reading on the rewards and satisfaction of officiating
• Pencil
• Coloring materials
• Pentel pen
• Other art materials

31
Physical education learner’s material

For Powerpoint/Multimedia Presentation:


• Copy of the reading on the rewards and satisfaction of officiating
• Computer/Laptops
• Audio-Visual Set

Here’s how:

1. Read the articles on the rewards and satisfaction of officiating.

Rewards and Satisfactions


By: Jenni Malsam, Iowa HS Athletic Assn. and Iowa Girls HS Athletic Union (30 yrs);
Former HS Soccer-Basketball-Volleyball Official.

The NFHS Interscholastic Soccer Referee who continues to officiate over a


long period of time does so for a variety of reasons. Many feel the motivation to
continue their involvement, but not all try to identify the reasons they continue
to officiate.
If you were asked why you continue to referee, what would you answer? Per-
haps: for the fun, for the excitement, for the opportunity to continue in soccer,
or perhaps for another other reason that makes sense to you? These may be
among the more common reasons given. However, if you take the time to think
about and analyze all of the possible reasons, you could probably identify a great
number of additional rewards, satisfactions and benefits that you really derive
from your activity as an Interscholastic Soccer Referee.
In this short discussion, we’ll try to identify what your high school soccer
refereeing means in terms of some of the possible rewards, satisfactions and
benefits that you can realize through your participation.

What are the rewards and satisfactions?

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

program of personal fitness conditioning that every successful Interscholastic


Soccer Referee learns to develop and follow throughout his or her officiating
career. Physical fitness is critical to successful officiating performance. The
personal benefits are a by-product, and are probably more beneficial that most
officials realize.

Mental Fitness

The obvious benefits include: positive disposition, better mental reflexes,


decisiveness, alertness, prolonging a youthful bearing, a steadier temperament,
perseverance, and increased determination.
Comment: Think back on your career to date. Can you recognize an im-
provement in any of these qualities in your own experience? This fund of mental
fitness is generated in several ways. The study of, and constant practice of, rules
applications, interpretations and decisions while officiating strengthens such
qualities as alertness, sharpness and decisiveness. The practice of continually
making decisions, both discretionary and factual, help sharpen your mental
reflexes, decisiveness, determination, and alertness. The continual exposure to
the challenge of competition and managing the high school soccer game partici-
pants strengthens such qualities as positive disposition, decisiveness, prolonging
youthful bearing, perseverance, and determination.

Mental Attitude

This important attribute includes: the satisfaction of meeting constant, game-


by-game challenges, a heightened sense of accomplishment as each successfully
controlled game is experienced, the feeling of making a contribution to the game,
the sense of providing an important service to others, honing your people- and
game-management skills, acknowledgement of a job well done by others and
in yourself, and the ability to develop the sense of dedication it takes for you to
attain competency.
Comment: Many of these personal qualities are acquired and strengthened
throughout your refereeing experience. The self-satisfaction of meeting the
considerable challenge of competent refereeing, the well-deserved sense of ac-
complishment after each contest, and the satisfaction of serving the sport and
making a positive contribution to each contest are continually experienced in
your activities. Perhaps a most important factor, and one sometimes overlooked,
is the benefits you acquire through being able to transfer into your daily lives
and activities such qualities as management skills, dedication to a task, and the
self-assurance in your performance.

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Physical education learner’s material

Social Rewards and Satisfactions of Networking

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.

Social Rewards and Satisfactions – People Skills

Comment: These include: communication skills, a sense of humor, increased


sensibilities, improved sociability, refined demeanor, and positive self-esteem.
Your ability to interact successfully with other people is significantly improved.
Continual interaction during games with countless numbers of individuals, all
with different personality and behavior traits, while under a variety of circum-

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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.

2. Form a group of 3-5 members.


3. Decide within your group on how to present the benefits of officiating to
fitness either through graphic organizer or any multimedia presentation.
4. Be guided with the following questions in making your creative presen-
tation:
a. What are the fitness components being developed in officiating?
b. Identify sport-situation where that component is needed.
c. What are the other benefits of officiating?
5. Be guided with the following criteria:

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

6. Present it to class, support it with a brief explanation and be ready to


answer the questions of your classmates and teacher.

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.

ACTIVITY 7  Ethics and Legality…


In this activity, you will be given the chance to empathize and share your
perspective on matters relating to officiating.

Objective:

• Share perspective on issues relating to code of conduct and ethical stan-


dards of sports official.

You will need:

Pen and paper

Here’s how:

1. Read and understand the case on referees’ corruption.

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SPORTS OFFICIATING

Details of soccer referees’ corruption case revealed


(Xinhua)
Updated: 2011-03-30 22:52

BEIJING - China disclosed on Wednesday the public details of the corruption


cases of three Chinese soccer referees, including Lu Jun, who has been referred
to in the past as China’s best soccer referee.
The three soccer referees Lu Jun, Huang Junjie and Zhou Weixin were arrested
on charges of taking bribes last year. It was learned that prior to a match be-
tween the Shanghai International and Shanghai Shenhua teams on November
9, 2003, Zhang Jianqiang, a former official of the China Football Association
(CFA) asked Lu Jun to call the game in Shanghai Shenhua’s favor, promising
that commissions would be paid to him and other referees if Shanghai Shenhua
won the game.
Shanghai International and Shanghai Shenhua were both favorites for 2003’s
domestic league championship games. The two teams had top ranking in the
league table before that match.
The match was broadcast on live television, which made difficult for referees to
favor one side over another. Lu Jun later confessed that he tried to give “emo-
tional care” to Shenhua players by treating them less strictly.
Shanghai Shenhua successfully overtook Shanghai International in the league
table after a 4 to 1 victory in that match. Shanghai Shenhua went on to win that
year’s domestic league championship.
“Shanghai Shenhua later brought commissions worth 700,000 yuan ($106,774)
to my office. Lu and I each got 350,000 yuan ($53,387),” Zhang Jianqiang con-
fessed. Zhang was arrested for alleged match-fixing and bribery in March 2010.
Lu refereed more than 200 matches in the domestic league over the course
of his career. He was also the first Chinese to referee at the World Cup.
Details of Huang Junjie and Zhou Weixin’s corruption cases were also re-
vealed on Wednesday. Both were found to have made unfair calls that affected
match outcomes after being promised commissions.
“Our investigation found that it was a common practice for football clubs to
give bribes to referees,” said Cui Weidong, an official in charge of the case.”Foot-
ball clubs gave bribes to referees through a variety of means. On most occasions,
they gave cash directly and the amounts varied according to the importance of
the game,” Cui added.

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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

2. Review the ethical and legal standards of officiating.

Readings: Ethics and Guidelines

Source: Bill Koch; BC Athletics Official Ethics and Guidelines for Conduct, 2011

When we register as officials, and volunteer to work at events, we agree to uphold


these values, and follow the related guidelines listed in each section.

A. Be a Benefit and Cause No Harm

A primary value of officiating is to provide a benefit to those with whom one


interacts in the competition area (athletes, coaches, spectators, volunteers, and
other officials). A related value is to do no harm.

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.

Officials will not……


1. Intentionally disadvantage an athlete because of previous bad experiences
with the athlete, his/her coach or parent.
2. Disqualify an athlete from an event without serious consideration of al-
ternatives (e.g., warnings).
3. Needlessly distract, or otherwise interfere with athletes during their
competition.
4. Unduly restrict the activities of coaches or spectators unless such activities
constitute a rule’s violation or would harm the welfare of athletes.

B.  Be Accurate and Responsible

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

Officials will not……


1. Purposely evade responsibility for officiating errors.
2. Alter competition records to reflect inaccurate results.
3. Negligently destroy or lose competition equipment.
4. Needlessly delay competitions.

C. Be suppor tive of other par ticipants and loyal to our Spor t
Organizations.

Officials should exhibit loyalty and politeness towards BC Athletics, Athletics


Canada, and other organizations to which the official belongs or is representing
in the context of a competition. They should extend such loyalty and politeness
to individuals involved in athletics at all levels.

Officials will……
1. Speak to and about athletes, other officials, volunteers, coaches and rep-
resentatives of sport organizations with customary politeness.

Officials will not……


2. Publically disparage athletic organizations (e.g., clubs, schools, BC Ath-
letics, Athletics Canada) or other participants.

D.  Act with Integrity

Integrity refers to firm adherence to an ethical code as well as to the absence of


impairment or disability. This implies that officials will (a) not allow their judg-
ment to be adversely influenced by personal loyalties or personal gain, (b) will
adhere whenever possible to the specifics of this ethical code, and (c) will avoid
officiating when their mental or physical competence may be impaired (e.g.,
through physical illness, emotional distress, or some other personal limitation).
Officials will….
1. Recognize when he/she has a conflict of interest in an event he/she is of-
ficiating and will take reasonable steps to eliminate such conflicts (e.g.,
have a different official start a race in which his/her own family member
or athlete is performing).
2. Will recognize when his/her personal weaknesses (e.g., personal or family
stress, proneness to irritability) may interfere with officiating and will
take steps to prevent such interference.

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SPORTS OFFICIATING

Officials will not……


1. Act to the advantage of athletes or clubs to which he/she has a personal
connection.
2. Purposefully act against any of the values listed in this code of conduct.
3. Knowingly officiate in an event when he/she is intoxicated on any substance.

E.  Act with Fairness

Fairness refers to performing one’s duties in an unbiased manner. This implies


that officials will act in a manner that does not create advantage or disadvantage
to any athlete or club.

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 will not……


1. Knowingly, and with available alternatives, make critical decisions in an
event in which they have a personal stake (e.g., an athlete for whom the
official is a coach or family member). This recognizes that at times there
will be no other alternative – i.e., only one chief judge or starter available
for an event in which one’s own athlete is competing.

F.  Show Respect for Participants’ Rights and Dignity

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.

Officials will not……


1. Harass others (officials, athletes, coaches, etc.). Harassment involves en-
gaging in any improper behaviour toward another person that one knows
or ought to know would be unwelcome. Harassing behaviours can include
written or verbal abuse or threats, unwelcome jokes, remarks or taunts.
2. Use the occasion of a rules infraction as an opportunity to publically em-
barrass or chastise an athlete.
3. Use the occasion of an officiating error as an opportunity to publically
embarrass or chastise an official.

G. Exhibit Professionalism

Professionalism means exhibiting a courteous, conscientious, and generally


business-like manner in the workplace (including volunteer workplace). Applied
to athletics officials, it means that officials, as part of their volunteer duties, will
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.

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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.

H.  Model Appropriate Health Habits

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

Officials will not……


1. Allow their own emotional distress (e.g., irritability, feelings of time pres-
sure, personal problems outside the athletic arena) to impact on their
officiating behavior.
2. Use tobacco products within the competition arena and/or competition
area.
3. Enter the competition area and/or arena under the influence of alcohol
or other mind-altering drugs.

I. Adhere to Legal Standards

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.

J.  Protect Vulnerable Persons

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

Officials will not……


1. Discriminate against vulnerable persons (e.g., Special Olympics athletes)
either verbally or through their actions in a competition area.
2. Disparage or patronize vulnerable persons in any way.
Answer the processing questions:
➣➣ What ethical and standards were violated by the referees?
➣➣ What do you think were the reasons of the referees for doing the action?
➣➣ If you were the referee, what would you do?
➣➣ How do you feel for the losing team?
➣➣ How do you feel for the winning team?
➣➣ How do you feel for the referees?
➣➣ In what other real-life situation can the values in officiating be applied?

ACTIVITY 8: Sum It Up!


In this activity, you will generalize all your learnings in the previous activities.

Objective:

• Give a summary on the benefits of officiating to fitness and vice versa

You will need:

• Pen and paper

Here’s how:

1. Review all the readings you had in the previous lessons.


2. Cite a generalization by filling in the blank to complete the sentences:
a. Through officiating,________________________________
but official must__________________________________
___ in order to have a healthy and quality life.
b. A fit official _____________________________________
__________________.

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Physical education learner’s material

ACTIVITY 9:  If I were a…


In this activity, you will give your personal point of view on what you value
most.

Objective:

• Explain the things that you value most in a sports official

You will need:

• Pen and paper

Here’s how:

1. Listed are the characteristics and values of an official. Review them


properly.

SUPPORTIVE RESPECTFUL PROFESSIONAL


ACCURATE RESPONSIBLE
INTEGRITY HONESTY LEGAL
FAIRNESS LOYALTY
HEALTHY LIFESTYLE
2. Answer the following questions:
• If you were an official, which of the values and characteristics should
you possess for the rest of your life? Why?
• Which of the values and characteristics is the most important for an
official to possess? Why?

Remember…
A healthy official lives a healthy lifestyle.

IV.  WHAT TO TRANSFER


In this phase, you will be challenged to apply things you
learned about the lesson into another context. Your under-
standing of the lesson will be measured by your ability to
provide tangible results or evidence of your learning.

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SPORTS OFFICIATING

ACTIVITY 10: Officiate It!


In this activity, you will extend your fitness development to your immediate com-
munity. 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 officiating in improving fitness and wellness.

Objectives:

• Officiate a community game


• Influence the community’s awareness of the value officiating in improving
one’s fitness

You will need:

• Equipment needed of the chosen sport


• Officiating equipment of the chosen sport

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.

Goal: To officiate a sport competition in your school or in a community.


Role: Official/Member of the Management Team
Audience: School/Community
Situation: A group of students will play a certain sport and they need officials to manage the game.

Product: A smoothly and fairly managed/officiated game.


Standard: Your work will be rated according to the following criteria: time-management, quality of work, focus
on the task, attitudes, monitors group effectiveness, working with others and contributions.

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.

48
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

Directions: Choose the letter of the best answer.

1. What system in sports is used to maintain order and fairness in implementing


rules?
A.  Sports Officiating C.  Sports Science
B.  Sports Psychology D.  Sports Youth
2. In games which require the official to run continuously, what fitness compo-
nent should the official possess?
A. Balance C. Power
B. Endurance D. Strength

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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

50
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

• Reference: Complete Guide to FITNESS and HEALTH, Barbara Bush-


man, Ph. D., American College of Sports Medicine, 2011, pp. 268-272
• Alias, Ben Taat,(1996), ISTAF International Referee Course in Conjunc-
tion with 1996 World Youth SepakTakraw Championship Seoul Korea.
• Galvez Tan, Jaime Z.,et al ,(2009),The Health Curriculum in Philippine
Basic Education, Vol. 2, KenzarGraphics,Quezon City.
• Mc Tighe, Jay, Wiggins, Grant (2004), Understanding by Design (Profes-
sional Development Workbook), ASCD, Alexandria,Virginia. USA
• http://www.lancssundayleague.co.uk/downloads/FA%20Referees%20
Fitness%20Guide.pdf

APPENDIX

Readings: PHYSICAL FITNESS TEST

BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.


A. Body Mass Index (BMI)
CLASSIFICATION:
BELOW 18.5 Underweight
18.5 – 24.9 Normal
25 – 29.9 Overweight
30.0 – ABOVE Obese
A.1 Weight – the heaviness or lightness of a person.
Equipment: Weighing Scale
For you as the test taker: For your partner:
a. Wear light clothing. a. Before the start of weighing, adjust the scale to zero point.

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:

1. An even and firm floor and flat wall


2. L – square
3. Tape measure laid flat to a concrete wall. The zero point starts at the
bottom of the floor.
For you as the test taker: For your partner:
a. Stand erect on bare feet with heels, buttocks and a. Place the L-square against the wall with the base at
shoulders pressed against the wall with tape measure. the top of the head of the person being tested.

b. Record the score in meters.


Scoring – record standing height.
* 1 meter = 100 centimeters

B.  Waist Circumference

Waist circumference is a good predictor of visceral fat which contributes more


risk of cardiovascular disease and diabetes than fat located in other areas of the
body.

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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Physical education learner’s material

STRENGTH – refers to the muscle’s ability to generate force against physical


objects. In the fitness world, this typically refers to how much weight you can
lift for different strength training exercises.
1. 90 – Degree Push-up
Purpose – to measure strength of upper extremities
Materials/Equipment:
Exercise mats or any clean mats
For you as the test taker: For your partner:
a. Lie down on the mat; face down in standard push-up a. As the student assumes the position of push-up,
position: palms on the mat under the shoulders, start counting as the student lowers his body on
fingers pointing forward, and legs straight, parallel, the ground until he reaches 90-degree angle at the
and slightly apart, with the toes supporting the feet. elbow.

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).

Perform as many repetitions as possible, maintain-


ing a cadence of 20 push-ups per minute (2 seconds
going down and 1 second going up).
Scoring – record the number of push-ups made.

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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).

e. There should be no rest at the bottom position,


and perform as many curl-ups as possible without
stopping.
Scoring – record the number of curl-ups made.
FLEXIBILITY – refers to the ability of the joints to move through a full range
of motion.
1. Sit and Reach – a test of flexibility for the lower extremities particularly
the hamstring.
Purpose – reach as far as possible without bending the hamstring

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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.

Scoring- record sit and reach to the nearest 0.1 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.

e. To test the left shoulder, repeat procedures a – d with


the left hand over the left shoulder.
Scoring – record zipper test to the nearest 0.1 centimeter.
Scoring
0 – did not touch fingers
1 – just touched fingers
2 – fingers overlapped by 1-2 cms.
3 – fingers overlapped by 3-4 cms.
4 – fingers overlapped by 5-7 cms.
5 – fingers overlapped by 8 cms. or more
CARDIOVASCULAR ENDURANCE – is the ability of the heart, lungs and
blood vessels to deliver oxygen to working muscles and tissues, as well as the
ability of those muscles and tissues to utilize that oxygen. Endurance may also
refer to the ability of the muscle to do repeated work without fatigue.
1. 3–Minute Step Test
Purpose- to measure cardiovascular endurance

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Physical education learner’s material

Materials/Equipment :

1. Step with a height of 12 inches


2. Stopwatch
For you as the test taker: For your partner:
a. Position in front of the step. a. As the student assumes the position in front of the
step, signal, “Ready” and “Go”, start the stopwatch for
the 3-minute step test.

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.”

c. Immediately after the exercise, stand and relax.


Don’t talk.

d. Right after the activity, locate your pulse. (the first


beat is zero.)

e. Count the pulse for 10 seconds. Multiply by 6.


Scoring – record the 60-second heart rate for the activity.

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Social Dances 2
and Dance Mixers

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physical education Learner’s Material
Number of Sessions: 8

Unit II

Social Dances and Dance Mixers

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

Part I. Warm-Up (15 minutes)


Directions: 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.
Warm-up: Dynamic Stretching Exercises (Refer to Grade 7 PE Modules)
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
So, which of the three reflects your performance a while ago?

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Part II.  HR Log


Directions: Here is an HR log, a template that allows you to self-assess and re-
port your heart rate before and after you perform a physical activity, the time
you spent, and your Rate of Perceived Exertion (RPE) of the physical activities
you do in a daily basis. Reflect on the physical activities you did before going
to school today or even in your PE class and fill in the needed data in the given
template. Do this in your activity notebook.

HR Log:

NAME:

Date Activity Time HR (Pre) HR (Post) RPE Signature


Spent

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Social Dance and Dance Mixers

Part III. Social Dancing Participation Questionnaire


Directions: Tick the column that best describes your participation in the activities
below.

SOCIAL DANCING ACTIVITIES ALWAYS SELDOM NEVER

1. I actively participate in social dancing activities in my


community

2. I am a member of the grand cotillion


dance performed in a friend’s debut/so-
cial gathering.

3. I wear proper attire in social dancing


activities.

4. I am confident in performing social


dances in and outside the school.

5. I insist in doing a dance combination that


my partner could not follow.

6. I don’t follow the lead of my partner be-


cause I have my own style of dancing.

7. I dance vigorously whenever I participate


in social dancing activities.

8. I recognize the advantages of my en-


gagement in social dancing activities to
my fitness and well-being.

9. I share my social dancing skills with my


friends, family, and community.

10. I enjoy participating in social dancing


activities.

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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Part IV. Levelling of Expectations


Directions: At the end of this module you are expected to conduct successfully
an outreach program. This program will allow you to share the knowledge, skills
and understandings learned relative to the influencing your community’s fitness
with social dancing as your medium. Refer to Part IV (Transfer), Activity 2 of
your lessons for this activity. Your teacher will give the necessary orientation
as regards your grouping, criteria for assessment and the process of conducting
the activity.

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!

ACTIVITY 1: Salundiwa (Activating Prior Knowledge)


In this activity, your prior knowledge about social dances and dance mixers
will be assessed.

You will need:

• Pen • Activity Notebook

Objectives:

Activate prior knowledge of learners as regards social dances and dance mixers.

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Social Dance and Dance Mixers

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. The following are terms associated with the lesson:


a. Social Dancing
b. Ballroom Dancing
c. Cottillion/Rigodon de Honor
d. Dancesport (Competitive Ballroom Dancing)
2. Select one which is most familiar to you.
3. This time create a circle in your notebook and write the term you selected at
the center.
4. Draw as many lines as the connections you can give about the term outside
the circle.
5. At the end of each line, write a word that describes your experience, descrip-
tion, or anything you can say about the term you chose.
6. Organize your thoughts and connect the words you came up with to describe
the term you have selected.
7. Share your idea to the class.

Processing Questions:

• What are social dances? ballroom dances? dance mixers? dancesport?


• How are they different from each other? related to each other?

You’re through with the first


challenge! Let’s see if you can
do the next one.

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physical education Learner’s Material

ACTIVITY 2: May I Have This Dance?


With the four As (Activity, Analysis, Abstraction and Application), you will be
introduced with the basic dance etiquette which is universal to all social dancing
activities. Since social dances and dance mixers are intended to get acquainted
with others who are present in a certain social event, it’s just but proper to bear
in mind good manners and social graces in social events.

You will need:

• CD/VCD/DVD player
• CDs containing music of ballroom dances

Objective:

• Realize the importance of fostering dance etiquette in social dancing.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

Activity:

• Position the chairs around the hall or floor.


• Males stay seated on one side of the hall while females on the opposite
side.
• As the music plays, find a partner to dance with.

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

NO-FAULT DANCING WHAT TO WEAR

DANCE ETIQUETTE

PERSONAL
ON THE FLOOR
GROOMING

ASKING FOR A DANCE

Readings on Dance Etiquette:

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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WHAT TO WEAR

Dancing has its own culture. In social dances and dance mixers, the more
formal the dance, the more formal the outfit.

ATTIRE GENTLEMEN LADIES

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

Don’ts in Terms of Outfits and Dance Shoes:

• 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

BEFORE THE DANCE DURING THE DANCE

• Shower and use a deodorant • Check your grooming periodically

• 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

ON THE DANCE FLOOR

While on the Floor


Line of Direction Be Polite Accompany your
(Avoid colliding
(Counter clock- (Thank or Compliment Partner back to her
with other pairs)
wise) your Partner) Seat

Don’t do aerial choreography yourself. They require training by a qualified


instructor. They may eat up space and disturb other dancers or cause injuries
with other dancing pairs in the dance floor.

NO-FAULT DANCING

• Never blame a partner for missed execution of figures


• Dance to the level of your partner
• The show must go on, say “sorry” to your partner if something went wrong

DEMEANOR

• Be personable, smile and make eye contact with partner.


• Project a positive image on the dance floor even if it’s not your personal style.
• Dance at the level of your partner.
• If you don’t know the dance, be honest, refuse promptly if asked to dance.
• No teaching on the dance floor. It may insult your partner.
• Do not cut other dancers off.

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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.

ACTIVITY 3: Dancing and Me


In this activity, you will know that social dances and dance mixers can affect
you and your fitness relatively depending upon your engagement and partici-
pation to such activities.

You will need:

• Pen
• Activity Notebook

Objective:

• Formulate tentative understandings about the benefits of social dances and


dances mixers to fitness and well-being.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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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

_____________________
_____________________

Social Dances Dance Mixers

Are you sure you can achieve


fitness with social dances?
Well, let’s see! Let’s start from
where you are now.

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ACTIVITY 4: Watch Your Weight!


In this activity you will figure out if your weight, relative to your height, is
normal or not through the Body Mass Index (BMI). After finding whether or not
you have a normal BMI, you will be provided with inputs on physical activities
suggested through the Physical Activity Pyramid to maintain or improve your
weight at the same time be oriented with the right kinds and amount of food to
eat through the Philippine Food Pyramid and/or MyFoodPlate.

You will need:

• Pen
• Activity Notebook
• Calculator
• Weighing Scale
• Meter Stick/Tape Measure
• Charts (Physical Activity Pyramid, MyFoodPlate and Philippine Food Pyra-
mid)

Objective:

• Provide essential knowledge needed to guide learners on weight management


and lifestyle and fitness check.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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

4. Come up with your BMI computation using the following formula:


W (weight in kilogram)
BMI =
H2 (height in meter2)
5. Describe your BMI based on the following classifications:
• Below 18.5 Underweight
• 18.5 - 24.9 Normal
• 25 - 29.9 Overweight
• 30 and Above Obese
6. What is your BMI classification? Record the details of your findings in your
notebook.

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)

Chart on Philippine Food Pyramid

You might think you’re done


with readings? Here’s more.
You will need all the knowl-
edge you can get to answer the
questions in the assessment of
knowledge.

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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.

You will need:

• Pen
• Activity Notebook
• Crumpled Paper
• Strips of Questions (On Social Dances and Dance mixers)

Objectives:

• Provide thorough knowledge on the nature and background of social dances


and dance mixers.
• Determine the implications of social dances and dance mixers to one’s fitness
and well-being.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Readings: Nature and Background of Social Dances and Dance Mixers

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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performers. They are somewhat revealing, tight-fitting, sexy yet sophisticated


in nature. They are also distinguished by the nature of the movements. They
are freer and can be performed in close or open hold. Standard dances on the
other hand, wear formal, ankle-length gowns for females and coat-and-tie for
males. Most of the time, movements in these are restricted to close ballroom
position with partner.
Social or ballroom dances are different from dancesport because the latter
is freer in nature and are primarily intended to widen one’s social horizon, for
recreation; and fitness. The former is performed in competitions and are referred
to as competitive ballroom dancing. The required athleticism has established
rules of different levels of difficulty and is limited to five dances per category
only. They are the cha-cha-cha, rumba, samba, paso doble and jive for the Latin
category and slow waltz, tango, Viennese waltz, foxtrot and quickstep for the
standard category.
The origin of dances in both the Latin American and Modern Standard groups
might also help in understanding the nature and background of social dances
and dance mixers. Below is where each of the dances enumerated came from:

Latin American Modern Standard


Origin Origin
Dances Dances

Cha-cha-cha Cuba Slow Waltz Austria


Rumba Cuba Tango Argentina
Samba Brazil Viennese Waltz Vienna
Paso Doble Spain Foxtrot USA
Jive/Boogie USA Quickstep USA
Swing USA
Merengue Dominican Republic
Salsa Cuba
Mambo Cuba

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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.

The Fitness Side of Social Dancing and Dance Mixers

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:

• 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 Hear Rate)


Example: 205 x .6 = 123 beats/minute
(Lowest THR of 15 year-old individual)

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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):

• _____(PMHR) x 80% (or .8) = (Highest Target Hear Rate)


Example: 205 x .8 = 164 beats/minute
(Highest THR of 15 year-old individual)

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.

Sample questions to be asked to whom the crumpled paper stopped:

a. What are social dances?


b. How are Latin American Dances different from Modern Standard Dances?
c. What makes social dances and dance mixers the same yet different with other
genres of dances?
d. How do you think can social dances and dance mixers help in enhancing your
fitness and wellness?
e. Aside from development of one’s fitness, what else can social dances and

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dance mixers benefit you as a member of the community?


f. How significant is intensity in a social dancing activity?
g. What does THR mean to you?
h. What is your lowest THR?
i. What is your highest THR?
j. How essential is determining your THR in your own exercise program?

Great! I think you have


enough. Let’s test if you real-
ly understood the lesson.
I know you can do the next
challenge.

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ACTIVITY 6: Complete Me (Assessment of Knowledge)


In this activity, your knowledge will be assessed through the given completion
statements below. As much as possible don’t copy ideas which were already
presented in the lecture-discussion, if there’s any. You are encouraged to come
up with your own idea to complete the given statements.

NAME:_____________________________ Yr./Sec.:______________ Date:________

Social dances are ________________________________________________________


____________________________________________. They are classified into two groups,
_____________________________ and ________________________________________
_. Social dances are also called ________________________. _____________________ on the other
hand can be social dances performed in groups while periodically changing partners to maximize the social dimensions of
social dancing. ___________________ can be developed if one engages in _______________________.
___________________ and ___________________ can also improve if one performs social dances regu-
larly. The ___________________________ can guide one as to what kinds of food to eat to maintain or im-
prove weight too. My favorite among the social dances is____________________ because ______________
___________________________________________________. I believe that with my participation
in social dancing, I will improve my fitness, ________________________ and may eventually help me in influ-
encing my _____________________ to improve their fitness too.

Congratulations!
You passed this phase. Get ready
for the next phase of the lesson.

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II. WHAT TO PROCESS

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!

ACTIVITY 7: Come On, Introduce Yourself!


In this activity, you will get acquainted with one another as you dance the music
out and say something about yourself as the music stops. This will determine
who among the class are already capable of dancing and those who need more
dance lessons.

You will need:

• CD/VCD/DVD Player
• Speaker
• Chair

Objective:

• Activate learners’ prior skills necessary for the teacher to differentiate his/
her activities.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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?

Now we know who can and


can’t really dance well. Let’s
start the ball rolling. Play the
music, let’s dance!

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ACTIVITY 8: Let’s Do the Cha-Cha-Cha


In this activity, you will be given opportunities to learn and master the basics of
the cha-cha-cha. 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.

You will need:

• CD/VCD/DVD Player
• Speaker
• Cha-cha-cha music
• Pen
• Notebook
• Chart indicating the basic steps, patterns and counting

Objective:

• Perform with mastery the basic steps and combinations in cha-cha-cha.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. Males choose a partner.


2. Form three columns by partner. Females stay at right side of males.
3. Play the music of cha-cha-cha. Clap the rhythm of the dance (4 and 1, 2, 3).

Basic NAME OF STEP STEP PATTERN COUNTING

1 Weight Transfer R-Bw, L-Fw 1, 2


(Rock Step)

2 R Chasse Fw R-Fw, L-C to R, R-Fw 1 and 2

3 Weight Transfer L-Fw, R-Bw 1, 2


(Rock Step)

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4 L Chasse Bw L- Bw, B-C to L, L-Bw 1 and 2

5 Alemana Turn L-Fw (Pivot Halfway Turn R), 1, 2


R-Fw (Pivot Halfway Turn R)
leading to a Chasse L Bw

6 New York (L over R) Step L across R in Front, Step R in 1, 2, 1 and 2


Place, Chasse L Sw, Step R over L
in Front, Chasse R Sw 1, 2, 1 and 2

7 New York (L over R) Step R across L in Front, Step L in 1, 2, 1 and 2


Place, Chasse R Sw, Step L over R
in Front, Chasse L Sw 1, 2, 1 and 2

8 Spot Turn Same with Alemana Turn but 1, 2


done Sw-leading to a Chasse Bw

Legend:

L Left Foot Fw Forward


R Right Foot Bw Backward
C Close Step
4. This time, as the music plays, master the patterns introduced together with
your partner.
5. Follow the sequence below as many times as possible until you have mastered
them:
Basic Combination 1: 1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 5, 2
Basic Combination 2: 1, 2, 6, 8, 2
1, 2, 3, 4
1, 2, 6, 8, 2
1, 2, 3, 4
1, 2, 6, 8, 2

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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.

COMBINATIONS MALE (Start with L Fw) Female (Start with R Fw)

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

3 Continue doing them with music until mastery is achieved

7. Below is a Peer-Assessment tool for you to assess your peer’s performance in


the given activity. All you need to do is tick the needed responses based on
the performances of your peer or classmate. Do this in your activity notebook.

Name: _______________________________ Yr./Sec.:_________ Date:________

Indicators of Performance O VS S NI P

1. Performs the step patterns correctly with mastery.

2. Performs the step patterns correctly, with mastery and


proper counting.

3. Displays proper bodylines while doing the movements.

4. Fosters positive attitude towards partner and activity.

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Indicators of Proficiency:

O - Outstanding Performs without any assistance from anybody


yet with mastery
VS - Very Satisfactory Performs without any assistance from anybody
but with minimal errors
S - Satisfactory Performs with little assistance from teacher and/
or classmates and with minimal errors
NI - Needs Improvement Performs with little assistance from teacher and/
or classmates and with many errors
P - Poor Shows no interest in coping up with the challenges
in the activities given

Impressive! You can now dance


the cha-cha-cha. This time let’s
do the waltz!

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ACTIVITY 9b: Let’s Do the Waltz

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.

You will need:

• CD/VCD/DVD Player
• Speaker
• Waltz music
• Pen
• Notebook
• Chart indicating the basic steps, patterns and counting

Objective:

• Perform proficiently the basic steps and combinations in waltz.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. Males choose a partner.


2. Form three columns by partner. Females stay at the right side of the males.
3. Play the waltz music. Clap the rhythm of the dance (1, 2, 3) slowly.

Basic NAME OF STEP STEP PATTERN COUNTING

1 L Close Change L-Fw (with the heel), R-Sw (with 1, 2, 3


(Forward) the toes), L-C to R (with the toes
of both feet together and down)

2 R Close Change R-Bw (with the heel), L-Sw 1, 2, 3


(Backward) (with the toes), R-C to L (with
the toes of both feet together
and down)

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3 3 Step Turn R-Sw, R-C to L (Pivoting halfway 1, 2, 3


R), R-in place (Pivoting R half-
way R), L-Sw, R-C to L, L in place 1, 2, 3

4 Natural Turn Male: 1, 2, 3


(Movements are done simulta- R-Fw (with the heel), L-Fw (with
neously) a quarter turn R, on toes), R-C to 1, 2, 3
L (feet then down), L-Sw (with
the heel), R-quarter Bw R (with
the toes), L-C to R (feet together
and down)

5 Reverse Turn Male: 1, 2, 3


(Movements are done simulta- L-Fw (with the heel), R-Fw (with
neously) a quarter turn Bw L on toes), L-C
to R (feet down), R-Sw (with the
heel), L-quarter Bw L (with the
toes), R-C to L (feet together and
down)
Female:
R-Bw (with the heel), L-Bw (with
a quarter turn Bw L on toes), R-C
to L (feet down), L-Sw (with the 1, 2, 3
heel), R-quarter Bw L (with the
toes), L-C to R (feet together and
down)

Legend:

L Left Foot Fw Forward


R Right Foot Bw Backward
C Close Step

4. Play the music. Continue doing the steps until mastery is achieved.
5. This time, in closed ballroom position, let’s have it with partner. Below is
a sequence of steps to be executed simultaneously with partner. Continue
doing them until mastery is achieved.

COMBINATIONS MALE (Start with L Fw) Female (Start with R Fw)

box waltz 1, 2 (3x) 2, 1 (3x)

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3 Step Turn 1, 2 (Raising L arm as the female turns) 3 (Raising L arm while turning R about)

box waltz 1, 2 (3x) 2, 1 (3x)

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

box waltz 1, 2 (3x) 2, 1 (3x)

3 Step Turn 1, 2 (Raising L arm as the female turns) 3 (Raising L arm while turning R about)

6. Below is a Self-Assessment tool for you to assess your own performance in


the given activity. All you need to do is answer the needed responses based
on your experiences.

Name: _______________________________ Yr./Sec.:_________ Date:________

Indicators of Performance O VS S NI P

1. Performs the step patterns correctly with mastery.

2. Performs the step patterns correctly, with mastery and


proper counting.

3. Displays proper bodylines while doing the movements.

4. Fosters positive attitude towards partner and activity.

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Indicators of Proficiency:

O - Outstanding Performs without any assistance from anybody


yet with mastery
VS - Very Satisfactory Performs without any assistance from anybody
but with minimal errors
S - Satisfactory Performs with little assistance from teacher and/
or classmates and with minimal errors
NI - Needs Improvement Performs with little assistance from teacher and/
or classmates and with many errors
P - Poor Shows no interest in coping up with the challenges
in the activities given

Impressive! You can now dance


the waltz. This time let’s make it
as a dance mixer.

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ACTIVITY 10: Cha-Cha-Cha Mixer


In this activity, you are expected to have mastered the basics of cha-cha-cha
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?

You will need:

• CD/VCD/DVD Player
• Speaker
• Cha-cha-cha music

Objectives:

• Appreciate the value of cha-cha-cha as a dance mixer and social dancing


activity.
• Master the cha-cha-cha combinations introduced in the previous activity.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. Group yourselves into four pairs each.


2. Be in a square formation as illustrated below:
(X-males, O-Females)
X OX
O
Reminder:
DANCE MIXERS can be any form of social dance that
allows you to have a chance to dance or socialize with
O
other members of the dancing group
Xo X

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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4. Upon finishing 2 repetitions of combinations 1 and 2, Males raise L arm for


females to turn inward. Females end up with the next partner. Do this for 8
counts. Bow to partner and assume closed ballroom position for another 8
counts.
5. As soon as new partners meet each other, repeat combinations 1 and 2 twice.
6. Do the same with the rest of the remaining corners. Males stay, females travel
around counterclockwise. Two rounds may do.
7. 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?

ACTIVITY 3b: Waltz Mixer

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?

You will need:

• 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

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. Group yourselves into four pairs each.


2. Be in a square formation as illustrated below:
(X-males, O-Females)
X OX
O
Reminder:
DANCE MIXERS can be any form of social dance that
allows you to have a chance to dance or socialize with
O
other members of the dancing group
Xo X

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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ACTIVITY 11a: You Can Do It!

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.

You will need:

• VCD/DVD player
• VCD/Memory containing the videos indicated in the links provided
• Speaker • TV

Objectives:

• Improvise and create other combinations in cha-cha-cha based on the video/s


seen.
• Maximize the value of cha-cha-cha and social dancing as a whole in devel-
oping one’s fitness.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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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ACTIVITY 11b: You Can Do It!

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.

You will need:

• VCD/DVD player
• VCD/Memory containing the videos indicated in the links provided
• Speaker
• TV

Objectives:

• Improvise and create other combinations in cha-cha-cha based on the video/s


seen.
• Maximize the value of cha-cha-cha and social dancing as a whole in developing
one’s fitness.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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.

Congratulations! You made


it! You’re now ready for more
complicated challenges.

ACTIVITY 12: Bring It On! (Assessment of Process)

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.

You will need:

• Appropriate dance shoes


• CD/VCD/DVD player
• Cha-cha-cha and waltz music

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

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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Here’s how:

1. Assemble yourselves in groups of four pairs.


2. Prepare your own cha-cha-cha and waltz routines within 15 minutes.
3. You are expected to give it your best because this will be performed in a
competition.
4. Your performance will be rated according to the following rubric for assess-
ment:

POINT CRITERIA

Mastery Proficiency
Dance Etiquette
and Creativity and Fitness

4 Displays high level of Shows impressive level of Exhibits outstanding dance


Outstanding mastery and creativity as proficiency in the execution etiquette before, during and
seen in routine construc- of steps and dance combi- after the performance of the
tion, grooming and looks nations displaying excellent dance routine
independently health-related fitness level

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

2 Displays mastery and Shows medium level of Exhibits satisfactory dance


creativity as seen in routine proficiency in the execution etiquette before, during and
Satisfactory construction, grooming of steps and dance combina- after the performance of the
and looks but with a little tions displaying acceptable dance routine
intervention from teacher level of health-related
and classmates fitness

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:

• What went well? What went wrong?


• Considering everything that took place, could you have done it better? How?
• What do you think were the factors that hindered you from doing better?
• How important is partnership, lead-and-follow relationship, in social danc-
ing?
• Given the opportunity to participate in such activity regularly, how do you
think can social dancing contribute to the attainment of fitness and well-be-
ing?
• Now that you have the knowledge and skills in social dancing, how do you
think can you influence others in your community to do the same?

Congratulations! You’ve done


great in the activities in this
phase. This time, let’s see if you
really understood our lesson.

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III. WHAT TO REFLECT AND UNDERSTAND

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.

ACTIVITY 13: Why Social Dancing?

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.

You will need:

• Monitor • LCD Projector


• Powerpoint Presentation • Pen

Objectives:

• To realize that a sedentary lifestyle can lead to diseases but participation to


social dancing activities can contribute to their prevention.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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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A sedentary lifestyle is a mode of living in which a person, an


adult or child, does not engage in sufficient physical activity or
exercise for what is generally considered healthy living. The term is
often used by doctors or professionals within the medical commu-
nity to describe a lifestyle among many people in highly developed
countries that does not afford opportunities for physical activity.
This type of living has been heavily influenced by the propagation
of passive forms of entertainment, such as television, video games,
and computer use. Along with such inactive types of entertainment,
large numbers of adult workers have shifted from physical labor to
office jobs, especially in technologically developed nations.

Many studies conducted by doctors and researchers have indi-


cated a variety of negative impacts on a person’s life due to living
a sedentary lifestyle. Most common among them is increased weight
gain and obesity and the accompanying health problems they can
cause, such as heart disease, diabetes, and increased chances of
certain types of cancer. Lack of exercise can also have a negative
impact on a person’s immune system which can create the possi-
bility for even more negative health consequences.

You may refer to the following diagram for better understanding:

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Processing Activity:

Bring out a whole sheet of pad paper and a pen. In a three-paragraph


essay, come up with your own explanation of the diagram indicated above about
the causes and effects of a sedentary lifestyle. Your output will be rated according
to the following criteria: Relevance and Adequacy/Comprehensiveness.

Great work! I believe you have


already understood the lesson
well. This means you are ready
for the next activity.

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ACTIVITY 14: Search for Mr. and Ms. Ambassador of Fitness

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.

You will need:

• CD/VCD/DVD Player
• Cha-cha-cha music
• Speaker
• A bowl containing strips of questions
• Microphone with stand

Objectives:

• To draw understanding of the role of social dances in the promotion of fitness


in the community.
• To lay down learners’ plans to maximize involvement to community fitness
programs.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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:

POINT SCALE Sense of Production Content


Community Number and Relevance
of Answer

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

3 Exhibits positive behaviour Displays proficiency in Establishes acceptable


Proficient towards the activity and the execution of dance connection between the
works collaboratively with combinations and several answer and the question
the group with a little variations in choreography given and comprehensive
push from group members in the production number idea relevant to the topic

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2 Exhibits positive behavior Displays proficiency in Establishes limited


Approaching Proficiency towards the activity and the execution of dance connection between the
works collaboratively with combinations and minimal answer and the question
little pressure from group variations in choreography given and satisfactory
members in the production number content of the response
given

1 Exhibits acceptable Displays low level of profi- Establishes very limited


Developing behaviour but works for ciency in the execution of connection between the
the group only when dance combinations and answer and the question
forced or pressured no variation in choreog- asked and very little con-
raphy in the production tent of the response given
number

Congratulations! This year’s Mr. and Ms.


Ambassador of Fitness are:
_____________and ______________!
This time get ready to FITT your weight off.

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ACTIVITY 15:  FITT Your Weight Off!


This activity will reinforce your prior knowledge and understanding of the inte-
gration of the principles of FITT (Frequency, Intensity, Time, and Type) in main-
taining of improving your fitness, especially in maintaining or reducing weight.

You will need:

• 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

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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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4. Submit your work to your teacher.


Note: An example is provided for you below:

Name:____________________________ Yr./Sec.:____________ Date:_________

My Personal Social Dancing Program

FREQUENCY INTENSITY TIME TYPE


(Identify days in (Light, moderate, (Amount of time (Nature
a week for your heavy/vigorous) spent for the of Activity)
activity) activity)

3 times/week Moderate 30-45 min./day (Aerobic


Intensity (Refer Exercise-Specific
to the RPE chart to Dance)
for reference of
how intense your
dancing activity is)

Present BMI:_____Classification:_____ Foods to Minimize Eating ( ):


(If Reducing Weight)
Target BMI in 4 Weeks:_____________
Target Classification in Foods to Add Intake With ( ):
(If Increasing Weight)
4 Weeks:__________________________

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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POINT SCALE Comprehensiveness Appropriateness to One’s


Fitness Level

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

You made it! That makes you


equipped enough to battle the
next set of challenges in the
Transfer phase of your lesson.

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IV. WHAT TO TRANSFER

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.

ACTIVITY 16: Post-Assessment of the HR Log

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.

You will need:

• HR Log
• Pen
• Notebook
• RPE

Objective:

• Determine learner’s level of endurance as needed in designing once own


physical fitness program, e.g. aeromarathon.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. Bring out your HR Log.


2. In your notebook, compute for your PMHR and THR.
3. Compare your PMHR and THR with that of your pre and post HR result in
you HR Log.
4. If you have obtained a post HR that is within your range of THR, write P
(Passed) beside your post HR. If you have obtained a post HR outside your
range of THR, write F (Failed).

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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.

ACTIVITY 17: Project COrP (Community Outreach Program)

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.

You will need:

• 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

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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:

Goal: Maintains an active lifestyle to influence the physical


activity participation of the community.
Role: Fitness Instructor
Audience: School Community
Situation: A ballroom aeromarathon to be participated by all in-
terested students is initiated by the MAPEH Department
in reinforcement of the fitness program of the PE cur-
riculum. They need a Fitness Instructor to guide them in
their preparations.
Product: A polished routine ready for competition during the
inter-class ballroom dance contest.
Standard: Your work will be rated according to the following cri-
teria:
• Teamwork (Sense of Community)
• Display of high level fitness (refer to their RPE upon
doing the activity)

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• Mastery of steps and combinations


3. For you to be guided on how you will accomplish GRASPS template, especially
on your role in the activity, you will be assigned to your respective 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 attendance, and
certificates of recognition to the training team and participation to the
participants)
• Ground Preparation and Restoration
(Takes charge of preparing and restoring the venue of the training/work-
shop)
• Dance Training
(Take charge of the training aspect which includes the teaching of the
social dance routine)
• Documentation
(Comes up with a narrative accomplishment report relative to the conduct
of the activity attaching all copies of communications made and pictorials
taken)
• Technical (Lights, Sound and Music)
(Takes charge of the preparation of sound system, lights if needed, and
music needed for the activity)
• Refreshment
(Takes charge of water supply, snacks, and meals of the training team/
class)
• PE Outfit
(If in case there are participants who are not in proper PE outfits, this
committee takes charge of them)
4. See to it that assigned members of each committee can perform the duties
and responsibilities relative to the committee where they belong. Group
yourselves according to your interest and expertise.

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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

Community Outreach Program


III-CATTLEYA CLASS
Community Outreach Program
Recipient:____________
III-CATTLEYA CLASS
Date:____________
Recipient: Barangay Calamagui 1st, City of Ilagan, Isabela
Date:____________ TRAINING MATRIX
TIME DAY 1 (Saturday) DAY 2 (Sunday)
WORKING COMMITTEES CHAIRMAN 7:00-8:00 AM Arrival/Registration Warm-Up/Review
MEMBERS 8:00-9:00 AM Opening Program
9:00-10:00 AM Performing the steps and com-
Program, Communication, binations in varying intensity
as dictated by the tempo of
and Coordination the music
10:00-11:00 AM
Ground Preparation/Restoration Basic Steps
Registration and Attendance
Training
11:00-12:00 AM RPE Orientation
Documentation
12:00-1:00 PM LUNCH
Technical (Lights and Sound)
1:00-2:00 PM War-up/Review
Refreshment
2:00-3:00 PM
Costume and Accessories Performance/Output
Variations/Dance Com-
3:00-4:00 PM Presentation
Prepared by: binations
4:00-5:00 PM Closing Program
_________________ Prepared by:
Chairman
Committee on Program _________________
Noted: Chairman
________________ Committee on Program
MAPEH Teacher Noted:
Approved: ________________
__________________ MAPEH Teacher
Recipient Class Approved:
__________________
Recipient Class

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Things to remember and do in the conduct of the outreach program:


• Ensure proper PA outfit among participants
• Let participants get their PMHR and THR and conduct relevant orientation
thereafter
• Discuss with participants about FITT and RPE
• Ensure that the accompanying music plays from slow, moderate to fast tem-
po (with at least 15 minutes length each segment). This dictates the level of
intensity of the ballroom aeromarathon
• Start the ballroom aeromarathon with a warm-up and end it with a cool down
• No two individuals are exactly alike. Let those who can’t proceed to the heavy
or vigorous level and gradually end up with a cool down
• Since this is a ballroom aeromarathon, steps and combinations shall be
ballroom basics or any of their combinations, specifically cha-cha-cha and
waltz, which they have learned in your class.

What are you waiting for, lay


your plans and conduct your out-
reach program. Good luck!

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.

1. Which of the following is a term used to refer to dances primarily intended


to get to know other people in a certain formal or semi-formal occasion?
a. ballroom dances b. dancesport c. festival dances d. social dances

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

5. Social dancing can prevent some diseases caused by sedentary lifestyle, if


regularly performed. Which of the following does NOT belong to the group?
a. diabetes b. lung cancer c. obesity d. weight gain

6. Which of the following best describes social dances?


a. Social dances are for pairs only b. Social dances can be competed
c. Social dances are dances that improve social skills and fitness
d. Social dances are dances that entertain people in attendance to a social
function

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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

8. How do social dances contribute to one’s fitness and well-being?


a. They help make one physically engaged and active preventing lifestyle
diseases
b. They cure lifestyle diseases
c. The help prevent sedentary lifestyle-related diseases
d. They develop one’s talent in dancing

9. “It takes two to Tango.” What does this quote mean?


a. A Tango requires two individuals to dance
b. One cannot exist without the other
c. It takes two to make any endeavor work
d. There should always be two individuals dancing the Tango

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

11. “May I have this dance?” This line implies…


a. A boy who treats a girl with respect even in dancing
b. A boy forcing a girl to dance
c. A boy with no one to dance with pleading
d. A boy who wishes to dance with somebody

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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

14. What happens if one doesn’t have a physically active lifestyle?


a. He/she is prone to weight gain, obesity which may lead to diabetes and
other cardio-vascular diseases
b. He/she will not be physically fit
c. He/she will become sickly
d. He/she will become fat

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).

Name of step Step Pattern Counting

1. ____________ R-Bw, L-Fw 1, 2

R Chasse Fw R-Fw, L-C to R, R-Fw 2. ___________

Alemana Turn 3.)_________________________________ 1, 2

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):

Dance Etiquette http://www.utdallas.edu/~aria/dance/etiquette.html#Intro

Finding Your PMHR and THR http://stresscourse.tripod.com/id63.html

Basics of Cha-cha-cha Videos http://www.youtube.com/watch?v=0_eDzZm9JQw


http://www.youtube.com/watch?v=Cx993DmhNOU
http://www.youtube.com/watch?v=tzi45m7cH2g

Basics of Waltz Videos http://www.youtube.com/watch?v=eDO_qcp4XN8


http://www.youtube.com/watch?v=BPseiMGyy2I
http://www.youtube.com/watch?v=l1wPywALl5U

Sedentary Lifestyle http://www.wisegeek.org/what-is-a-sedentary-lifestyle.htm

GRASPS Template http://opi.mt.gov/PDF/CurriculumGuides/Curriculum-Development-Guide/GRASP.pdf

Sources of Images:
Silhouettes of Ballroom Dancers @flickr.com

Google images: Philippine Food Pyramid

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FESTIVAL 3
DANCES

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Unit 3

FESTIVAL DANCES
CONTENT STANDARD PERFORMANCE STANDARD

The learner . . . The learner . . .

• demonstrates understanding of lifestyle and weight • maintains an active lifestyle to influence the physical
management to promote community fitness activity participation of the community

• practices healthy eating habits that support an active


lifestyle

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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Part II.  HR Log


Directions: Below is an HR log, a template that allows you to self-assess and
report your heart rate before and after you perform a physical activity, the time
you spent, and your Rate of Perceived Exertion (RPE) of the physical activities
you do in a daily basis. Reflect on the physical activities you did before going
to school today or even in your PE class and fill in the needed data in the given
template. Do this in your activity notebook.

HR Log:

Name:
Date Activity Time Spent HR (Pre) HR (Post) RPE Signature

Part III.  Festival Dancing Questionnaire


Directions: Below is a survey questionnaire that reveals your involvement or
participation in festival dances. Copy it in your worksheet and accomplish by
putting a check mark ( ∕ ) corresponding to your response in each item.

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Festival Dancing and Related Activities Yes No

1. I know the name of the festival in our place.


2. I am a member of a group representing our place in a festival dance competition
3. I usually watch actual festival dancing competitions in other place
4. I am fond of watching festival dances in youtube or in TV shows.
5. I recognize the value of festival dancing to my fitness.
6. I contribute to the success of the festival in our place.
7. I am proud of the festival in my place.
8. I am a physically fit individual because I participate in festival dancing.
9. I believe festival dancing can influence the fitness and well-being of the community
10. Culture of the community is drawn and established through festivals and festival
dancing.

A scale is provided for you below which helps you make meaning of the
responses you have indicated in the survey-questionnaire.

Number of Yes Responses Relative Interpretation


1-3 Is inactive in festival dancing activities
4-6 Moderately active in festival dancing activities

7-10 Highly active in festival dancing activities

Based on your interpretation of your responses to the survey-questionnaire,


what does this reveal about your fitness and community involvement? Express
and share your answer to the class in 3-5 sentences.

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Part IV. Drawing of Initial Understandings


Directions: Learners’ initial understandings on festivals will be activated
through the following activity:
1. Enumerate in your worksheet the festivals that you know and are familiar
with.
2. Make a short description about each of the festivals you have enumerated.
3. Classify whether they are religious or secular/non-religious festivals.
4. Give at least 3 positive effects of festival dancing or participation/
involvement in festival dances to yourself, family, and community.
Self: Family:
_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

Community:
_____________________

_____________________

_____________________

Part V. Levelling of Expectations


Directions: At the end of this module you are expected to conduct successfully
an outreach program. This program will allow you to share the knowledge, skills,
and understandings learned relative to the influencing your community’s fitness
with social dancing as your medium. Refer to Part IV (Transfer), Activity 2 of
your lessons for this activity. Your teacher will give the necessary orientation
as regards your grouping, criteria for assessment and the process of conducting
the activity.

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FESTIVAL DANCES

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!

ACTIVITY 1: Match It Up! (Activating Prior Knowledge)


In this activity, your prior knowledge about festival dances will be assessed. The
result of this activity can be used in designing the next parts of your lesson.

You will need:

• Pen
• Activity Notebook

Objectives:

• Share knowledge about festival dances.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. Below is a matching type activity which assesses your prior knowledge on


the festival we have in the country and their place of origin. In column A are
the festivals and in B are the places of origin. In your activity notebook, write
the letter of the origin of the festival in each number.

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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.

ACTIVITY 2: Why Festivals?


In this activity, you will be given inputs on the nature and background of festival
dances. Pay attention to the discussions for you to pass the assessment which
will later be given to you at the end of this phase of your lesson.

You will need:

• 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:

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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Here’s how:

1. Read and reflect on the following readings.


2. In your activity notebook, answer the given questions at the end of
the readings.

Readings: Why Festivals?

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.

Religious and Secular Festivals

As mentioned earlier, festivals may either be religious, in honor of a certain reli-


gious icon or secular or non-religious, in thanksgiving or celebration of peoples
industry and bountiful harvest. The following are some of the said festivals:

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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

SECULAR/ NON- RELIGIOUS FESTIVALS


Name of Festival Place of Origin Industry Month
Celebrated
Bangus Festival Dagupan, Pangasinan Milkfish Industry April to May
Bambanti Festival Isabela Scarecrow January
(farming)
Mammangui Festival City of Iligan Corn Industry May
Mango Festival Iba, Zambales Mango Industry April
Panagbenga Festival Baguio City Flower Industry February
Ibon Ebon Festival Pampanga Migratory Birds Egg February
Industry
Masskara Bacolod City Mask October
(Sugar Industry)
T'nalak South Cotabato Tinalak Cloth Weaving July
Ammungan Festival Nueva Vizcaya Gathering of Tribal May
Industries
Binatbatan Festival Vigan, Ilocos Sur Weaving Industry May

Processing questions:

• Why is there a need for festivals? festival dances?


• How do you think can festival dances help you in enhancing your fitness?
• What value do festival dances develop in community fitness?

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ACTIVITY 3: Review of Basic Movements


In this activity, you will be given activities to recall the basic locomotor and
non-locomotor movements together with the basic steps and arm movements
in folk dance. They are necessary for you to know and be able to do in producing
your own festival dance relative to the context of the festival you are celebrating.

You will need:

• 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:

• Execute the basic locomotor, non-locomotor movements, basic steps and


arm movements in folk dance which learners need to produce a folk-based
festival dance.

Daily Routine:

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

Activity:

1. Group yourselves into 4. Choose a leader per group.


2. The music prepared will be played. As it plays, try coming up with five
figures of 16 counts each. Do this in ten minutes.
3. Let’s now proceed to group presentation. Group 1 will present first. The
rest of the groups shall sit and observe until all groups have already
performed.

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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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• Take off from one foot and land on both feet;


• Take off from both feet and land on one foot; and
• Take off from both feet and land on both.

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.

NAME OF STEP STEP PATTERN/ COUNTING (RHYTHM)


Close Step Step R sideward (1), Close Step L to R (2)

Bleking Step R. in place (1), Heel Place L in front (2)

Touch Step Step R sideward (1), Point L in Front of R (2)

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Walk Step R forward (1), Step L forward (2)

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)

Hop Step Step R sideward (1), Hop 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)

Cross Step Step R across L (1), Step L sideward L (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)

Elements of movements in space


Rhythm Regular recurrence of a beat. It may be regular or irregular. In basic music, rhythm is reg-
ular and metered (24, 34 or 44). They be slow, moderate or fast. This element of rhythm is
called tempo. Music dictates the speed of movements we create.
Level This refers to the level of movement. It may be low, when knees are fully or slightly bent
when executing movement; medium, if knees are normally straight when executing
movement; high, if the heels are raised or movements are done while off the floor.
Range This element refers to the scope of movement execution. It is dictated by the space pro-
vided. If the space is wide then movements shall be wide and big. If space is limited then
movements shall be small and limited too.
Floor Patter/Design This refers to the designs created on the floor by the bodies of dancers. They may be
geometric or non-geometric formations.
Direction This element adds to variety of movement. They may be performed forward, backward,
sideward, or even upward.
Focus This is the focal point of dancers attention while moving in space.

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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➣ This time present your work by group


➣ What went well?What went wrong? Was the activity rewarding? Why?
Why not?
ACTIVITY 4: Festival Dancing and Fitness
In this activity, you will be provided with a review on the implication of dancing
activity to your fitness by way of determining your range of Target Heart Rate.
Let’s see if you can still recall. Reflect on the powerpoint to be shared by your
teacher on THR.

You will need:

• Computer/Laptop
• LCD Projector
• VCD/CD Player
• Speaker
• Festival music/any percussive music appropriate for festival dances
• Powerpoint Presentation on THR

Objective:

• Explain how dancing contributes to the improvement of cardio-vascular


endurance.

Daily Routine:

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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)

Example: 205 x .6 = 123 beats/minute (Lowest THR of 15 year-old individual)

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)

Example: 205 x .8 = 164 beats/minute (Highest THR of 15 year-old individual)


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 ex-
ercise. To maximize the benefits you can derive from social dancing in relation
to cardio-vascular fitness, you need to know your Target Heart Rate Range. This
helps you determine the intensity or level of exerted effort you are pouring into
your dancing.

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:

• How essential is knowing how to get your THR range?


• How can festival dancing contribute to a healthier lifestyle?
ACTIVITY 4: Honesty Quiz Bee (Assessment of Knowledge)
In this activity, your knowledge on festival dances and their fitness aspect will be
assessed through an honesty quiz bee. It’s dubbed as honesty quiz bee because
you will be accountable with keeping track of your own score.

You will need:

• Flashcards (4”x16” illustration board)


• Chalk
• Individual score sheets
• Festival and fitness questions

Objectives:

• Describe festival dances and its effect on fitness


• Show preparedness to proceed to the next phase using result of assessment.

Daily Routine

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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:

• These are dances performed in celebration of festivals.


• What festival is celebrated in January in Kalibo, Aklan?
• To whose honor is the Dinagyang festival offered?
• They are movements that allow you to travel from one place to another.
• What is the opposite movement of flexion?
Average Questions (Answers are to be demonstrated correctly):
• What folk dance step has a step pattern of step, close, step and counting
of 1 and 2?
• What is the step pattern of heel-toe, change step?
• What is the step pattern of bleking?
• What is the lowest THR of 20 year-old individual?
• What is the highest THR of a 20 year-old individual?

Difficult Questions:

• How can knowledge in determining THR range help in improving one’s


fitness through activities like festival dancing?
• Give at least one fitness benefit of festival dancing?
• What is the range of THR of a 16 year-old student?
• Give a pair of non-locomotor movements that complement each other
• How can you influence your community in improving its fitness through
festival dancing?

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Where do you belong?

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

II. WHAT TO PROCESS


Welcome to the What to Process part of your lesson! You will be given activities
to display and enhance your skills in festival dancing at the same time formulate
your understandings on 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, festival dancing activities will be more fun and exciting, without
knowing that you are at the same time improving your fitness and your sense
of community.

ACTIVITY 1: Weight Watch


In this activity, you will be given opportunities to make informed decisions
as regards to your intake and consumption of essential nutrients you need to
manage your weight.
You will need:

• Table 1: Calorie counter table


• Table 2: Calorie consumed per 15 minutes
• Table 3: Calorie content of nutrients
• Table 4: Physical activity table
• Pen
• Worksheet

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Objectives:

• Make informed decisions on calorie intake and energy consumption.


• Realize the importance of warm-up or body conditioning in relation to
safety and injury prevention before undergoing a strenuous physical
activity.

Daily Routine:

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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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Abstraction: Fuelling our body for exercise

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:

Table 1: Calorie counter table


CALORIE COUNTER TABLE
AVERAGE SERVING CALORIE AVERAGE SERVING CALORIE
COUNT COUNT
Vegetables
Bread and Cereals 65 Beets (1 cup) 70
White Bread (1 slice) 55 Broccoli (1 cup) 45
Wholewheat Bread (1 slice) 135 Carrots (1 cup) 45
Doughnut (1) 475 Peas (1 cup) 65
Macaroni w/ cheese (1 cup) 200 Potatoes, mashed (1 cup) 110
Rice (1 cup) Spinach (1 cup) 45
Sweet Potato, baked 155
Beverages Tomato, raw 30
Coffee/Tea (plain) 105
Carbonated beverage (8 oz.) 165 Meat, fish, & poultry
Milk, whole (1 cup) 90 Beef, sirloin steak (9 oz.) 375
Malted milk (2 cups) 560 Lamb chop (3 oz.) 450
Pork chop (3 oz.) 295
Dairy Foods Ham (3 oz.) 340
Butter (1 T) 100 Bacon (3 strips) 95
Cheese, cheddar (1 oz.) 115 Veal chop (3 oz.) 185
Cheese, cottage (1 cup) 240 Chicken, canned (3 oz.) 170
Cream, light (1 T) 30 Tuna (3 oz.) 170
Cream, whipped, unsweetened (1 T) 25 Sardines (3 oz.) 180
Egg (medium-size) 80 Salmon, Canned (3 oz.) 120
Luncheon meat (3 oz.) 165
Desserts Frankfurters (2) 300

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Pie, apple (4 in. sector) 330


Pie, custard (4 in. sector) 265 Miscellaneous
Pie, mince (4 in. sector) 340 Mayonnaise (1 T) 110
Pie, lemon meringue (2 in. sector) 300 French dressing (1 T) 60
Cake, angle food (2 in. sector) 110 Assorted jams (1 T) 55
Cake, layer (2 in. sector) 320 Sugar (1 T) 50
Brownie (3”x2”x2”) 295 Hamburger on bun 492
Ice cream, plain (1/2 cup) 150 Hotdog on bun 300
Sherbert (1/2 cup) 118 Peanut butter sandwich 220
Vanilla pudding (1 cup) 285 Cheese sandwich 333
Chocolate nut sundae 350
Fruits Cashew (1 oz.) 164
Apple, raw (medium) 70 Peanuts, chopped (1 T) 50
Banana, raw (medium) 85 Fudge (1 oz.) 116
Cantaloupe (1/2) 40 Chocolate creams (1 oz.) 110
Grapefruit (1/2 small) 50
Orange, raw (medium) 70 Liquors
Peach, raw (medium) 35 Brandy (1 0z.) 75
Pear, raw (medium) 100 Whisky (1 ½ oz.) 125
95 Beer (12 oz. can) 170
Fruit Juices Martini 150
Grapefruit (1 cup) Wines (3 oz. glass) 75-100
Orange, fresh (1 cup)
Pineapple, canned (1 cup) T – Tablespoon
Tomato, canned (1 cup)

Table 2: Calorie consumed per 15 minutes


CALORIES CONSUMED PER 15 MINUTES
Sitting position activity 20-25 Calories
Standing position with lightweight activity 27-40 Calories
Sweeping, light gardening, carpentry, walking moderately fast 43-60 Calories
Heavy work, bowling, golfing, skating, walking fast 65-85 Calories
Swimming, tennis, running, dancing, skiing, football 85 and more Calories

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Table 3: Calorie content of nutrients


CALORIE CONTENT OF NUTRIENTS
1 gram of carbohydrates 4 Calories
1 gram of protein 4 Calories
1 gram of fat 9 Calories
Vitamins 0 Calorie
Minerals 0 Calorie
Water 0 Calorie

Table 4: Physical activity table

PHYSICAL ACTIVITY TABLE


Activity Energy Requirement
Bed rest 27.5
Sedentary 30.0
Light 35.0
Moderate 40.0
Heady 45.0

Maintaining, losing, and gaining weight

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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(coronary heart diseases) is greater if this happens. In terms of weight resistance


training, muscle mass has a greater weight advantage that stored fat. Thus de-
veloping the muscles of the body will provide greater increase in body weight
and the risk of contracting common degenerative diseases is also minimized.

Computing for one’s Total Energy Requirement (TER)

Formula DBW (Desirable Body Weight) x Physical Activity

(Refer to Table 4 for


energy requirement/
activity)

Example: DBW = 59 kg. /athlete = Heavy physical activity

Thus, 59.0 x 45.0 (Energy requirement) = 2655 or 2,700 Calories

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:

Height: 5’2” = 62 inches

62” x 2.54 cms. = 157.48 - 100

57.48 - 5.74 DBW in kg.

51.74 or 52 DBW-F in kg.

ACTIVITY 2: FITT Your Weight Off! (Assessment of process)

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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You will need:

• FITT Template
• Pen
• Notebook

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:

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

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 ( ):

Present BMI:_____Classification:__________ (If Reducing Weight)

DBW in 4 Weeks:______________________ Foods to Add Intake With ( ):

(If Increasing Weight)

Your output will be rated according to the following rubric:

Point Scale Comprehensiveness Appropriateness to One’s Fitness Level


4 All details included in the template Data, plans, and targets presented are appropriate to one’s
Advanced are provided correctly needs considering one’s present level of fitness
3 1 to 2 details in the template are Data, plans, and targets presented are somewhat
Proficient missed but others are provided appropriate to one’s needs considering one’s present level
correctly of fitness
2 3 to 4 details are missed but the Data, plans, and targets presented maybe appropriate to
Approaching others are provided correctly one’s needs considering one’s present level of fitness
Proficiency
1 5 or more details are missed but Data, plans, and targets presented are not appropriate to
Developing the others are provided correctly one’s needs considering one’s present level of fitness

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III. WHAT TO REFLECT and UNDERSTAND

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.

ACTIVITY 8: Festival Shout-Out!


In this activity, you will be given opportunities to refine your understanding on
the benefits derived from engaging yourself in dancing activities. At the course
of this activity, you will be made to integrate your understanding on maintain-
ing, gaining or losing weight, having an active lifestyle as a means to achieving
a sound mind in a sound body.

You will need:

• VCD/CD player
• Festival music
• Pen
• Worksheets
• Costumes and props if necessary or available

Objective:

• Appreciate the value of festival dancing to their ffitness and well-being

Daily Routine:

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. Group yourselves according to your place of origin regardless of gender.


2. Identify with your group the leading industry in your own place.

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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

4 Displays high level of Shows impressive level Exhibits outstanding


Outstanding mastery and creativity as of proficiency in the level of discipline and
seen in routine construction execution of steps and teamwork before, during
relevant to the identified dance combinations and after the perfor-
festival displaying excellent mance of the festival
health-related fitness dance routine
level

3 Displays mastery and Shows high level of Exhibits very satisfactory


Very creativity as seen in proficiency in the execu- dance discipline and
Satisfactory routine construction but tion of steps and dance teamwork during and
with minimal relevance of combinations displaying after the performance
movements to the identified high health-related fitness of the festival dance
festival level routine

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2 Displays mastery and Shows medium level of Exhibits satisfactory


Satisfactory creativity as seen in routine proficiency in the execu- discipline and teamwork
construction but with no tion of steps and dance before, during and after
relevance of movements to combinations displaying the performance of the
identified festival acceptable level of festival dance routine
health-related fitness

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

ACTIVITY 9: Integrating Weight Management and Fitness to Festival


Dancing
In this activity, you will be asked to integrate festival dancing, discipline, culture,
cultural literacy and social change or sense of community to fitness by coming up
with a four-paragraph essay that explains your interpretation of the hierarchical
relationship of the elements indicated therein.

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You will need:

• Fitness and festival dancing triangle


• Pen
• Worksheet

Objective:

• Explain the benefits derived from participation in festival dancing.

Daily Routine:

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook
Point Scale Comprehensiveness Organization of Ideas
4 All details included in the triangle are Unity, coherence and technical correct-
Advanced provided and explained excellently ness are exhibited
3 1 detail in the triangle is missed but Unity and satisfactory coherence
Proficient others are provided and explained very together with technical correctness are
satisfactorily exhibited
2 2 details are missed but the others are Unity, improving coherence and
Approaching provided and explained satisfactorily minimal technical errors are exhibited
Proficiency
1 3 or more details are missed but the Improving unity, improving coherence
Developing others are provided and explained and many technical errors
satisfactorily

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IV. WHAT TO TRANSFER

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.

ACTIVITY 10: Post-Assessment of the HR Log


In this activity, you will be given an opportunity to assess your HR Log which
you have accomplished daily reflecting your HR before and after performing a
physical activity.

You will need:

• HR Log
• Pen
• Notebook
• RPE

Objective:

• Exhibit level of endurance as needed in designing one’s own physical


fitness program, e.g. aeromarathon.

Daily Routine:

Accomplish the following before proceeding to the activity proper:


Warm-up: Dynamic Stretching Exercises
HR Log: Activity Notebook

Here’s how:

1. Bring out your HR Log.


2. In your notebook, compute for your PMHR and THR.
3. Compare your PMHR and THR with that of your pre and post HR result
in you HR Log.
4. If you have obtained a post HR that is within your range of THR, write
P (Passed) beside your post HR. If you have obtained a post HR outside
your range of THR, write F (Failed).

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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.

ACTIVITY 11: Project COrP (Community Outreach Program)


In this activity, learners will extend their commitment in fitness development
to their immediate community. They will be provided with an opportunity to
maximize the knowledge, skills and understandings in influencing their com-
munity with the value of festival dances and dance mixers in improving fitness
and wellness.

You will need:

• 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:

• Show appreciation of the value of festival dance 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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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:

Goal: Maintains an active lifestyle to influence the physical activity


participation of the community.
Role: Dance Instructor
Audience: School Community
Situation: A polished festival dance routine (Street Parade) to be participated
in by all Grade 9 PE classes is initiated by the MAPEH Department
to reinforce the fitness program of the PE curriculum. They need
a Dance Instructor to guide them in their preparations.
Product: A polished routine ready for competition during the inter-class
festival dance contest.
Standard: Your work will be rated according to the following criteria:
• Teamwork (Sense of Community)
• Display of high level fitness (refer to their RPE upon doing the activity)
• Mastery of steps and combinations

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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• Ground Preparation and Restoration


(Takes charge of preparing and restoring the venue of the training/
workshop)
• Dance Training
(Takes charge of the training aspect which includes the teaching of
the social dance routine)
• Documentation
(Comes up with a narrative accomplishment report relative to the
conduct of the activity attaching all copies of communications made
and pictorials taken)
• Technical (Lights, Sound and Music)
(Takes charge of the preparation of sound system, lights if needed,
and music needed for the activity)
• Refreshment
(Takes charge of water supply, snacks, and meals of the training
team/class)
• PE Outfit
(Takes charge of the participants who are not in proper PE outfits)
4. See to it that assigned members of each committee enumerated above can
perform the duties and responsibilities relative to the committee where
they belong. Group yourselves according to your interest and expertise.
5. Thorough planning with your teacher is needed to make this outreach
program achieve its goals. For it to be successful you need to prepare
everything beforehand and make the necessary coordinations and com-
munications for proper dissemination.
6. Always bear in mind that what you say is as important as how you say
it. Be respectful and be 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:

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Things to remember and do in the conduct of the outreach program:

• Ensure proper PA outfit among participants


• Let participants get their PMHR and THR and conduct relevant orien-
tation thereafter
• Discuss with participants about FITT and RPE
• Ensure that the accompanying music is played from slow, moderate to
fast tempo (with at least 15 minutes length each segment). This dictates
the level of intensity of the festival dance routine
• Start the festival dance competition with a warm-up and end it with a
cool down
• Each participant shall prepare a festival dance journal upon participation
in the festival dance competition. This shall be prepared individually with
personal details indicated therein.

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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.

TEST 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.

1. Which of the following is a cultural dance 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?
a. cultural dance b. festival dance
c. folk dance d. social dance

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

4. Which of the following is a source of energy which we need in order to


perform our daily routine?
a. bread b. cereals
c. vegetables d. all of the above
5. How can festival dancing contribute to one’s fitness and well-being?
a. It reduces the risk of cardio-respiratory diseases
b. It facilitates teamwork and sense of community
c. It maximizes our use of energy and enhances cardiorespiratory
health
d. It is a good form of exercise

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6. What is the Total Energy Requirement (TER) of a student with a weight


of 50 kg performing a moderate festival dancing activity?
a. 1000 cal. b. 1500 cal.
c. 2000 cal. d. 2500 cal.
7. Why is festival dancing an excellent way to reduce or maintain one’s
weight?
a. It exhausts one’s energy to the extent that he can hardly catch
his breath off
b. It burns desired number of calories stored in the body depending
on the intensity of the activity
c. It easily burns fats off
d. It makes one achieve a desired body figure
8. How can one best benefit from festival dancing activities?
a. They help one achieve a personally active lifestyle
b. They contribute to the enhancement of community awareness
c. They develop one’s awareness of his own and others’ culture
through festivals
d. All of the above
9. The following EXCEPT ONE may result from having a sedentary lifestyle:
a. Lung cancer
b. Overweight and obesity
c. Coronary artery and coronary heart diseases
d. Diabetes
10. If an individual could hardly catch his breath off while performing festival
dances, what is the intensity of his activity?
a. heavy b. light
c. moderate d. moderately light

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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!

TEST IV. COMPUTATION: Solve the problems given below:

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?

2. If a student is 12 year of age, what is his THR range?

Sources (Web-based):
Finding Your PMHR and THR http://stresscourse.tripod.com/id63.html

Sedentary Lifestyle http://www.wisegeek.org/what-is-a-sedentary-lifestyle.htm

GRASPS Template http://opi.mt.gov/PDF/CurriculumGuides/Curriculum-Development-Guide/GRASP.pdf

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

The learner . . . The learner . . .

• demonstrates understanding of lifestyle and weight • maintains an active lifestyle to influence the physical
management to promote community fitness. activity participation of the community

• practices healthy eating habits that support an active


lifestyle

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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and exercise leading to the attainment of enjoyment as well as managing our


desired weight.
Now that you are in grade 9, you’re experiencing physical changes. You’ve
been exposed to different undertakings that somehow affected your health and
lifestyle thereby affecting your weight as a teenager.
This module will help you choose physical activities from both indoor and
outdoor that will surely bring you fun, fitness, and fundamentals! The activities
are enjoyable and offer satisfaction to enhance the quality of your life. You’ll
understand that lifestyle and recreation will promote not just your personal
fitness, nor your family’s fitness, but the community’s fitness in general! So get
off your feet and jump off to the world of ACTIVE RECREATION!

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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2. In a badminton and volleyball games, a team can win a point if


a. He wins rally
b. He plays honestly
c. He commits a violation
d. He enjoys smashing shuttles

3. What physical component is needed for a badminton player to quickly return


the shuttle?
a. Speed
b. Agility
c. Strength
d. Endurance

4. Why did William Morgan invented volleyball?


a. To make his clients busy
b. To make fun out of nothing
c. To make his clients physically fit
d. To create an indoor recreational activity during the winter season

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

6. Activities such as camping, hiking, orienteering , swimming, and camping


are under the category of
a. Recreation activities
b. Indoor recreation activities
c. Outdoor recreation activities
d. Active recreation activities

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7. Navigating an unfamiliar place requires a skill in


a. Camping
b. Hiking
c. Orienteering
d. Mountaineering

8. In hiking, what fitness component is required of you?


a. Speed
b. Agility
c. Strength
d. Endurance

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

10. Active recreation participation is everyone’s responsibility, which of the


following is the best reason for this?
a. Maintain weight
b. To have a healthy lifestyle
c. Keep a physically fit body
d. Have fun, enjoyment, and satisfaction

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

14. Badminton playing burns more calories because of


a. The speed of movement in playing
b. The swinging actions in hitting the shuttle
c. The jumping actions in smashing
d. The slow wrist actions in drop shots

15. Which of the following is a fitness benefit of zumba?


a. Improves cardiovascular endurance
b. Tones and tightens muscle groups
c. Burns more calories to lose weight
d. All of the above

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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17. How can one maintain a healthy weight range?


a. Follow with the latest diet fads
b. Believe in the power of your genes
c. Consult a doctor for a possibility of liposuction
d. Balance the amount of food you eat with enough physical activity

18. Why is badminton played indoors?


a. Its more convenient to play inside the gym
b. Friction is greater providing better stability
c. Air resistance is lesser inside the gym
d. It’s more comfortable inside the gym

19. In hiking, what should be the group’s pacing?


a. The pace of the lead man
b. The pace of the last man
c. The pace of the slowest man
d. The pace of the fastest man

20. In an outdoor adventure, which of the following is not a natural trail sign?
a. rocks
b. grass
c. twigs
d. yarn

Let’s see how you scored in the pre-assessment?

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.

Activity 1:  Lifestyle Check


The activity puts awareness on the kind of lifestyle you have.

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:

• Copy of the Teacher-made survey

Here’s how:

• Form five groups with 8-10 members each.


• Get the survey form.
• Put a checkmark on the frequency of your participation as Always, Some-
times, and Never.
• Make your summary report and share with the class

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• Concentrate on the following:


◊ What activities are checked as “always”
◊ What activities are checked as “ sometimes”
◊ What activities are checked as “never”
• Your group representative will do the presentation in 3 minutes

Teacher-Made Survey Form


Statements Always Sometimes Never
(3) (2) (1)
I accumulate 30 minutes of moderate physical activity most days of the
week ( brisk walking, climbing the stairs, farm work, or home chores)

I do vigorous activity that elevates my heart rate for 20 minutes at least


three days a week.

I do exercises for flexibility at least three days a week

I do exercises for muscle fitness at least two days a week

I eat three regular meals each day

I select appropriate servings in the food guide pyramid

I restrict the amount of fat in my diet

I consume only as many calories as I expend each day.

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

What does your score mean?


21-24 5 stars (healthy lifestyle)
16-20 3 stars (average healthy lifestyle
15 1 star (warning on your lifestyle)

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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…

Activity 2   Pag May Time


This is an activity that will reveal how you spend 24 hours in a day.

Objectives:

• Determine your activity during your free time


• Differentiate the sets of time as to your kind of activity

Materials needed:

• Teacher -made survey form

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.

Amount of time spent in


Time of the day Activities the activities

( 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).

Now, pause for a minute and reflect on the following questions:


• Which among the activities attend to your biological needs?
• Which among the activities attend to your classes and are work-related?
• Which among the activities attend to your leisure needs?
• Why do you engage in those activities?
• Which among the activities do you attend most?
• How can you categorize the activities listed above?

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:

• To differentiate indoor from outdoor recreational activities


• To share personal experience in the different activities

Materials Needed:

Manila paper or /used calendar

Here’s how:

1. Find a partner. Copy the Venn diagram in your worksheet.


2. Identify if the activities/games listed below are held indoor or outdoor
by writing it on the circles.
3. Do this in 3 minutes.

Good job! You were able to put them in their proper locations! Now ask yourself
the following questions and be ready to reason out.

• Which among the activities are you familiar with?


• Have you participated in one or two of the activities?
• If yes, when was the last time you participated in that activity? Where?
• How was your experience?

4. Be ready to share it to the class.

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Both indoor
and outdoor

outdoor indoor

Cycling Volleyball Table Tennis Badminton


Zumba dance aerobics Camping Hiking Orienteering
Futsal Frisbee ultimate Swimming

Aside from being active and passive type of recreation, recreation also embraces
both indoor and outdoor activities.

We consider recreation as indoor when the activity is within


the premises of your comfort zone at home or inside a building.
Recreation is outdoor when the activity is undertaken in a natural,
rural or open space outside the confines of buildings, usually large
land area that is close to nature.

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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:

• Describe how participation in active recreation contributes to the achieve-


ment of a healthy life.

Materials needed:

• Reading materials
• Powerpoint presentation

Here’s how:

1. Work in pairs or groups.


2. Given the readings below, discuss the lifestyle of each member. Focus on
the similarities and differences in terms of the following:
• Eating habits
• Physical activity participation
• Recreational Choice
3. As a pair or group, make summary of the essentials in the readings. Il-
lustrate your summary using creative organizer, concept map or charts.
4. Present it to class.

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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Participation in active recreation influences your healthy lifestyle. It im-


proves health condition in many ways. It also helps you to use the calories
better and sustain a desirable weight.
Lifestyle change is the best way of preventing illness and early death.
Major causes of early death have shifted from infectious diseases to chronic
lifestyle-related conditions such as heart disease, cancer, and diabetes.

How do you maintain


a healthy lifestyle?

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an-orange-person-rubbing-his-chin-while-thinking-creative-thoughts-with-
four-bubbles1.jpg

5. Engage yourself in a regular physical activity


6. Eat healthy food.
7. Find time to manage stress
8. Follow a good personal healthy habits

The HELP Philosophy can guide you in starting a healthy lifestyle change:

Health those who believe in the benefits of healthy lifestyle


are more likely to engage in healthier behaviour

Everyone Healty lifestyle can be practiced by everyone “health


for all”

Lifetime The longer healthy lifestyles are practice, the grater


the beneficial benefits

Personal No two people are exactly the same. Your personal


needs is the basis of your 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).

So recall your BMI…What is


your classification?

18.5 and underweight


above
18.5 to 24.9 Normal

25.0-29.9 Overweight

30 above obese

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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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Readings: Ethics and Guidelines

Knee Injuries

The concept of energy balance compares the amount of energy consumed as


food with the amount of energy expended through physical activities, exercises,
and resting metabolism.
You can maintain a healthy weight by eating a healthy diet and balancing
the food you eat. These foods are used as energy to keep your body systems
working. You use some for physical activity and exercises such as playing
sports and dancing.
If you eat more than your energy expenditure, you will gain weight. If
you eat the same amount of food that your body needs in your daily physical
activities, you will maintain your weight. Then if you have more than energy
expenditure than food intake, you will lose weight.

To sum it up:

Weight Gain (more calories consumed/less calories expended)


Weight Loss (more calories consumed/less calories expended)
Weight Management (calories consumed = calories expended)

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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Readings: INDOOR RECREATIONAL ACTIVITIES

Badminton

Minor sprains and strains can be treated at home using the


following measures. Badminton is believed to have origi-
nated from the game “poona” that was played by English
Army officers stationed in India during the 17th century. It
was later brought to England in 1870’s when the Duke of
Beaufort held a lawn party in his country place, Badminton.
It was only in 1992 Barcelona Olympics when the game
became an Olympic sport with singles and doubles events.
Games are held inside the gym to avoid the effect of air
in the flight of the shuttle. Players need a racket and a shuttle cock to enjoy the
game in a court.
The game requires the skills in service, strokes in hitting the shuttle such as
smash, drop, lob or clear and net shorts, and power of the leg in footwork.
The game is played by either singles, doubles, and mixed doubles. A game is
won when a player/s reach a score of 21 points. In case of a deuce (20-all), one
has to gain a two-point advantage over the other. But in case of a 29-all score, the
first to reach 30 will win the set. A match is won by winning two out of three sets.

Volleyball

The beginning of volleyball can be traced from the ingenuity


of William J. Morgan in 1895 at Holyoke Massachusetts.
Initially, the game was called “mintonette” but in its first
exhibition game demonstration, Alfred Halstead suggested
the name “Volleyball” due to the volleying characteristic of
the game. In 1910, the game was brought to the Philippines
by Elwood S. Brown. The Filipinos are credited in the chang-
es of the game with the addition of the skill called “spike or
kill”. In 1964, volleyball had its first summer Olympics exposure as a medal sport.
Volleyball is a team sports with six players in each side of the court with a
9x18 meters dimension. The object of the game is to send the ball over the net
and avoid it from grounding into your own court. A ball, net, and a court are
needed to play the game. Scoring follows a rally point system. A game is won in

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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

Dance is another indoor alternative recreation for those


who enjoy the beat of rhythm and movement. It is a
fantastic and fun form of exercise that gradually raises
heart rate. That’s why dance is a very good cardio work
out. Regular participation in dance activities tightens
and tones muscle groups and burns more calories.

Zumba Fitness Dance –

Zumba dance is an alternative indoor recreational activity with fitness benefit


claims. It was accidentally discovered by Alberto “Beto” Perez , a celebrity fitness
trainor of Colombia in the mid 90’s. The birth of zumba came about during one

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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!

Why should you dance


zumba? Here are some of
the benefit claims…

• It improves cardiovascular health –The combination of cardio intervals


brought about by the fast and slow rhythms makes this dance a great
cardio interval workout The fast and upbeat moves of zumba improve
the delivery of blood which carries oxygen to the different parts of the
body through the veins, arteries, and heart.
• It helps in losing weight – cardio interval effect of zumba maximizes the
burning of calories. Joining zumba workout for an hour burns approxi-
mately 600 calories.
• It relieves stress. It is believed that zumba dancing releases more altering
endorphins that melts away worries away.
• It improves mood. It releases feel good hormones called “endorphin”
that improves self-esteem, self- confidence and self -image.
• It tones the abdominals – the dance moves work on firmer core abdominal
muscles.

Basic Zumba steps

• Zumba involves a combination of latin dance steps such as salsa, samba,


raggaeton, merengue, cumbia, cha-cha-cha, mambo rumba, flamenco.
Many steps have been included to make the dance more exciting such as
belly dancing, hip hop and the like.

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Readings: OUTDOOR RECREATIONAL ACTIVITIES


Are you dreaming of adventures to experience? Mountains to climb? Rivers and
beaches to swim? Terrains to hike and other adventures that nature can offer?
Well, get ready and find your way out…Let the adventure begin!

HIKING

Hiking is going on an extended walk for the purpose of


pleasure and exercise. Pleasure includes having close
encounter with nature, enjoying the beauty of the en-
vironment, smelling the natural aroma of flowers and
trees, and being one with Mother Nature. Exercise on
the other hand pertains to the fitness benefits that we
get from the activity. Hiking is more of adventure.

Have you experienced walking in a


longer distance? How was the feeling?
Here are some benefits that you can
claim:

• It offers cardiovascular fitness.


• It gives the feeling of relaxation.
• It balances your daily life routine.
• It’s a good option for weight management activity.

Have you thought of a good


destination to go on hiking? Well, be
guided by the following reminders:

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Essential Tips for the Outdoors:

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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• Always bring a rain jacket in case it rains.


• Wear comfortable pants, such as trekking pants or shorts. Jeans can be
heavy and quite hot if worn during hiking trips.
7. Plan your meals.
• Bring some trail mix (nuts, chocolate, jelly, cereal, etc.) to keep your
energy up throughout the day.
• If going on overnight hikes, plan your meals accordingly. If traveling with
a big group, divide the team into smaller groups and assign a meal per
small group.
8. Keep communication lines open.
• Not all areas have signal for your mobile phones but keep them handy in
case of an emergency.
• Before you leave for your trip, make sure that you have a contact person
who knows all your emergency details. Keep the contact person informed
on your whereabouts at all times (if possible). Leave your itinerary with
the contact person.
9. Wilderness ethics
• Pack out what you pack in. Practice the Leave No Trace principles by
picking up after your trash and bringing them home with you.
• Modulate your noise levels. Remember, some people go into the wilderness
to relax and unwind. Respect the privacy of other people.
• Be respectful and courteous to other visitors as well as to wildlife.
• Enjoy the view and the experience!

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

• Map (with protective case) • Matches or lighter


• Compass • Waterproof container
• GPS (optional) • Fire starter

2. Sun protection 7. Repair kit and tools

• Sunscreen and lip balm • Knife or multi-tool


• Sunglasses • Kits for stove, mattress; duct
tape

3. Insulation 8. Nutrition

• Rain jacket (extra layers for cold • Extra day’s supply of food
conditions)

4. Illumination 9. Hydration

• Headlamp or flashlight (plus spare) • Water bottles


• Extra batteries • Water filter or other
treatment system

5. First-aid supplies 10. Emergency shelter

• First-aid kit • Tent, tarp, or reflective


blanket
Source: REI. (2009). Backpacking checklist. Retrieved from: http://www.rei.com/content/dam/docu-
ments/pdf/backpacking.pdf
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svg.png

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How do you prepare


for a hike?

Before the hike

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.

99 Attend to the following concerns:


• Your travel plan (itinerary).
• Possible transportation.
• Budget.
• Food and water to bring.
• What equipment to bring

During the hike

• 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

The fundamental skill in orienteering is orientating the map or setting the


map. In moving the map, you have to:
• Find your approximate location on the map
• Recognize the pattern of features on the ground as being the same as the
pattern on the map

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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

The Map - is a picture or representation of the


earth’s surface. It includes a compass rose that shows
directions. Cardinal directions are the four base
parts on a compass. The top point is north and the
point at the bottom is south. The side points are
called east and west. The points in between the car-
dinal directions are called intermediate directions
which include northwest, northeast, southwest and
southeast.

Maps use a key or legend to explain the meaning


of each of the symbols used in the map. The key
usually shows a small picture of each of the
symbols used on the map, along with a written
description of the meaning of each symbol. Maps
use a key or legend to explain the meaning of each
of the symbols used in the map. The key usually
shows a small picture of each of the symbols used
on the map, along with a written description of the meaning of each symbol.

Here’s the golden rule of orienteering:


Only go as fast as you can read the map
• Know where you are (map-reading skills)
• Know where you are going ( route-choice skills)

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Orienteering Compass

A compass is an invaluable tool that every backpacker should know how to


use. It is a magnetized needle floating in a liquid and responding to the Earth’s
magnetic field consequently revealing directions. Generally, a compass is used
to measure bearings and to pinpoint locations.

Orienteering Compass Parts

• 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.

Parts of an orienteering compass

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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!

Part II What to PROCESS?


This part will expose you to the real scenario of THE ACTIVE REC-
REATION activities. Challenging and enjoyable lead-up games,
simple dance exercise routine and exciting outdoor activities are at
stake …So, prepare yourself and get started!

Activity 5 Fitness and Recreation as ONE


This activity creates the oneness of fitness and recreation. It brings to reality the
essence of recreation participation in attaining fitness

Objectives:

• Analyze the fitness components involved in the different recreational activities


• Establish a strong link between recreation and fitness.

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.

What fitness components are involved in dance activities? Sports activities?


Outdoor activities?
Great job! Now that you have identified the necessary fitness components
involved in the different recreational activities, you have to prepare yourself
and be ready to be in action.
Based from the identified fitness components, you will have activities that will
enhance them in preparation for your actual recreation activities.

Activity 6 Fitness and Fun Game


This activity envelops the enhancement of selected fitness components in a game
mechanism. You’ll be experiencing fitness while having fun.

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Objectives

• Participate in a game
• Realize the importance of game participation in enhancing fitness

Materials Needed

• Fitness and Fun Game board


• Dice

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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Here’s how the exercises are done …


1. Lateral trunk stretch –Stand with feet shoulder width, stretch both arms
up with the fingers interlocking with one another. With that position, bend
to the right without bending the knees for eight seconds. Do it again to the
left side. Do not over stretch! Stretch on your flexibility level.

2. Push up –Perform regular push up with 5 repetitions.

3. Jog around - jog around the gym/area for 60 seconds.

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4. Burpees – Stand with your feet shoulder-width apart. Go to squat position


with the hands on the floor in front of you. Kick your feet back moving in a
push-up position. With that position, open your legs in a straddle position
then close. Kick your feet forward back to the original position. Stand up and
jump in the air. Repeat five times.

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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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7. Front Plank – In a push-up position, make your forearm as the base of


support together with your toes. Keep a steady position and work on your
abdominals and arms. Do this in eight seconds.

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:

1. Which among the exercises develop flexibility? strength? endurance? power?


coordination?
2. How did you perform the different activities? Did you find it easy?

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

Note to learner: Suggested lead up games depending on your


interest and the availability of equipment

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BADMINTON

Game 1 Surprise Shuttle Game

Objectives

• Practice receiving skills with alertness


• Develop active participation in the game
• Enhance decision-making skills
• Avoid grounding the shuttle into your own court/quarter

Materials Needed

• Racket
• Shuttlecock

Here’s how:

1. Divide the badminton court into three quarters


2. Form three groups with five players each
3. Each group should stay in one quarter of the court
4. Quarter 1 group serves the shuttle to any of the other quarters
5. The receiving group, hits the shuttle to any of the other quarters
6. If the shuttle lands in your own quarter, you’ll get 1 point.
7. The group who gains five points first will be eliminated from the game.
8. Another set of five players will replace the eliminated group.
9. You can use any of the strokes in hitting the shuttle

Game 2 Volley-Shuttle Game

Objectives

• Practice service-receive –smash skills


• Enhance team spirit
• Focus on the smash skill

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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.

Game 3 Service Deluxe Game

Objectives:

• Develop accuracy in service

Materials needed:

• Racket
• Shuttlecocks
• Hoola hoops

Here’s how:

1. Form three groups with 8-10 members.


2. One group performs after the other.
3. Place hoola hoops covering the areas in service areas both single and
double. Be guided by the following scoring system:
(A) hoop 1 just below the short service line – 1point,
(B) hoop 2 in the middle of the service court– 3 points
(C) hoop 3 in the long service court – 5 points,

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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:

• To keep the ball up in the air using the forearm pass.


• Avoid grounding the ball on the floor.
• Practice the proper mechanics of passing.
• Enhance team communication.

Materials Needed:

Volleyball, any ball that can be volleyed (beach balls, rubber balls)

Here’s how:

1. Form five groups with 6 to ten members each.


2. Find a space in the gym/playing area where you can move freely.
3. On a signal, start by one member volleying the ball to another member of
the group. The ball should be on an upward direction to let other members
pass it to the other members. Members try to volley the ball alternately
up in the air.
4. Count the successful volleys that you do. Make 15 counts. When the ball
touches the ground, the counting stops and goes back to zero.

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Game 2 Three Touches Game

Objectives

• Practice the serve-receive-set-spike pattern in volleyball


• Enhance accuracy of setting
• Practice spiking
• Avoid committing errors

Here’s how:

1. Form groups with six to eight members each.


2. Group one and two will occupy the two sides of the court.
3. Group 1 will do the first serve. Assigned servers are the people at the back
zone occupying zone 1, 5, and 6. Service is done alternately among the
three. They serve in their respective zones.
4. Group 2 will receive the ball using the forearm pass. Follow receive-set-
spike pattern. On the third touch, a member of your group should spike
the ball.
5. If its not a spike, then it’s a violation, the group then earns one point.
6. A team that reaches 10 points loses the game and replace by another set
of players. (change the loser)
7. Follow regular volleyball rules.

Game 3 Bounce Me Back Game

Objectives

• Practice proper mechanics in receiving using the forearm pass


• Execute proper timing in hitting the ball
• Realize the importance of proper positioning in doing the forearm pass

Materials Needed

Volleyballs

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Active Recreation

Here’s how:

1. Form a group with 8 to ten members each.


2. Service is done by throwing the ball from the service area. The service
should be high to make a good bounce. Sharp and low service is not al-
lowed.
3. The receiving team lets the ball bounce first before hitting and returning
to the other court. One to three touches are allowed.
4. Follow the rally point system.
5. First team to reach 10 wins the game.

Game 4 Volley Relay

Objectives:

• Practice ball control


• Volley the ball while walking

Materials Needed

Volleyballs
Marker

Here’s how:

1. Form five groups of eight to ten members each.


2. Form your group in one column in front of a marker.
3. On a signal, the first person volleys the ball while moving towards the
marker and going back to your original position.
4. If the ball falls, the players has to go back to the starting line
5. The next players will do the same.

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Rate yourself according to your performance in the


different lead-up games

A performed the games with high level of fitness and


fun

B performed the games with average level of fitness


and fun

C performed the games with a little level of fitness and


fun

D performed the games tired and stressed

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

Activity 1 Let’s Move!

Objectives

• Familiarize yourself with zumba/Latin dance steps


• Execute the steps with energy and fun
• Test oneself in the fitness benefits of dance
• Make a simple routine using the basic steps of zumba/Latin aerobics

Materials Needed

Video of zumba/latin dance from you tube


speaker

Here’s how:

1. Make five groups with ten members each.


2. Watch the following videos and be able to perform basic steps of Latin
dance aerobics/zumba aerobics
• fat- burning cardio latin work out by Denise Austin
• Reduce tummy by Zuma Rio
• Sizzling Latin Dance Fitness by Paul Eugene
3. Practice the steps in your group
4. Combine the steps to create your own routine for 5-10 minutes.
5. Choose a music that will suit your steps.
6. Perform the routine at your own level.

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

Activity 1 Let’’s Go!

Objectives

• Introduce point to point orienteering


• Experience the excitement of finding the control points
• Practice actual orienteering activity
• Perform challenging task in every control point
• Finish the race in 40 minutes or less

Materials Needed

Improvised Local Map/school map


Task sheet/passport
Whistle
Here’s how:

1. Form groups with five members each.


2. Get the improvised map and the passport from the teacher.
3. The map has 10 control points corresponding to the different features of
the school.
4. Find the control points by using the grid lines vertically and horizontally.
5. Grid A is the Horizontal line, represented by seconds, while Grid B is the
vertical line represented by minutes.
6. In every control point, perform the physical task prepared for you .After
the completion of the task, you can get your next clue from the facilitator
assigned.
7. Start on the triangle marker then connect the points.
8. Follow the points in a numerical order. You cannot proceed to the next
number unless you finish the prior number (e.g 1 2 3 …)
9. You can connect the points in the map using your marker/pen.
10. Finish the activity in 40 minutes or less.
11. On a signal, you can start and everybody shout LET’S GO!

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Sample Improvised Map

SECONDS
minutes

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Sample Passport/Task Sheet


Orienteering activity
Team Name ________________
Time start ____________ Time End ___________
Control Points Time in Time Out Signature of Fa- Comments
cilitator
2min and 8sec

Look at how you performed in this activity:


1. Whose group performed the shortest time? Why?
2. Whose group performed the longest time? Why?
3. What strategy did you employ in your game?
4. What skills did you employ in performing the activities?
5. What is the impact of the activity in your body?
6. What fitness components were tested?

Part III What to REFLECT and UNDERSTAND?

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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Active Recreation

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:

• Reflect on the insights gained from the lesson


• Value the lessons for lifetime use

Materials Needed:

Bond paper/pad paper


Writing materials

Here’s how

1. Get a sheet of paper and copy the diagram


2. Complete the sentence by writing the needed information.
3. If there is a need to add more answers, you may do so.
4. Feel free to reflect.

I choose indoor I choose outdoor My recreational I plan to promote


activities as my acivities as my activity choices active and
recreational recreational will help me to... healthy lifestyle
activity because... acivity because... in the community
by...

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!

Activity 8: Partner Reflection

The activity unleashes one’s plan for future recreational pursuits

Objectives

• Share with a partner the chosen recreational activities to pursue


• Influence partner to get active with his/her choices

Materials Needed

worksheet

Here’s how:

1. Refer to your answers in activities 1 (Lifestyle Check) and 2 (Pag May


Time)
2. Reflect on your physical activity participation then and now.
3. Consider the knowledge and experiences that you’ve gained from the
lesson. In your worksheet/notebook, list down activities that you will
consider as your lifetime recreational activities.

1. ______________

2. ______________

now 3. ______________
Then
4. ______________

5. ______________

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Active Recreation

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

Part IV What to TRANSFER?

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.

Sample Project Proposal


Name of Project :Project CoRP (Community Recreation Program)
Proposal :
Clientele :Students/Community members/Barangay SK
members/Church members/ Indigenous group in
the community/
Venue :Schools/ Resorts/ Recreation Parks/
Schedule :To be arranged
Rationale :The Project is a culminating activity of the Grade 9
students which aims to influence the community
to participate in active recreation
Objectives :Specifically, it aims to:

1. Offer variety of recreation activities such as, badminton , volleyball ,


zumba/latin aerobics, and orienteering (amazing race).
2. Experience the fitness benefits of the different activities
3. Eat a healthy meal
4. Embrace the idea of being active for a lifetime fitness
5. Practice the “Leave No Trace” Policy

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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

Sample flow of activities‘


PROJECT CoRP @ ILAGAN SANCTUARY PARK
Time Activity In-Charge Venue
6:30-7:00 Registration
7:00-8:00 Groupings
8:00-9:00 Orientation/Opening Program
9:00-9:30:00 Mass Aerobic Dance (Zumba/
Latin )
9:30:10:00 Morning Break
10:00-11:00 Individual/Dual sports
11:00-12:00 Team Sports
12:00-1:00 Lunch

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Active Recreation

1:00-3:00 Amazing Race/Orientatering


3:00-3:30 Afternoon Break
3.30-4:30 Environmental Clean Up
4:30-5:00 Closing Program
5:00 Going Home

Rubrics for Assessment

Time management 25%

• Activities started and ended on time

Activity/Program management 25%

• There is a variety of activities


• Activities are relevant to the objectives of the program
• Problems are solved by the organizers
• The venue is very much prepared

Personnel management 25%

• 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

Clientele Satisfaction 25%

• The participants eagerly come to participate


• The participants enjoy every activity
• Enjoyment and satisfaction is very evident
• Fitness is evident

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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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Active Recreation

C.  It makes the game exciting


D.  It helps in the speed of movement
7. Since hiking is a walking activity, can anybody be a part of the hiking group?
A.  Yes, it’s for everyone
B.  No, it’s dangerous
C.  Yes, it’s fun to walk with people
D.  No, only those with Doctor’s clearance
8. Which of the following is a manifestation of the “Leave No Trace” policy in
camping?
A.  Pick up flowers in going home
B.  Feed animals you encounter
C.  Bring non-biodegradable equipment
D.  Bring home with you all your waste materials
9. What is the most fundamental skill needed in orienteering?
A.  Setting the map
B.  Running at a speed
C.  Locating the points
D.  Communicating with groupmates
10. Jem would like to be an ambassador of healthy lifestyle in their community.
How can she give justice to this?
A.  Practice healthy lifestyle
B.  Talk about healthy lifestyle
C.  Write about healthy lifestyle
D.  Disseminate healthy lifestyle
11. Christianne, the libero of the team, is very good in her defensive skill. In what
fitness component can we attribute her skill in quick receive?
A. speed
B. agility
C.  power
D. coordination

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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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17. Energy intake and energy expenditure means


A.  Energy intake
B.  Energy balance
C.  Energy expenditure
D.  Energy consumption
18. Jeonn takes the lead in her team in planning the strategies to take in their
final game in volleyball. She thinks of possible ways on how to earn points
and win the game. This shows that,
A.  sports develop physical dimension
B.  sports develop emotional dimension
C.  sports develop intellectual dimension
D.  sports develop social dimension
19. Xam is the SK Chairman in their Barangay. She was requested by their Ba-
rangay Captain to plan an activity for the health of the people. What will she
consider in planning?
A.  Health status of the people
B.  Budget of the project
C.  Facilities in the Barangay
D.  Personnel to work in the project
20. Which of the following is a manifestation of the “Leave No Trace” policy?
A.  Pick a flower and bring it home
B.  Set up a tent and leave it there
C.  Bring home everything that you brought and set up
D.  Leave a trace on the roads to avoid loss of direction

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SUMMARY/SYNTHESIS/FEEDBACK

The mushrooming of passive recreation brought about by todays techno-


logically –based lifestyle adds more reasons in the development of a sedentary
lifestyle. Life with less movement stores fats that add up to your excess weight.
The wrong practice in weight management affects our life as we face our day to
day routines.

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.

Active recreation is an alternative activity that helps us live a healthy life-


style and maintain a desired weight. It encompasses activities done both indoor
and outdoor that give you enjoyment, satisfaction, fitness, and learning. Your
participation in the different indoor and outdoor recreational activities satisfy
your recreational needs such as psychological, physiological, educational, re-
laxational, and social.

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

Active recreation—a type of recreation where there is more energy consumption


Calories—unit of measurement of food to be used in energy expenditure
Dance—moving with rhythm that expresses emotions
Energy Balance—comparison on the amount of energy intake expenditure
Energy Expenditure—the use of the calories intake in some forms of physical
activities and resting metabolism
Hiking—an outdoor activity of walking in a longer distance
Indoor Recreation—activities done within the confines of a building
Lifestyle—way we live our life
Nutrition—The food that we eat and how the body uses it
Orienteering—a navigating activity that uses a specially drawn map
Outdoor Recreation—activities done outside the building usually with nature
Passive recreation—a type of recreation where there is less energy consumption

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Active Recreation

Physical Activity—Activities done that exerts effort such as exercises, sports,


household chores, and walking that gives fitness benefits
Recreation—activities done during free time which gives enjoyment and sat-
isfaction
Weight range—The desired weight of an individual depending on her height
and weight
Zumba— a dance fitness craze that combines the latin dance steps

RESOURCES

• Bushman Barbara. Complete Guide to FITNESS and HEALTH.2011


• Corbin Charles B et.al. Fundamental Concepts of Fitness and Wellness,
2001
• Dunphy Marv and Wilde Rod.Volleyball Today.Second Edition. 2000
• Insel, Paul M. and Roth Walton T. Core Concepts in Health. 9th Edition
2002
• Hinson Kurt. Fitness for Children. 1992
• Holt, Rinehart and Winston. Decisions for Health.2004
• McNeill Carol, Wright Jean- Cory., Renfrew Tom. Teaching Orienteering.
Second Ed.
• Mood, Dale Et.al. Sports and Recreational Activities for Men and Women
10th edition 1991
• Robins Gwen, Powers Debbie, Burgess Sharon. A wellness way of life. 5th
Edition 2002
• Rohaiem, Anne.Yoga Life.2010
• Seaton Don Cash et al., Physical Education Handbook 8th Edition 1992
• The Sports Book – The Games, The Rules, The Tactics, The Techniques.
2007
• Viera Barbara L. and Ferguson Bonnie Jill. Volleyball Steps for Success
2nd Edition 1996
• PNU Mountaineering Club
• UP Mountaineering Club

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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

Readers digest site

• 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

Community and EnvironmentaL


Health
INTRODUCTION
A healthy community reflects a sense of well being. It is the foundation for
achieving all other goals and is essential for a productive society. Thus, it also
helps in building our country’s economy and in equipping our students to be
healthier in order to learn and succeed academically.
In this module you will encounter social issues and problems involving the
threats of community and environmental destruction. You will be encouraged to
get involved in programs advocating community and environmental health. As a
student, you can take part in maintaining and promoting a healthful community
and environment. This module is designed for you to reflect on how healthy your
community and environment are, what activities that adversely affect them and
what you should do to sustain community and environmental health.
In the first part of this material, you are given an overview of the unit and
concepts you will take up and the things they are expected to do.
In the pre-assessment, you will be asked to recall what you had learned from
meaningful experiences of your life relevant to environmental destruction.
The varied competencies shall be your guide on what you are expected to
accomplish in this module.
These modules will discuss four (4) lessons, which are categorically divided
into four parts: What to Know, What to Process, What to Understand and What
to Transfer.

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

6. Apply community development and program planning skills to create effec-


tive and culturally relevant communication strategies and interventions to
promote health
7. Make decisions about buildings, businesses, services, housing areas, and other
structures to include in the environment of a healthy dream community

PRE-ASSESSMENT
Choose the best answer from the options below. Write the letter on the space
provided before each number.

_______1. Which best describes a community health program?


A. It maintains, protects and improves the health of all members
of the community through organized and sustained community
efforts.
B. It maintains and improves the health of all members of the
community through organized and sustained community efforts.
C. It protects and improves the health of all members of the com-
munity through organized and sustained community efforts.
D. It maintains, protects, and improves the health of all members
of the community.

______2. Which does not describe a healthy community?


A. A clean and safe environment
B. An environment that meets everyone’s basic needs
C. An environment that promotes social harmony and actively
involves everyone
D. An environment that is fully aware of its daily opportunities.

______3. Which best describes the benefits of a healthy environment?


A. Less disease, less health care costs
B. Active community involvement
C. More budget for health problems, increased supply of medicines
D. More community projects for community development

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________4. Which of the following problems is a leading cause of environmental


destruction?
A. Soil Erosion
B. Oil Spill
C. Illegal Mining
D. Deforestation

________5. What environmental problem reduces the ability of soil to store


water and support plant growth?
A Soil Erosion C. Illegal Mining
B Oil Spill D. Deforestation

________6.
What environmental problem does this picture depict?
A. Water pollution
B. Deforestation
C. Improper waste disposal
D. Flashfloods

________7. Which is not an effect of Climate Change?


A. Dead trees from oil spillage
B. Increased risk of drought, fire and floods
C. More health related illness and disease
D. Economic losses

________8. Which of the following environmental problems causes Climate


Change?
A. Oil Spill C. Pollution
B. Deforestation D. Flashfloods

________9. Which of the following programs of the Department of Health


promotes community health?
A. Maternal Health C. Child Health Care
B. Primary Health Care D. Control of Communicable Diseases

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Community and Environmental Health

________10.Why do we need to ensure community health in planning for


community development?
A. To attain luxury of life
B. To keep the safety of the community
C. To live in a clean, safe, and comfortable home
D. To maintain an enjoyable lifestyle

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LESSON 1

THE CONCEPTS OF COMMUNITY AND ENVI


environmental health
OBJECTIVES
At the end of the lesson, the learners should be able to:
• explain the concept of community health and environmental health
• describe the characteristics of a healthy community

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

Activity 1: VENN DIAGRAM


List down the different characteristics of your ideal/dream and existing community
in the diagram. In the space where the two circles meet, write their similar
characteristics.

DREAM COMMUNITY EXISTING 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?

Activity 2. WORD REMOVAL


Look at the word chart at the bottom of the page. Follow instructions 1 to 5 below.
Cross out words that consist of five or less letters
When you are finished, you will find a message in the chart.
1. Cross out all the words that begin with letter S.
2. Cross out contractions (for example, can’t).
3. Cross out words that consist of ten or more letters.
4. Cross out all words that consist of letter O in column 2.

OIL DOESN’T CORALS


THE HEALTH ABOUT
AIR ACID DON’T
SMOG THROW PREVENTION
NONE RED THROW
NOISE CORALS POLLUTION
WON’T SICK ENVIRONMENT
FLASH FLOODS FOSSILS DEFORESTATION
FOG AND SMOKING
COMMUNITY SMOKE ADVOCATE

The message reads: _____________

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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HEALTH Learner’s Material

This is what you need to know:


According to the World Health Organization, Health is a state of complete
physical, mental, and social well-being and not just the absence of disease or
infirmity. It leads to a socially and economically productive life.”
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.
Environmental Health comprises those aspects of human health that are
determined by physical, chemical, biological, social and psychosocial factors in
the surrounding environment.
According to the World Health Organization (2002), the characteristics of a
healthy community include:
1. A clean and safe physical environment

2. An environment that meets everyone’s basic needs

3. An environment that promotes social harmony and actively involves everyone

4. An understanding of local health and environment issues

5. A community that participates in identifying local solutions to local problems

6. A community whose members have access to varied experiences, means of


interaction and communication

7. Accessible and appropriate health services and facilities

8. The promotion and celebration of historical and cultural heritage

9. A diverse and innovative economy

10. A sustainable use of available resources for all

You have now encountered concepts of community and environmental


health. Share what you have understood. Write on the board at least 3
keywords that expresses what you have learned.

And read more!

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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.

Primary Health Care Programs in the Community


Health Center Services Functions

Maternal Health Care Pre-natal, Natal, Post-natal


Immunizations, Control of diarrheal
Child Health Care
diseases
Operation Timbang, Food Supplementa-
Nutrition Program
tion
Population and Family Planning
Free Family planning
Program
Control of communicable diseases Tuberculosis control program

Environmental Sanitation program Inspection of food establishments


Control on non-communicable
Blood Pressure screening
diseases
Dental Health Program Tooth Extraction

Reproductive Health Care Counseling on family planning and RH

Medical Morbidity clinic Provision of free medicines

National Voluntary Blood Services Blood-letting activities at barangay level


Epidemiology and Surveillance pro-
Controlling outbreaks like Dengue
gram
Disaster Management prepared- Medical Services/assistance during disas-
ness Program ter
Mental Hygiene Adolescent counseling centers
Distribution of medicines to all health
Pharmacy Services
centers

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

Activity 3: THE HEALTH EXPERT


You are presently working at the World Health Organization as a Health
Expert. A number of students will interview you about community and envi-
ronmental health. Here are some of the questions that you will be asked. Write
your response to each question on the space provided.

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?

Activity 4: PRIORITY EXPRESS


This activity will ask you to set your priorities in promoting a healthier life inside
a more developed and advanced community. There are two options given in each
of the category. Mark (1) if the option is your first priority. Mark (2) if second.
You can add options on the space provided.
1. I want to get around in my community by:

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:

Parks/open spaces/town plaza

Online games
Others:

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Community and Environmental Health

4. I want to have more chances to get to know my neighbors through:

Social Networking

Active membership in youth organization


Others:
5. I want to live in a clean environment by:

Reducing the amount of refuse

Campaigning for a clean and green community


Others:

Activity 5. WHAT MATTERS TO YOU?


Given the examples below, what could be your top concern among priority
issues in the community? Write down your top priority at the base and your last
priority on top of the pyramid.

Examples of Community Issues and Concerns

Adult and childhood obesity


Onset of sedentary diseases like heart disease, high blood pressure and
diabetes
Air Pollution
Traffic Injuries

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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

Activity 6: Inspect – Retrospect


Inspect the health services offered to your neighborhood. The left column
lists characteristics of a healthy community. On the right column, fill in the
service or programs in your community which fulfill the healthy community,
characteristics in the left column. An example is provided.
Characteristics of a Healthy Commu- Possible Services observed from your
nity community

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

A community whose members have


access to varied experiences, means
of interaction and communication

Accessible and appropriate health


services and facilities
The promotion and celebration of
historical and cultural heritage
A diverse and innovative economy
A sustainable use of available re-
sources for all

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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?

Activity 7: Community Health Team Profile


Put a check (✔) either in column 1 or 2. Write brief answers in columns 3 & 4.
Present in Not pres-
HEALTH TEAM the Commu- ent in the Quantity Responsibilities
nity community
Health Physician
Dentist
Nurse
Midwife
Health Worker
Traditional
medical
practitioners
Sanitary
Inspector
Medical
Technologist
Dietary Nutri-
tionist
Barangay Nutri-
tion Scholar
Barangay Health
Councilor
Barangay Tanod
Processing Questions:
1. Who among the community health team are not present in your community?
2. What will you do about their absence?
3. How will you convince the members of your community to take part in com-
munity health services?

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WHAT TO TRANSFER

Activity 8: Miting de Avance (Group Activity)


Portray a scenario that usually happens during an election period. The scene is
like a big campaign event before an election. Divide the class into 5 teams com-
posing of 8 members. Each team will focus their campaign on the preservation,
promotion and protection of community and environmental health. Use a plac-
ard to express your intention. Provide as many placards as you can. Be creative.
Present your platforms to the class and prepare for an Open Forum.

Rubrics: Relevance of the Message 1 2 3 4


Creativity 1 2 3 4
Delivery 1 2 3 4
Crowd Control 1 2 3 4

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

Community Health Problems

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.

Activity 10: ALPHABET SOUP


There are 23 empty boxes in the middle of the chart on the next page. Write
the missing letter in column 11to complete the words. The letter you may add
maybe from the beginning, middle or end of the word. All the words are related
to community 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.

Activity 11: CODE-DECODE


Mother Earth has given you a piece of paper with a code written on it. You
are curious about it! She said: “It is the gift of rhyme that I can share with you.”
You need to break the code to reveal these wise words. Here is the only clue that
I can give you: Z=A

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Community and Environmental Health

GZPV BLFI GRNV URMW BLFI WRNV


HZEV BLFI OZMW OLEV BLFI PRMW

What is the coded message?


Processing Questions:
1. What does the message convey?
2. According to Mother Earth, the rhyme is a gift. Do you believe her? Explain
your answer.
3. If you were Mother Earth, what could be your gift of rhyme to human kind?

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.

PERENNIAL COMMUNITY HEALTH PROBLEMS


Different perennial problems happen to the different regions of the country.

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.

Refuse are the dump, food waste or discarded materials.

Refuse Materials by kind, composition and sources


KIND COMPOSITION SOURCES

Waste from preparation,


cooking and serving of Households,
food, market wastes, restaurants, in-
Garbage
wastes from handling, stitutions, stores,
storage and sale of pro- markets
duce
Combustible: paper, car-
tons, boxes, barrels, wood,
excelsior, tree branches,
yard trimmings, wood fur-
Rubbish niture, bedding, dunnage Same as garbage
Non-combustible: metals,
tin cans, metal furniture,
dirt, glass, crockery, min-
erals

Residue from fires used for


Ashes cooking and heating and Same as garbage
from on-site incineration

Sweepings, dirt, leaves,


Streets, sidewalks,
Street Refuse catch-basin dirt, contents
alleys, vacant lots
of litter receptacles

Same as street
Dead Animals Cats, dogs, horses, cows
refuse

Unwanted cars and trucks Same as street


Abandoned Vehicles
left on public property 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

Scrap lumber, pipes, other New construction,


Construction Wastes
construction materials remodeling

Hazardous solids and Household, ho-


liquids: explosives, patho- tels, hospitals, in-
Special Wastes
logical wastes, radioactive stitutions, stores,
materials, batteries industry

Solids from coarse screen- Sewage treat-


Sewage treatment
ing and from grit cham- ment plants, sep-
residue
bers; septic-tank sludge tic tanks
Source: Tan, Galvez, et.al. (2009).The Health Curriculum in Philippine Basic Education. Vol. 2: A Resource Book
for Teachers. Quezon City: UNACOM, Social and Human Sciences Committee

Here’s more for your memory bank!

➣ Garbage refers to leftover vegetables, animal, fish and other food


materials from the kitchen and establishments.
➣ Rubbish are waste materials such as bottles, broken glass, tin cans,
waste papers, discarded porcelain wares, pieces of metal and other
wrapping materials.
➣ Dead animals are lifeless dogs, cats, rats, pigs, chicken and other
animals which die from diseases or accidents.
➣ Stable Manure includes animal wastes from barns, stables or the like.
➣ Street Night soil consists of human waste, normally wrapped and
thrown into sidewalks and streets. It also includes human waste from
the pail system.
➣ Yard Cuttings are those leaves, branches, grass, and other similar
materials made during cleaning of gardens and typhoon aftermaths.

Source: Gonzales, C., Lacia G., Poquiz, ML., Bulanandi, S., Callo, F. (2008) MAPEH in Action III. Philippines: Rex
Book Store

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HEALTH Learner’s Material

Waste Disposal is the proper disposal of a discarded or discharged material in


accordance with local environmental guidelines or laws.

Solid Waste Management refers to the discipline associated with the:


➣ control of generation
➣ storage collection
➣ transfer and transport
➣ processing
➣ disposal of solid waste

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

➣ Squatting in open dumps and landfills;


➣ Open dumping or burying of biodegradable and non-biodegradable materials
in flood-prone areas;
➣ Unauthorized removal of recyclable materials intended for collection by au-
thorized persons;
➣ Mixing of source-separated recyclable materials with other solid wastes in
any vehicle, box, container or receptacle used in solid waste collection or
disposal;
➣ Manufacture, distribution or use of non-environmentally acceptable packaging
materials;
➣ Establishment or operation of open dumps; and
➣ Importation of consumer products packaged in non-environmentally accept-
able materials.

Activity 12: Catch and Match


Column A lists the different kinds of refuse. Write down examples of these
refuse. Choose from the box below.

Leftover food, Empty bottle, Dead dog, Residue from fires, Metal scraps,
Construction materials, Cigarette butts, Unwanted cars, Dead batteries,
Septic tank sludge

Kinds of Refuse Examples


Rubbish
Sewage Treatment residue
Business wastes
Abandoned Automobiles
Incinerator Residue
Garbage
Dead Animals
Street Sweepings
Special Waste
Demolition Materials

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Activity 13: Identify-Classify


Fill in the missing parts of the chart.
Kinds of Solid Waste Examples of Waste Ways of Disposal
Composting
Tin cans
Sanitary Landfill
Used diapers
Recycling
Used newspapers
Garbage
Treatment Method
Rubbish
Damaged Television Treatment Method

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

Activity 14: CIRCLE-RECALL


Recall the problems encountered in your community today. Write the worst
problem in the outermost part of the circle. Write the least in the innermost
part of the circle.

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Community and Environmental Health

Activity 15: TELL ME WHY?


Lets us discuss your answers in the activity:
1. What did you answer in the outermost part of the circle? Why?
2. What was your answer in the innermost part of the circle? Why?

WHAT TO UNDERSTAND

As a student, you have a role in the promotion of a healthy environment es-


pecially in your household, school and community. This is your chance to help
eradicate community problems by completing the following statements.

Activity 16: SENTENCE REFLECT


1. I will promote proper disposal of refuse in our household by…………
2. I will promote proper disposal of refuse in our school by……………..
3. I will promote proper disposal of refuse in our community by……….

Activity 17: PICTURE ANALYSIS


Examine the picture below. Reflect on the possible community health problems
that may arise from this scenario and enumerate their effects on your community.

Image credit: andresalvador.smugmug.com

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WHAT TO TRANSFER

A clean and safe environment is important in achieving a healthy community.


Protecting the health of a community involves protecting the environment from
health hazards. It is more costly for a community to treat rather than prevent
disease. Children must be taught how pollution affects people’s lives. You can
reach out to younger generations and help them to be aware of the proper dis-
posal of waste to prevent pollution.

Activity 18: TEACH-REACH

Photo Credit: http://www.denr.gov.ph/


How can you teach children or unaware
individuals in your community the message
of this poster? Form groups of 3 members.
Prepare for an actual demonstration.

Activity 19: SONG IRONY


The song, “Anak ng Pasig” is a reminder
to all Filipinos that we sometimes neglect
our environment. People tend to satisfy
their needs and wants at the expense of
our habitat.
The activity Song Irony is based from the song, “Anak ng Pasig”. Compose the
irony message of the song “Anak ng Pasig” using the same melody. Turn the
negative lyrics into something positive.

Example: Tapon doon, tapon dito Reduce doon, Reuse dito

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Community and Environmental Health

ANAK ng PASIG
Composed by: Ryan Cayabyab
Performed by: Smokey Mountain

Ako’y umusbong sa tabi ng Pasig Anak ng Pasig naman kayo


Nagisnan ang ilog na itim ang tubig Tapon doon, tapon dito
Lumaking paligid ng bundok na umuusok Di n’yo alam ang tinatapon n’yo
Langhap na langhap ang amoy ng ba- Ay bukas ko at ng buong mundo
surang bulok
Huli na ba ang lahat
Ito ang buhay ng anak ng Pasig Patay na ba ang ilog at dagat
Pa-swimming swimming sa itim na tubig Kapag Pasig ay pinabayaan
Playground lang ang bundok ng basura Parang bukas ang tinalikuran
mo
Anak ng Pasig naman kayo
Musika’y ugong ng kotse at bangka n’yo
Kalat doon, kalat dito
Anak ng Pasig naman kayo Natakpan na ang langit kong ito
Kalat doon, kalat dito Nilason din ang Ilog ko
Natakpan na ang langit kong ito
Anak ng Pasig naman kayo
Nilason din ang Ilog ko
Tapon doon, tapon dito
Akala ko’y ganoon talaga ang mundo Di n’yo alam ang tinatapon n’yo
Hanggang nakakita ako ng lumang litrato Ay bukas ko at ng buong mundo
Di maniwalang Pasig din ang tinitignan ko
Anak ng Pasig naman kayo
Kaibigan ano ang nangyari dito
May bukas pa ang ating mundo.
(Anong nangyari? Anong nangyari?)

Anak ng Pasig naman kayo


Kalat doon, kalat dito
Natakpan na ang langit kong ito
Nilason din ang Ilog ko

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

Activity 20: Memory Lane


Can you recall the typhoons that hit the different regions of the country in
years or decades ago? Let’s go down memory lane…
Match the typhoons with the places they affected. Use arrows to connect them.

Tacloban City Compostela Valley Manila City

Ormoc City Cebu City Cagayan de Oro City

Ruping Pablo Ondoy Sendong Yolanda Uring

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:

The most pressing environmental problems in the Philippines today

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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A FLASH FLOOD is a sudden


flood of great volume, usually
caused by a heavy rain.

Illegal logging is another factor believed


to have contributed to the staggering
death toll in the cities of Iligan and
Cagayan de Oro during Sendong 2011.
Many victims were swept away by huge
logs that rolled down denuded moun-
tains facing the two cities.
http://www.dailymail.co.uk/news/article-

ILLEGAL MINING is defined as the extraction of valuable minerals or other


geological materials from the earth from an ore body, lode, vein, seam, or reef,
which forms the mineralized package of economic interest to the miner in the
absence of land rights, mining license, exploration or mineral transportation
permit or of any document that could legitimate the on-going operations.
Here’s for your memory bank:
The Mining Act of 1995 aimed to help the domestic mining industry regain its
competitiveness by allowing companies (Contractors) to obtain an exploration
permit for a specific area for up to four years.

The Philippines is one of the


most highly mineralized coun-
tries in the world with a min-
eral wealth estimated at US$
840 billion, of which most of
the mineral reserves are still
untapped.

Nickel takes the lead in H1 2013


Mines and Geosciences Bureau, Source:
http://books.google.com.ph/books?id=nika34WTbE-
October 22, 2013 wC&pg=PA98&dq=illegal+mining+act+in+the+philip-
pines&hl=en&sa=X&ei=ajN7UoO2JYiMiQeipICgCQ&ved=0CD-
MQ6AEwAQ#v=onepage&q=illegal%20mining%20act%20
in%20the%20philippines&f=false

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Community and Environmental Health

SOIL EROSION happens when soil and


rock are moved from one place to another
by wind, water, and gravity.
Causes of Soil Erosion:
➣ Deforestation
➣ Building of Roads Where do oil spills come from?
➣ Agriculture Credit Image: philippines-living.com

➣ 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:

1. Category 1 - Poor (coral reef with > 0 to 10% coral cover)


2. Category 2 - Fair (coral reef with > 11 to 30% coral cover)
3. Category 3 - Good (coral reef with > 31 to 50% coral cover)
4. Category 4 - Very Good (coral reef with > 51 to 75% coral cover)
5. Category 5 - Excellent (coral reef with > 76 to 100% coral cover)

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Source: DENR Administrative Order No. 2013

http://upload.wikimedia.org/wikipedia/com-
mons/e/e1/Tubbataha_Shark.jpg

Source: http://www.denr.gov.
ph/

POLLUTION means any alteration of the physical, chemical and biological


properties of water, air and/or land resources

AIR POLLUTION means any alteration of the physical, chemical and biological
properties of the atmospheric air

WATER POLLUTION means any alteration of the physical, chemical, biological,


or radiological properties of a body of water resulting in the impairment of its
purity or quality.

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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Community and Environmental Health

Flash Floods Causes of diseases such as Cholera and other water


borne diseases
Loss of life
Contamination of drinking water
Destruction of Sewage System
Destruction of dams and destruction of levees
Soil Erosion Unproductive use of farmland
Difficulty in raising of livestock
Silting of artificial lakes
Loss of soil and vegetation which causes climate
changes
Oil Spill Suffocation of marine mammals
Death of trees from oil in roots
Coral Reef Degrada- Loss of edible reef fish
tion Reduction of species diversity and richness
Alteration in the size structure of target species
Illegal Mining Water poisoning of all the living things in it
Destruction of beautiful coral reefs
Barenness of land

Here’s what you need to know!


“Environmental Law: Pollution Control” is all about combating
pollution in the Philippine setting.
The following are pertinent laws adhering to environmental safety and health
protection:
P.D. 389 (P.D. 705) – The Forestry Reform Code
- codifies, updates and raises forestry laws in the country. It emphasizes the
sustainable utilization of forest resources.
P.D. 704 – Preservation of optimum productivity of fishery resources through
conservation and protection.
P.D. 1219 – Providing for the protection of coral ecosystems.
P.D. 1067 – Water Code of the Philippines
- adopts adequate measures to conserve and regulate the use of water in
commercial, industrial and residential areas. It also provides other policy
guidelines on water quality and management of water resources.
P.D. 463 – Amended the Mining Act of 1936. Requires all mining leaseholders
to comply with Pollution Control Laws and regulations and provide for penalties
for noncompliance.
P.D. 1251 – Imposes fines on tailings and mine wastes and the fund generated is

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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

Activity 21: An Experiment: Snare that Air


Objective: Describe how polluted air is in different places
Materials needed:
1 white cartolina cut into ¼ size short bond paper
Pomade, hair gel, petroleum jelly, or shampoo
Plastic knife
Clothesline clip or string
Permanent marking pen (fine)
Masking tape
Hand lens (optional)
1. Do this activity on a dry day.
2. At the bottom of the white cartolina, with the use of the permanent marking
pen, write where you will place the cartolina to trap air pollution. Write your
name, grade and section.
3. Spread the pomade (or hair gel, petroleum jelly or shampoo) on the piece of
white cartolina using the plastic knife. This piece of cartolina shall be your
Air Snarer.
4. With the use of the clothesline clip or string, hang, tie or place your Air Snarer
(card) in a place in the school, home, or neighborhood. Examples are busy
roads, residential places, near buildings, in the kitchen, bedroom, classroom,

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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?

Activity 22: Experiment: Must Be Something in the Water


Objective: To identify pollutants in the water supply
Materials needed:
Gauze or clean white cloth large enough to cover a faucet
String
Hand lens (optional)
Cardboard
Clear plastic
1. Choose a faucet in your house.
2. Cover the mouth of the faucet with gauze or a clean white cloth. Tie the cloth
with the string to keep it from falling.
3. Remove the gauze every day and examine it through a hand lens. Record
your observations in your notebook.

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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.

Activity 23: Sum it up!


Environmental Problems Effects on the Environ- Effects on the People’s
ment Health

Deforestation

Soil Erosion

Air Pollution

Water Pollution

Flash Floods

Oil Spill

Coral Reef Degradation

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?

Activity 24: Data Shows


Interpret the data given by writing a news report.
On a piece of paper, present the information in
detail and suggest intervention programs to im-
prove the statistics shown. Present your report
to class.

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

Activity 25: Case Study (Group Activity)


A number of typhoons are featured below. Choose one and investigate the details
of the tragedy it caused. Make a case study on the severity of the damage and
find out its reasons. Show evidence of your research.

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Activity 26: PAINT ME A PICTURE


Make a poster about the damage caused by typhoon YOLANDA in some parts
of the Visayas Region.

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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Community and Environmental Health

Lesson 4

Community Health Action Project


Implementation

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

Framework for Community Health

➣ Community Participation Community Recycling


➣ Community Health Care Protecting the environment from
Delivery pollution
➣ Community Health Promotion ➣ Water pollution and sanitation
and Health Education ➣ Land Pollution and sanitation
➣ Community Food Gardens and ➣ Noise Pollution
Food Production ➣ Air Pollution
➣ Community Disaster ➣ Oil Pollution
Preparedness
➣ Pesticides, heavy metals and
persistent organic pollutants
➣ Radiation

Recall the problems of your community. Which problem needs the most
attention?

Activity 27: Think …


Have you already decided on an action plan appropriate to your problem?
Answer: ____________________
Processing Questions:
1. What made you choose this community problem?
2. Is it already a big challenge to your community? Why? How?
You must also know this:
Here’s another framework to consider in action planning. If you chose to
focus your intervention program on Environmental Health, this is your guide.
Choose one (1).

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Community and Environmental Health

Framework for Environmental Health

Environmental Factors Affecting Health

Physical Chemical Biological Social Psychosocial

Housing Home Waste Exercise Family


environment/ Gardening Management Recreation Relationships
conditions

* Cleanliness and Prevention of


Sanitation Nutrition Diseases that
* Ventilation can be transmit-
* Noise and ted by animals
Sound Levels
* Lighting and
Illumination
* Indoor Air
Pollution and
Smoking

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

DND-- Department of National Defense


DPWH—Department of Public Works and Highways
PIA—Philippine Information Agency
PopCom—Population Commission
DA—Department of Agriculture
DBM -Department of Budget and Management
PMA—Philippine of Medical Association

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PNRC—Philippine National Red Cross


DILG- Department of Interior and Local Government
NNC- National Nutrition Council
NEDA- National Economic and Development Authority
PHA- Philippine Hospital Association
DOH-Department of Health

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!

Activity 28: My Action Plan


Environmental Problem: ____________________________

Part A

Title/Problem Goals Action Steps Benefits Evaluation

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

Assigned to: Timeline Resources Cost Additional


Needed Community
Contacts

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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

Write down your plans of action and strategies.

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.

Activity 29: TIME FRAME

Time Day Action Person Involved

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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

Activity 30: Canteen Survey


Visit your school canteen. Find out if the school canteen complies with the re-
quirements on food sanitation.
A. CHECKLIST

Health Requirements YES NO REMARKS


Presence of Health
Certificates of Canteen
Personnel
Provision of enough
clean water supply
Presence of clean and
safe kitchen, lavatory
and comfort room
Proper food
preparation, food
storage and food
serving
Proper lighting and
ventilation
Proper waste disposal

Control of rodents,
cockroaches, flies,
pests, etc.
Availability of Drinking
Water

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Community and Environmental Health

Ample water supply


for handwashing

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

Goodluck and Congratulations!

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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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Community and Environmental Health

Environmental Health comprises those aspects of human health that are


determined by physical, chemical, biological, social and psychosocial factors in
the surrounding environment.
Flash Floods is a sudden flood of great volume, usually caused by a heavy rain.
Garbage refers to leftover vegetables, animal and fish material food in kitchen
and establishments.
Health is a state of complete physical, mental, and social well-being and not
merely the absence of disease or infirmity, and the ability to lead a socially
a Illegal Mining is defined as the extraction of valuable minerals or other
geological materials from the earth from an ore body, lode, vein, seam, or reef,
which forms the mineralized package of economic interest to the miner in the
absence of land rights, mining license, exploration or mineral transportation
permit or of any document that could legitimate the on-going operations and
economically productive life.”
Noise Pollution is the excessive sound that causes hearing loss, stress, fatigue,
irritability, tension, headaches, and high blood pressures. Noise pollution also
causes accidents by preventing people from concentrating on their present ac-
tivities.
Primary Health Care an approached launched by the Department of Health
in promoting community health through the partnership of the community,
barangay, government organizations, and non-governmental organizations.
Pollution means any alteration of the physical, chemical and biological prop-
erties of any water, air and/or land resources of the Philippines, or any discharge
thereto of any liquid, gaseous or solid wastes as will or is likely to create or to
render such water, air and land resources harmful, detrimental or injurious to
public health, safety or welfare or which will adversely affect their utilization for
domestic, commercial, industrial, agricultural, recreational or other legitimate
purposes.
Refuse are the dump, food waste or discarded materials.
Rubbish are waste materials such as bottles, broken glass, tin cans, waste pa-
pers, discarded porcelain wares, pieces of metal and other wrapping materials.
Soil Erosion—happens when soil and rock are moved from one place to another
by wind, water, and gravity.
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.
Solid Waste Management shall refer to the discipline associated with the

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HEALTH Learner’s Material

control of generation, storage, collection, transfer and transport, processing,


and disposal of solid waste in a manner that is in accord with the best principles
of public health, economics, engineering, conservation, aesthetics, and other
environmental considerations and that is also responsive to public attitude.
Stable Manure includes animal from barns, stables or the likes.
Street Night soil consists of human waste, normally wrapped and thrown
into sidewalks and streets. It also includes human waste from the pail system.
Waste Disposal- shall refer to the discharge, deposit, dumping, spilling, leak-
ing, or placing, of any solid waste into or any land.
Water Pollution- means any alteration of the physical, chemical, biological,
or radiological properties of a water body resulting in the impairment of its
purity or quality.
Yard Cuttings are those leaves, branches, grass, and other similar materials
produced during cleaning of gardens and after typhoon.

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:

FAO. (2010). Trends in extent of forest 1990-2010. Retrieved fromhttp://www.


fao.org/forestry/fra/fra2010/en/.

Citizens’ Disaster Response Center. Philippine Disaster Report Disaster Statistics


2009 and 2010.

The American Heritage® Dictionary of the English Language, Fourth Edition

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Community and Environmental Health

copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published


by Houghton Mifflin Company. All rights reserved.

WHO. Preamble to the Constitution of the World Health Organization as ad-


opted by the International Health Conference, New York, 19-22 June 1946, and
entered into force on 7 April 1948.

American Planning Association Policy Guide on Smart Growth, April 2002.


Available from URL:http://www.planning.org/policy/guides/adopted/smart-
growth.htm

Andersen G, Borton J, Curran C, Dietrich A, Donlin J, Farquhar D, et al. The


built environment: is there a connection between sprawl and health? State Health
Notes 2002 May 6:3-5.

Planning Commissioners Journal. The sprawl guide. Planning Commissioners


Journal (no date). Available from URL: http://www.plannersweb.com/sprawl/
define.html

Forest Management Bureau statistics from 1990-2009 retrieved from http://


forestry.denr.gov.ph/.

Center for Environmental Concerns. (2008). Logged Out: The crisis created by
Philippine forestry policies.

Center for Environmental Concerns. (2011). State of the Philippine Environment


Report

Environmental Science for Social Change ESSC. (2010). Figuring Philippine


Forests. Retrieved from http://essc.org.ph/content/view/286/153/.

FAO-FRA. (2010). Area of forest affected by fire and other disturbances in


2005. Retrieved fromhttp://foris.fao.org/static/data/fra2010/FRA2010Globalt-
ables_English.xls.

Conservation International. (2011). The World’s 10 Most Threatened Forest


Hotspots. Retrieved from http://www.conservation.org/newsroom/pressre-
leases/Pages/The-Worlds-10-M....

FAO. (2010). Trends in extent of forest 1990-2010. Retrieved fromhttp://www.


fao.org/forestry/fra/fra2010/en/.

Citizens’ Disaster Response Center. Philippine Disaster Report Disaster Statistics


2009 and 2010.
http://www.ncbi.nlm.nih.gov/pubmed/20840940

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HEALTH Learner’s Material

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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HEALTH Learner’s Material

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.

Stay healthy and enjoy learning!

PRE-ASSESSMENT

Let’s play ADD ( Agree , Disagree, Don’ t Kn ow )


Start the game by staying behind a line with your classmates. The line can be
a chalk line or an adhesive tape. This game allows you to discuss topics about
drugs that you would rather not talk about. You will analyze your current values
and express your personal beliefs. You will also listen to your classmates and be
able to get new and exciting ideas.

How to play the game:


1. Choose a venue with free space. Your teacher will post the three signs
“Agree”, “Disagree” and “Don’t Know” beside each other facing your class.
2. Your teacher will read a statement to the class. You and your classmates
will decide if you agree, disagree or don’t know the answer.
3. Wait for the “Go!” signal before you go to the sign which suits your values,

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Prevention of Substance Use and Abuse

beliefs and feelings. Avoid pushing and pulling.


4. Your teacher may want to ask you about your decision.
5. You can change your decision if you feel it is necessary.
6. Your teacher will proceed to the next statement until all statements have
been read.
7. Processing will follow.

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.

AGREE DISAGREE DON’T KNOW

LINE

STUDENTS

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HEALTH Learner’s Material

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.

K (What I Know) W (Want to Know) L (What I Learned)

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.

Supply the missing words


• Commonly abused drugs in the Philippines are __ (1) __ , __(2) __, and
__ (3) __.
• Filipino (4) __ are most vulnerable in experimenting and abusing drugs.
• __ (5) __ are any substances or chemicals which when taken into the
body have psychological, emotional and behavioral effects on a person.
• Cigarettes and alcohol are classified under __ (6) __ because smokers
and drinkers have a tendency to use drugs of abuse.

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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

Drug Scenario in the Philippines

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

Activity 1: Buzz Time!


Look at some of the headlines in the newspapers or electronic news, watch news
on television or listen to radio news program about drug-related crimes in the
Philippines. Have a buzz session with the class about the present drug scenario
in the country.

jcyap2013

Activity 2: Reading Time!


In the year 2004, an estimate of 6.7 million drug users in the Philippines was
recorded by the Dangerous Drugs Board (DDB). The “2008 National Household
Survey on the Nature and Extent of Drug Abuse in the Philippines” conducted
by the same agency revealed that there is a downward trend in the number of
drug users down to 1.7 million users. The decline may be associated with the
government’s intense efforts in combating drugs. The following are the reasons
for the successful decline of drug abuse in the country:
• Operations conducted by different law enforcing agencies like the Philippine
National Police (PNP), National Bureau of Investigation (NBI), Philippine
Drug Enforcement Agency (PDEA), Bureau of Customs and other law en-
forcers have helped arrest local and international drug syndicate members,
traffickers, and destroy secret laboratories and warehouses.
• Strict implementation of policies under the “Dangerous Drugs Act of 2002”
like the compulsory drug test for application of driver’s license, entrance to
military service, application for firearms licensing, and others.
• Actualization of the Dangerous Drugs Board’s programs and projects in
partnership with other agencies like the Department of Education (DepEd),
Department of Social Welfare and Development (DSWD) and other local

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government units (LGU) and non-government organizations (NGO).


These are positive efforts bearing fruits and achievements; however the govern-
ment does not rest on its laurels but rather creates more productive programs
and projects to make the country a drug-resistant society.

Profile of Filipino Drug Users


Profile Findings
Ratio of Users (male to female): 10:1
Mean Age: 28 years old
Civil Status: Single (58.2%)
Employment Status: Unemployed
Educational Attainment: High School level
Average Monthly Household Income: Php 16,290.80
Duration of Drug Use: 6 years and more
Residence: Urban areas
Nature of Drug Use: Poly-drug use (multiple drug use)
Common Drugs of Abuse Used: Shabu (1st)
Marijuana (2nd)
Inhalants (3rd)

Source: “2008 National Household Survey on the Nature and Extent of Drug Abuse in the
Philippines”

Common Concepts in Drug Education


The following are the usual words you will encounter in studying substance use
and abuse:
• Drugs are any substances or chemicals which when taken into the body
either though nasal, oral, transdermal or intravenous way have psycho-
logical, emotional and behavioral effects on a person.

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Prevention of Substance Use and Abuse

• Drugs of abuse are drugs commonly abused by users. In the Philippines


the three drugs of abuse are shabu, marijuana and inhalants.
• Drug dependence is a cluster of physiological, behavioral and cognitive
phenomena of variable intensity in which the use of a drug takes on a high
priority thereby creating a strong desire to take the substance.
• Drug misuse is the use of a substance incoherent or inconsistent with
the prescribed dosage or frequency of use.
• Drug Abuse is the use of a substance for non-medicinal purposes. Abuse
leads to organ damage like brain damage and liver damage, addiction and
troubled behavioral patterns.
• Drug tolerance is the condition of the body to adapt to the effects of
substances to the body thus requiring an even larger amount of the sub-
stance to experience the same physiological and mental effect experienced
when taking the smaller dosage.

Use the following guide questions:


1. What is the Dangerous Drugs Board report all about? What is your per-
sonal opinion?
2. What is the current drug scenario in your community and school?
3. What are the common terms related to drugs?

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Activity 3: Key Drug Concepts


Fill in the necessary concepts about each term related to drugs. Add more tags
if necessary.

DRUG

DRUG

DRUG MISUSE

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Activity 4: Ways Drugs of Abuse Enter the Body


Draw a silhouette of a man or woman’s figure. Show 4 ways by which drugs of
abuse enter the body.

WHAT TO PROCESS

Activity 5: What is your Choice?


Form a big circle. Your teacher will read out each statement below. How do
you feel after reading each statement? Do the double thumbs up and placed
on your cheeks for AGREE, cover your eyes for DISAGREE, and look up for
UNDECIDED. Discuss with each other and see if some will change their minds.

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.

WHAT TO REFLECT AND UNDERSTAND

Activity 6: Reflection Time


Write an essay about the present drug scenario in the Philippines. Include data
and information including common terms you have learned in class and have
gathered personally. Also include ways for the government and society to combat
drug syndicates and addiction. Limit your essay to 150-200 words.

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WHAT TO TRANSFER

Activity 7: Let’s Mak e a Box of Information


Now that you know the present drug scenario in the Philippines and the common
terms used in the study of substance use and abuse, show what you learned in a
creative way. You will create a box of information which will include:
• a map of your community
• pictures related to the topic
• information and data collected
The box of information can be made either of wood or cardboard. Creativity is
encouraged like the use of lights and sounds. The rubric on the next page will
show you how your information box will be graded.

Rubric for Box of Information


Criteria 4 points 3 points 2 points 1 point
Required Ele- The material All required All but one of Several re-
ments includes all elements are the required quired ele-
required ele- included in elements are ments are
ments as well the material. included in missing.
as additional the material.
information.
Labels All items of Almost all Few items of Labels are too
importance items of im- importance small to view
on the ma- portance on on the ma- or no import-
terial have the material terial have ant items
labels that can have labels labels that can were labeled.
be read from that can be be read from
at least 3 ft. read from at least 3 ft.
away. at least 3 ft. away.
away.
Graphics - Rel- All graphics All graphics All graphics Graphics do
evance are related are related to relate to the not relate to
to the topic the topic and topic. One or the topic or
and easier to most are eas- two borrowed several bor-
understand. ier to under- graphics have rowed graph-
All borrowed stand. Some a source cita- ics do not
graphics have borrowed tion. have a source
a source cita- graphics have citation.
tion. a source cita-
tion.

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Attractiveness The material The material The material The material


is exceptional- is attractive in is acceptably is distracting-
ly attractive in terms of de- attractive ly messy or
terms of de- sign, layout, though it may very poorly
sign, layout, and neatness. be a bit messy. designed. It is
and neatness. not attractive.

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.

Total Score: /20

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Lesson 2

The Risk and Protective Factors of Using


Drugs
Introduction
Lesson 2 gives the different risks and protective factors in substance use,
abuse and drug dependence. Risk factors are those that contribute to drug abuse.
Protective factors prevent drug use. You will be asked to discuss in depth these
risk factors and protective factors. You will also be asked to analyze different
situations where you might encounter these factors.

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

Activity 8: Risk and Protective Factors


This activity will help you discuss the risk and protective factors regarding sub-
stance use, abuse and dependence.

How to play the game:


1. Get markers/crayons and a short bond paper cut crosswise to be used as
metacards.
2. List a risk factor on one sheet. A risk factor is one that can result to using
and abusing drugs. Write legibly.
3. List a protective factor on the other sheet. A protective factor is one that
prevents you from using and abusing drugs. Write legibly.

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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.

Activity 9: Reading Time!


Risk and Protective Factors for Drug Use, Misuse, Abuse, and
Dependence
The use, misuse, and abuse of drugs are the result of various factors
surrounding a person. These factors either increase or decrease the pos-
sibility of a person to use drugs.
Risk factors are those influences which increase the chances of using,
misusing, and abusing drugs. Protective factors, on the other hand, are
those influences which decrease the chances of using, misusing, and
abusing drugs. According to studies, protective factors counterbalance
negative effects of risk factors. It is important to understand that it does
not necessarily mean that several risk factors present make a person highly
susceptible to drug use, misuse, and abuse. Protective factors even if few
in number may be enough to work against the risk factors, more so if there
are several of these protective influences. These factors are composed of
influences in different domains of life.
Personal
Family
Peer and friends

School

Community

Domains of Life which Affect Drug Use and Abuse


Reference: www.drugabuse.gov

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Below are the risk and protective factors in the use, misuse, and abuse of drugs:

PERSONAL (Early Aggressive Behavior vs. Self-control)


Risk Factors
• Use of drugs at an early age
• Risk taking behavior
• Experimentation
• Poor social skills and interaction
• Childhood problems
• Feelings of isolation

Protective Factors
• Self-control behavior
• Good reasoning skills
• Excellent social skills
• Positive interaction with people
• Sense of belonging

FAMILY (Weak Parental Guidance vs. Strong Parental Guidance)


Risk Factors
• History and patterns of drug use
• Attitudes toward drug use
• Poor parenting and child rearing
• Inconsistent family rules
• Poor family values
• Poor family ties

Protective Factors
• Good communication with people
• Positive family relationship
• Clear and consistent family rules
• Strong family values

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• Positive expectation to child’s success in family, school, and community


• Reliance on family for emotional support

PEERS AND FRIENDS (Substance Abuse vs. Academic Excellence)


Risk Factors
• Association with peers and friends known to use gateway drugs (cigarettes
and alcohol)
• Preference to stay with peers and friends than with family

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

SCHOOL (Availability of Drugs vs. Strong Anti-Drug Policies)


Risk Factors
• Poor academic performance
• Lack of commitment to studies
• Poor attendance in school
• Involvement in fights and conflicts

Protective Factors
• Good to excellent academic performance
• Joins extra-curricular activities and school organizations
• Shows interest in attending classes

COMMUNITY (Poverty vs. Strong Community Relationship)


Risk Factors
• Easy access to gateway drugs
• Poor community organization and neighborhood relationship
• Poor implementation of community laws

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• Negative attitudes which favor drug use

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.

Activity 10: You be the Judge of It!


Read the editorial below and answer the questions on your notebook, answer
sheet or journal.

Though it seems that society is winning in the battle against illegal


drug use and abuse, I believe that we are still a long way from declaring
victory in the battle. Teenagers are still victimized by drug addiction. Ev-
eryone complains? But only a few propose ways to completely stop drug
use and abuse. The following are some suggestions to stop this terrible
and frightening habit.
First, the film industry should stop glamorizing drug addiction. Drug
addicts and drug pushers should not come out as heroes and saints in films
and television programs. They should realize that young people look up to
these actors and actresses and what they portray on camera is something
that looks cool and good for the young viewers. The government and the
actors’ guild should come up with a law banning the industry from showing
drugs of all forms on television and film.
Second, the government should have strict laws and policies on drug
trafficking and possession of drugs and their paraphernalia. We should
follow our neighboring countries which include death penalties as sanction
to drug traffickers. Right now, the Philippines serve as a drop-off point
for drugs coming from other countries. Drug Laboratories have been

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discovered in residential houses and old abandoned factories. Foreign


members of syndicates have been caught and charged by authorities.
These are proofs that there is a need to review and revise our present laws
on drug abuse and trafficking.
Third, horrific videos of people dying from drug-related illnesses
should be used by the government as advocacy materials for students
to see and know the real deal about drug use and abuse. If students will
understand the ugly truth about drugs through these advocacies and they
will no longer start to take drugs, then the approach will be effective and
the experience worthwhile.
There are still more ideas I can share with you regarding drug abuse
prevention but I think that these three suggestions are more than enough
to change the scenario. My parting words are to “think several times be-
fore acting out foolishly”.

- 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

Activity 11: Editorial Page


Write your own editorial page about your thoughts
in activity 10. Include your own editorial cartoon.

Sample editorial page

WHAT TO REFLECT AND UNDERSTAND

Activity 12: Role Play


Devide the class into five groups. Think of a play that showcases preventing risk
factors and strengthening protective factors.
A rubric for this play will be discussed by your teacher.

WHAT TO TRANSFER

Activity 13: Let’s Do an Essay


Your teacher will give you several situations about
drug use and abuse which you may encounter in real
life. Choose one and write an essay about how you can
prevent or avoid such a situation. Write the activity
in your notebook or activity sheet. Limit your essay
to 50-100 words.

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The rubric below shows how your essay will be graded.

Rubric for Essay Writing


Approaching
Criteria

Advanced Proficient Developing Beginning


Proficiency
(5 pts.) (4 pts.) (2 pts.) (1 pt.)
(3 pts.)

Content Content Content is Content is be- Content is


surmounts reaches ex- near the ex- yond the ex- very basic and
anticipation. pected result. pected result. pected result. lacks in-depth
Content

Treatment Treatment of Treatment of Details are in analysis.


of details is details is of details with the develop-
advanced and good quality. some shallow ing phase and
in-depth. ideas. very shallow.

The structure The structure The structure The structure Structure is


of the essay is of the essay is of the essay of the essay is unorganized
Organization and Style

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 There are There are Grammar


grammatical minimal some gram- many errors lacks order
errors in the grammatical matical errors found in and neatness.
Grammar

essay. errors in the found in the grammar. There are nu-


essay. essay merous errors.
Editing is sug-
gested. Major recon-
struction is
suggested.

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

Activity 14: Body Frisking


There are six dangerous drugs in the crossword puzzle below. They are written
horizontally, vertically, diagonally or in reverse. Find the words and write them
on your activity sheet or notebook.

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

Activity 15: Reading Time!


Classification of Drugs of Abuse
The Dangerous Drugs Board listed three major drugs of abuse in the Philip-
pines. These are methamphetamine hydrochloride or “shabu”, cannabis sativa
or “marijuana” and inhalants better known as “solvents”. These drugs of abuse
are included in the six classifications of drugs.

The six classifications of drugs are the following:


1. Gateway drugs
Gateway drugs such as cigarettes and alcohol are legal drugs that a non-
drug user might try, which can lead him/her to more dangerous drugs such
as marijuana and shabu. Teenagers who engage in early smoking and early
drinking have a higher chance of using and experimenting with dangerous
drugs of abuse.

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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

Activity 16: The Drug Concept Map


After reading activity 15, copy the concept map below in your notebook or activity
sheet and add information to complete the map.

Harmful Classification Classification Harmful


Effects Effects

D
R
U
Harmful Classification Classification Harmful
G
Effects Effects
S

Harmful Classification Classification Harmful


Effects Effects

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WHAT TO REFLECT AND UNDERSTAND

Activity 17: Relay Game


Instructions:
1. Form a team with six members.
2. Each member will make a meta-card. Write on each meta-card a class of
drugs of abuse. Write legibly. There will be six meta-cards per group.
- Meta-card 1: GATEWAY DRUGS
- Meta-card 2: DEPRESSANTS
- Meta-card 3: STIMULANTS
- Meta-card 4: NARCOTICS
- Meta-card 5: HALLUCINOGENS
- Meta-card 6: INHALANTS
3. Each group will form a line.
4. Your teacher will read a statement or phrase. If your meta-card is being
referred to, run to your circle. Wait for the signal “GO!” before running
inside the circle.
5. Once inside the circle, raise the meta-card up high.
6. Your teacher may inquire about your answers.
7. Your teacher will then give the correct answer and will briefly explain.
8. Your teacher will record the number of correct answers garnered by the
team.
9. Return to your line when cued by your teacher.
TEAM 1

TEAM 2

TEAM 3

TEAM 4

TEAM 5

TEAM 6

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WHAT TO TRANSFER

Activity 18: Let’s Make a Table Flipchart


Make a flipchart showing how drugs are classified
and how they affect the body. Ask your teacher to
check your draft. Print the chart using paper and
old folders. Include pictures to make your flipchart
more attractive.
The rubric on the next page shows how your flip-
chart will be graded.

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Rubric on Table Flipchart Making


Criteria Advance Proficient
Approach- Developing Beginning
(5 pts.) (4 pts.) ing Profi- (2 pts.) (1 pts.)
ciency
(3 pts.)
Accuracy of All infor- Almost all Much of Not much Informa-
content mation is informa- the infor- of the in- tion is not
true and tion is true mation is formation true and
correct. and cor- true and is true and correct.
rect. correct. correct.
Visual Format and Format and Format and Format Format and
attractive- lay-out are lay-out are lay-out are and lay-out lay-out are
ness very attrac- attractive. organized. lacks orga- disorga-
tive. nization.. nized.
Graphics Graphics Graphics Graphics Graphics No graphics
and pic- and pic- and pic- and pic- and pic- and pic-
tures tures go tures are tures are tures do tures are
well with good but good but not go used in the
the content are too are too few well with making of
and infor- many that that texts the text the mate-
mation. they dom- dominate making the rial.
inate the the mate- material
material. rial. disorga-
nized.
Grammar No gram- 1-3 gram- 4-6 gram- 7-9 gram- 10 or more
and spell- matical er- matical er- matical er- matical er- grammat-
ing rors and /or rors and/ or rors and/ or rors and/ or ical errors
misspelled misspelled misspelled misspelled and/ or
words. words. words. words. misspelled
words.
Total score: / 20

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Lesson 4

Myths, Misconceptions, Signs and


Symptoms of Drug Abuse

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

Answer the following questions:


1. What do you know about drug use?
2. What are the signs and symptoms of drug abuse?

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Activity 16: Reading Time!


People give several reasons for taking drugs. Some believe that these drugs
can make them feel and look good. Certain drugs of abuse produce pleasure or
euphoria. Euphoria is the high sensation of feeling good and extremely relaxed.
Euphoria is a sensation brought about by the chemical reactions of the neu-
rotransmitters in the brain. Thus, drugs affect your brain process.
Continuous and prolonged drug use has a very bad effect in a person. It can
alter his behavior, and his mental, physical, and psychological condition. Most
importantly, drug dependence results in drug abuse, drug tolerance, problems
with society and law, withdrawal symptoms, severe health problems, poor of
quality of life and eventually death.
You must understand that it is not easy to know and feel the effects of drugs
on the body. Effects are not always the same with drug users. A small amount
of a substance may create a feeling of pleasure to a person but the same amount
may cause restlessness, stress or even immediate death to another person. It is
important to remember that each individual’s brain capacity and function and
total body chemistry are different from other persons, thus we have different
reactions to drugs and substances.

Myths and Misconceptions about Drugs of Abuse

Myths and Misconceptions Facts about Drugs of Abuse


Drugs of abuse improve Drugs of abuse shut down proper brain functioning.
memory. Certain drugs stimulate the brain but do not really
help improve memory. Most drug users claim they
think better and clearly after taking drugs but tests
on performance and cognition have proven that
they have performed worst.

Drugs of abuse do not improve memory.


Drugs of abuse help in Certain drugs of abuse stimulate the production of
the digestion of food. stomach acids. Constant exposure to higher than
normal acid level damages stomach linings which
can result to ulcers.

Drugs of abuse do not help in the digestion of food.

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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.

Drugs of abuse place a user in a dangerous and


life-threatening situation.
Drugs of abuse remove Drugs of abuse are not the solution to problems and
life’s problems and worries people encounter. Some people believe that
worries. using drugs eliminate one’s problems and worries in
life. The truth is drugs of abuse will only worsen the
scenario and further add more problems some of
which are even harder to solve.

Drugs of abuse worsen life’s problems and worries.


Drugs of abuse heat up Drug users believe that certain drugs cause the
the body. blood to become warmer which makes the body
temperature rise. In cold countries, drugs are used
to heat the body. The truth about this is far from
reality. Drugs dilate blood vessels in the skin which
makes the blood to flow nearer to the skin which
enhances convection of heat from the body to the
outside environment. Convection transfer heat from
inside the body to the outside. Through convection
of heat, body heat is lost faster than normal.

Drugs of abuse do not heat up the body; instead


they make the body lose heat faster than normal.

Profile of a Drug Abuser


The Dangerous Drugs Board listed the following signs and symptoms of drug
abuse. It is important to note that having a few of these signs doesn’t immedi-
ately make a person a drug user. Therefore, observations of physical, mental,
emotional and social behaviors must be carefully done to confirm if a person is
a drug user.
Below are some of the signs and symptoms of drug use:
• Declining interest in studies and work
• Identification with known drug users
• Negative outlook in life

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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

Activity 20: Interview


Group yourselves into five groups. Interview for three persons. They can be
professionals, students or somebody from the community. Get their profile and
include the following in the interview questions.
1. Myths and Misconception of Drug Use and Abuse
2. Signs and Symptoms of Drug Use and Abuse

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WHAT TO PROCESS

Activity 21: Table of Signs


List the signs and symptoms of drug use and abuse based from the interviews.
List them according to the changes they cause in a person.
Physical Mental Chang- Emotional Social Changes Moral-spiritual
Changes es Changes changes

Activity 22: Acrostic Poem


Make an acrostic poem about breaking the myths and misconception about
drugs. Use the letters of the words “SAY NO TO DRUGS” as the first letter of
each stanza.

S
A
Y

N
O

T
O

D
R
U
G
S

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WHAT TO REFLECT AND UNDERSTAND

Activity 23: News Casting


Group yourselves into small groups. Plan your live news casting about myths,
misconceptions and signs of drug use and abuse. Some members can be field
reporters and ordinary people who get to be interviewed. Your teacher and
classmates will share their insights on your report.

WHAT TO TRANSFER

Activity 24: Advocacy Brochure


Now that you have learned the myths, misconceptions and signs and symptoms
of drug use and abuse, create an advocacy brochure about drug use and abuse
and their signs and symptoms. Have your teacher review and approve the ad-
vocacy brochure. Produce ten copies of the advocacy brochure and distribute it
to your friends. Have them sign on a piece of paper as proof of receipt. Submit
the original brochure to your teacher with the receipt form. The rubric on the
next page tells how your brochure will be graded.

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Rubric for Advocacy Brochure Making


Criteria Advance (5) Proficient Approach- Developing Beginning
(4) ing Profi- (2) (1)
ciency (3)
Accuracy of All informa- Almost all Much of the Not much of Information
content tion is true information information the informa- is not true
and correct. is true and is true and tion is true and correct.
correct. correct. and correct.
Visual at- Format and Format and Format and Format and Format and
tractiveness lay-out are lay-out are lay-out are lay-out lack lay-out are
exceptional- attractive. organized. organiza- disorga-
ly attractive. tion. nized.
Graphics Graphics and Graphics Graphics and Graphics and No graphics
and pic- pictures go and pictures pictures are pictures do and pictures
tures well with are good good but not go well are used in
the content but are too are too few with the text the making
and infor- many that that texts making the of the mate-
mation. they dom- dominate material dis- rial.
inate the the material. organized.
material.
Grammar No gram- 1-3 gram- 4-6 gram- 7-9 gram- 10 or more
and spell- matical matical matical er- matical er- grammatical
ing errors and/or errors and/or rors and/ or rors and/ or errors and/or
misspelled misspelled misspelled misspelled misspelled
words. words. words. words. words.
Writing or- All parts of Almost all Most parts Only a small Writing is
ganization the mate- parts of of the ma- part of the unorganized
rial have a the mate- terial have a material has which makes
beginning, rial have a beginning, a beginning, it hard to
middle and beginning, middle and middle and convey the
an end. middle and an end. an end. message.
an end.
Total score: / 25

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Lesson 5

Short Term and Long Term Effects of


Substance Use and Abuse

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

Activity 25: Reading Time!


Each classification of drugs has different short- term and long-term effects.
Short-term effects last for a couple of days, hours or even shorter periods while
long-term effects can be felt for weeks, months and even for a life time. The
following is an overview of the short-term and long-term effects of substance
use and abuse.

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. Tobacco - Stress - Development of asth-


- Rapid heart rate and ma
pulse rate - Atherosclerosis
- Persistent cough - Thrombosis
- Difficulty in breathing - Cardiovascular diseases
- Halitosis or bad breath - Chronic Obstructive
- Sinusitis and otitis me- Pulmonary Disease
dia - Cancer of the mouth,
- Increased phlegm pro- throat, skin, lungs, and
duction other body parts
- Stomach problems - Hypertension or in-
- Weak physical perfor- creased blood pressure
mance - Heart attack and
stroke which leads to
coma and death

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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Prevention of Substance Use and Abuse

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.

Short-Term Effects of Stimulants Long-Term Effects of Stimulants


- Increased heart rate and pulse - Paranoia
rate - Heart attack
- Increased respiration (breath- - Brain stroke
ing) rate - Brain damage
- Increased digestive processes - Kidney damage
- Increased blood pressure - Liver damage
- Increased body temperature - Coma which leads to death
- Decreased appetite
- Alert body responses
- Inability to sleep
- Euphoria
- Depression (the “down” that
follows the “up” sensation)

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.

Short-Term Effects of Narcotics Long-Term Effects of Narcotics


- Drowsiness - Development of diseases like
- Euphoria hepatitis, tetanus and HIV-AIDS
- Loss of appetite due to needle sharing
- Vomiting - Overdose leading to coma and
- Nausea death
- Muscle cramps and pain
- Chills and shaking
- Weight loss
- Difficulty in sleeping
- Difficulty in breathing
- Inflammation of the veins
- Panic attacks

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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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Prevention of Substance Use and Abuse

Drug Use vis-à-vis HIV-AIDS


According to reports, drug use and HIV-AIDS are often not interrelated. In the
Philippines, injecting drug users (IDUs) is one of the known modes of transmis-
sion for the Human Immunodeficiency Virus or (HIV) which is the causative
agent that causes the Acquired Immune Deficiency Syndrome (AIDS). HIV is
a blood-borne virus which means, it is transmitted from one person to another
through blood transfusion, sexual intercourse, exchange of body fluids, and
from mother to child during pregnancy and breastfeeding. AIDS is a syndrome
because it is a complex pattern of symptoms. AIDS is a disease which attacks
and weakens the body’s immune system.

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

High risk behaviors:


A. Injecting Drug Users (IDUs).
The risk of getting HIV-AIDS through intravenous injection (IV) is very high.
Drug users are particularly vulnerable to this risky behavior. The need to
inject drugs through needle sharing during sessions with co-users puts each
person at high risk of getting HIV-AIDS.

B. Poor judgment and risky sexual practices.


Drug intoxication greatly affects the person’s way of thinking and deci-
sion-making skills. This can lead the person to perform risky sexual practices
which further aggravate HIV-AIDS infection.

C. Prognosis of disease and drugs.


Drug abuse and addiction worsen HIV-AIDS infection. A medical study has
shown that HIV damages a larger percentage of brain cells and nerve cells
among users of methamphetamine. In animal subjects, viral presence in
brain cells is more than the other cells in the body.

D. Delay in drug abuse treatment.


Medical study has found that the longer drug users delay drug abuse treatment,

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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.

Effects of Drug Use


Aside from oneself, drug use and abuse also affects the immediate family, school
and community where the drug user lives. Below are some of the effects of drug
use and abuse on the family, school and community.

A. Effects of Drug Use and Abuse on the Family


• Broken and unhappy family ties
• Ignored duties and responsibilities
• Financial constraint due to drug dependence and addiction
• High cost of drug treatment and rehabilitation
• Family dishonor and embarrassment
• Separation of family members

B. Effects of Drug Use and Abuse on the School


• Poor academic performance
• Increased rate of absenteeism and tardiness
• Increased incidence of school fights
• Low academic achievement rate
• Incidence of disrespect to school authorities

C. Effects of Drug Use and Abuse on the Community


• High incidence of crime which includes stealing, robbery, and snatching
• High incidence of accidents, e.g. road accident, accidental falling, etc.
• Affected economy due to low manpower production
• Loss of government funds due to drug-related operations, treatment and
rehabilitation

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Prevention of Substance Use and Abuse

WHAT TO PROCESS

Activity 26: Dear Diary


Write yourself a letter. Tell about the dangerous short-term and long-term effects
of drugs to oneself, family, school, community, and the nation as a whole. Have
your English teacher check the grammar. Have your teacher check the content.
Submit in printed form.

Activity 27: Drugs as a Burden to the World


Think of a creative way of showing how drugs are a burden to health, socio-cul-
tural, psychological, legal, and economic magnitude. You may write a poem, a
song, draw a cartoon, poster, etc. Share with the class your literary work and
have your teacher check it.

WHAT TO REFLECT AND UNDERSTAND

Activity 28: Dear Sir/Madam


Make a recommendation letter to your mayor or barangay captain about the
dangers brought by drug abuse in the community. Sight possible evidences of
drug abuse like the presence of “hamog boys”, “rugby boys’, etc. Submit it to
your teacher for evaluation.

WHAT TO TRANSFER

Activity 29: Advocacy Video


Form five groups. Create an advocacy video about drug abuse and its effect on
the body. You can use video camera recorders, tablets or your cell phone cam-
era. This will be reviewed by three teachers you have invited to the film viewing
along with your classmates.

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HEALTH Learner’s Material

Lesson 6

Prevention and Control of Substance


Use and Abuse

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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Prevention of Substance Use and Abuse

WHAT TO KNOW

Activity 30: Reading Time!


There are various and healthy ways to get rid of drugs. These range from simple
immersion to hobbies like interactive and board games, sports, and joining clubs
of interest.

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.

Step 4: Carefully evaluate all Carefully evaluate all possible actions.


possible actions. Ask yourself if the actions will protect
and promote healthy results, protect
safety of self and of other people,
respect and does not violate laws and
policies, follow guidelines of home,
school and community. Lastly, ask if
the actions will show your good image
and persona.

Step 5: Choose which action is After questioning and evaluating all


most responsible and actions, choose the most responsible
suitable. and suitable action for the situation.

Step 6: Act responsibly and Do the action responsibly and


intelligent. intelligently.
Don’t stop evaluating the action.

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Prevention of Substance Use and Abuse

Resistance Skills
Use the following steps to practice resistance skills in saying “NO” to drugs.

Step 1: What is the problem?


Say what is wrong. Say “that is wrong,” or “drugs are bad,” or “that
is prohibited,” or “ Drugs are against the law and school rules.”

Step 2: What could happen?


Ask the following:
• Could anyone be harmed if I do it (including you)? How?
• Could it get you into trouble? What trouble?
• Would it make you feel bad if you do it?

Step 3: What are the ways of saying NO?


Choose from any of the following:
• Say No. “No, I’m not interested,” or simply say “No”
• Change the topic. Say “I’m going to the park, you can come
with me.” or “Would you like to see a movie with me?”
• Tell the truth. Say “I hate drugs, it destroys dreams,” or “Drugs
make you become sad and unhappy,” or “I’m too young to die.”
• Joke about it. Say “My parents are good at smelling, I won’t
get past them,” or “Are you really ready to die? I’m not!”
• Give reasons. “I don’t do drugs, it’s bad for the health,” or “I
have a training today, I need clean air to get going,” or “Let’s
play basketball, beat me!”
• Tell a story. Say “My friend died of drugs, he’s only 15 years
old. It was painful,” or “my classmate died from drugs. I don’t
want that to happen to me or to you!”
• Walk away if you can’t change your friend’s mind.

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Drug Abuse Treatment and Rehabilitation


The Dangerous Drugs Board in cooperation with the Department of Health of-
fers treatment and rehabilitation programs to Filipinos who become ill because
of drug abuse. Drug dependents undergo effective modes of treatment. It is the
responsibility of the state to help and rehabilitate drug dependents so that they
can once again achieve their dreams and become responsible and productive
members of the society.

Requirements for Drug Abuse Treatment and Rehabilitation


1. Application for Drug Dependency Examination (DDE) through
the City Anti-Drug Abuse Council (CADAC) in your city or province.
2. Application for Police Clearance and Barangay Clearance where
the drug dependent resides.
3. Application for Certificate of No Pending Case from the Regional
Trial Court (RTC). If the drug dependent is a minor and with a pending
case, the parents or guardian must secure a Certification of Suspended
Sentence also from the RTC.

Steps on Drug Abuse Treatment and Rehabilitation


Drug abuse treatment and rehabilitation follows certain steps and procedures.
Treatment and rehabilitation can be voluntary, voluntary thru representations
and compulsory confinement.
• “Voluntary” means the drug dependent decides on his/her own to be
examined and admitted in rehabilitation centers,
• “Voluntary thru representations” means the drug dependent is
willing but wants to be represented by an immediate family member or
legal guardian and
• “Compulsory confinement” means the drug dependent needs to be
confined as the condition is life-threatening or threatens the life of the
family.

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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Prevention of Substance Use and Abuse

other documents to the Legal Affairs Division of DDB.


4. A “Petition for Confinement” shall be filed with the RTC where the drug
dependent lives.
5. Decision of place of confinement. The immediate family or legal guardian
will decide where the drug dependent will be confined. The government
usually recommends government-owned treatment and rehabilitation
centers but the family has the right to choose where to confine the patient.

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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Multidisciplinary This approach utilizes professional skills and services of


Team Approach a team composed of psychiatrists, psychologists, social
workers, occupational therapists and other related disci-
plines in cooperation with the immediate family of the
drug dependent.

WHAT TO PROCESS

Activity 31: Play List


List several alternative ways to prevent and control drug use and abuse. Use
pieces of paper to write down specific programs and activities which can prevent
and control drug use and abuse.

HOBBIES
S
ME SPORTS PROJE
CTS
GA
AC
TIV S
ITIE RAM ERS
S
PRO
G OTH

Activity 32: What Will you Do?


Apply decision-making and resistance skills to the following situations. Role-play
these situations. Let the class analyze and critique your decisions and resistance
skills used in the play.

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Prevention of Substance Use and Abuse

WHAT TO REFLECT AND UNDERSTAND

Activity 33: Armor Shield


Create your very own armor shield against
drug use, abuse and dependence. Be very
creative. Simple drawings will suffice. Your
armor shield will look like an emblem.
Present your shield in class and submit it
to your teacher for assessment.

WHAT TO TRANSFER

Activity 34: Let’s Make a Game


Now that you have learned about the prevention and control of substance use
and abuse, you will create a board game or card game about it. The game should
be unique and focus on educating players about the importance of substance use
and abuse prevention and control. The board game should include elements of
temptation to use drugs, resistance skills and decision-making skills in resisting
drug use. Utilize indigenous materials to minimize expenses. Use the rubric on
the next page to guide you in your output.

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HEALTH Learner’s Material

Rubic for Board and Card Game


Criteria Visual Appearance Relevance with the User-friendly and
topic grammar use
Advanced The game looks very The game is The game is very
(5 pts.) attractive to play. relevant to the easy to play.
Most elements and topic. Additional Direction for use is
principles of design healthy information provided. Grammar
Total Score:

are included. is included in the is correct and all


game. words are spelled
correctly.

Proficient The game is The game is The game is easy


(4 pts.) attractive to play. relevant to the to play. Direction
Several elements topic. There are for use is provided.
and principles of few additional Grammar is correct
design are included. healthy information with 1-2 misspelled
included. words.

Approaching The game is good to The game The game is


Proficiency play. Few elements developed is quite quite easy to
(3 pts.) and principles relevant with play. Direction
of design were the topic. There is provided
included. are no efforts to with minimal
add new healthy grammatical errors
information. and 3-4 misspelled
words.

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

the game. Elements are not in line provided but hard


and principles of with the expected to follow because of
design are not concepts. many grammatical
properly utilized. errors. There are
5-10 misspelled
words.

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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Prevention of Substance Use and Abuse

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

UNINTENTIONAL INJURY PREVENTION,


SAFETY AND FIRST AID
INTRODUCTION
“Prevention is better than cure.” Practicing this principle advocates safety
awareness which is essential in achieving quality of life. But our immediate
environment poses danger to everyone. No place is considered safe not even in
the comfort of our homes. Accidents may happen to anybody at any place, at
anytime. Thus, taking the right safety measures greatly helps prevent accidents
and injuries. Nevertheless, when accidents happen, it is important to have the
knowledge and skills to deal with them. Having knowledge and skills on safety
education and injury prevention could help you, your loved ones and other people
in your community during emergency situations.
This learner’s material offers you a wide array of information that can start
you on the road to injury prevention. It focuses on the common unintentional
injuries that may happen at home, in your school, at work and even in recre-
ational areas, and analyzes why such injuries occur. In order to prevent or reduce
the risks of these serious injuries, you will learn the concepts and principles of
safety education, practice the habits of observing appropriate personal safety
measures; and take responsibility for your safety and that of others by performing
appropriate skills and knowledge in first aid procedure.
To facilitate learning and make it more interesting and enjoyable, various
learning aids and strategies are especially crafted just for you to expand and
reinforce your knowledge and skills about safety education.
Keep in mind that accidents and injuries can be a result of a situation, an
unsafe action or unsafe environment. You can do a lot to prevent injuries by
understanding the situation, being cautious and being aware of safety hazards
in your immediate environment.
The processes of developing awareness of immediate hazards and dangers,
equipping you with appropriate accident prevention skills to overcome these
hazards, and keeping everyone alive are components of safety education. Safe-
ty education is important because living is more enjoyable when we are safe.
Therefore, make safety a vital part of life.

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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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2. Which is an objective of first aid?


A. To prolong life
B. To intensify suffering
C. To end the services of a physician
D. To bridge the gap between the victim and the physician
3. When a first aider does not alarm a victim, what characteristic does
s/he show?
A. gentleness C. resourcefulness
B. being observant D. tactfulness
4. What is the first thing to do in assessing an emergency situation?
A. Call for help
B. Survey if the scene is safe
C. Do a head-to-toe examination
D. Check the vital signs of the victim
5. When is primary survey of the victim done?
A. When the victim is conscious
B. During the survey of the scene
C. When the victim is unconscious
D. After the victim has regained consciousness
6. What sterile cloth is used to cover a wound?
A. bandage C. dressing
B. cold compress D. hot compress
7. What is used to stop bleeding and provide support for immobilization
of a fracture?
A. bandage C. dressing
B. cold compress D. hot compress
8. Which is a break in the continuity of the tissue in the body?
A. fracture C. sprain
B. laceration D. wound
9. What open wound is caused by nails, needles and other pointed ob-
jects?
A. avulsion C. laceration
B. incision D. puncture

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10. Which is used to transport an unconscious victim who should not be


lifted due to serious injuries?
A. blanket drag C. hammock carry
B. chair drag D. lover’s carry
Test II. Write TRUE if the statement is correct and FALSE if it is incorrect.
1. It is good to give food to an unconscious victim.
2. First aid takes the place of the services of a physician.
3. The victim is experiencing shock if his eyes are dilated.
4. The RICE method is used in treating sprains and strains.
5. Apply direct pressure to stop severe bleeding of a wound.
6. A good first aider informs the victim of the severity of the injury.
7. Immobilize the fractured part before taking a victim to the hospital.
8. Primary and secondary surveys of the victim are performed if the scene is
not safe.
9. The first consideration in transporting a victim is to identify the place where
the victim will be transferred.
10. Checking if something is blocking the airway of the victim is the last step in
doing primary survey of the victim.
The teacher shall facilitate the checking of answers.
How are your scores? Do they show that you are knowledgeable about safety
education and first aid? Or do they tell you otherwise? Refer to the interpretation
below.
Description Interpretation
20 Advanced You have adept knowledge and skills and may independently
study and perform the activities in this module.
16-19 Proficient You have adept knowledge and skills and may study and
perform the activities in this module with a little guidance
from the teacher.
11-15 Approaching You have the fundamental knowledge and skills and may
Proficiency study and perform the activities in this module with a little
guidance from the teacher.
6-10 Developing You have the minimum knowledge and skills about safety ed-
ucation and still need guidance and help from the teacher.
0-5 Beginning You are still struggling with the basic knowledge and
skills about safety education and greatly need the guid-
ance of the teacher.
You may now proceed to the next activity.

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Lesson 1

The Basics of First Aid


Welcome to your first safety adventure! Today, you will learn about the
basics of First Aid, its meaning and importance. At the end of this lesson, you
are expected to be able to discuss the characteristics of a good first aider, and
the roles, responsibilities, and principles of first aid. Start your adventure now!

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

Activity 1 – “Emergency! Emergency! What will I do?”


The class will be divided into groups with 4-5 members. Each group will pick
a situation and do the necessary, immediate and appropriate action. If done
individually, you may also write down your immediate action to the following
situations:
Situation Immediate Action to be Taken
1. Your younger sister cuts her finger with
a knife.
2. Your friend falls down the stairs from
the 2nd floor and can hardly stand.
3. A man in the street is bumped by a car.
4. Your mother accidentally touches a hot
pan.
5. Your classmate has drunk poison.
6. Your teacher suffers a heart attack.
7. Your neighbor experiences stroke.
8. Your grandfather slips in the comfort
room and cannot move his right arm
anymore.

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9. Your cousin who does not know how to


swim falls into a deep river.
10. Your baby brother accidentally swallows
a small part of a car toy and it gets stuck
in his throat.

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.

Here is what you need to know…

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.

Roles of First Aid


1. It is a bridge that fills the gap between the victim and the physician.
2. It is not intended to compete with or to take the place of the services of
the physician.
3. It ends when the services of the physician begins.

Objectives of First Aid


1. To save lives
2. To prolong life
3. To alleviate suffering
4. To prevent further injury

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Characteristics of a Good First Aider


1. Gentle-does not cause pain and panic
2. Observant-notices all signs
3. Resourceful-makes the best use of things at hand
4. Tactful- does not frighten the victim
5. Sympathetic- comforts and reassures the victim

Principles of First Aid

(Dos in Giving First Aid) (Don’ts in Giving First Aid)


1. DO stay calm. 1. DON’T give food and drink to an
2. DO reassure and comfort the unconscious person.
victim. 2. DON’T move an injured person
3. DO check for a medical brace- unless you need to place him/her
let indicating a condition, such in the recovery position.
as epilepsy or diabetes.
4. DO loosen any tight clothing.
5. DO keep the victim covered to
reduce shock

WHAT TO PROCESS

Activity 2 – Organize Your Thoughts


The class will be divided into five groups and each group will be given an
information card. The task is to present the information through a creative
graphical organizer. You may follow the example below.

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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?

Activity 3 – Figures of Speech


Choose one from the following words and compare it to anything, then de-
fend your answer.
Example: Injury is like a thief because it comes anytime.
• First aid • Being gentle
• First aider • Being observant
• To save life • A physician
• Giving first aid • Safety and prevention
• Staying calm • Having a quality life

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?

Activity 4– “Is He a Good First Aider?”


Analyze the situations and answer the process questions that follow.
• Student A is very relaxed in controlling the bleeding on her classmate’s
finger.
• Student B is insisting that her unconscious sister drink water.
• Student C immediately brings her friend, who fell down the stairs, to the
clinic.
• Student D makes use of his clean handkerchief to tie his best friend’s
bleeding arm.
• Student E speaks comforting words to her cousin who sprained his ankle
while playing basketball.

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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?

WHAT TO REFLECT ON AND UNDERSTAND

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?

Activity 6 – First Aider on the Go…


The person in the illustration is a first aider. Interpret it emphasizing the im-
portance of first aid to oneself and others.

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

Activity 7–Act it Out!


The class will be divided into groups. Create a 2-3 minute pantomime showing
a good first aider helping in certain emergency situations at home, in school, on
the road, at an office or park.
Criteria for scoring: Quality, Realistic, Stage Performance and Teamwork

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Lesson 2

Survey of the Scene and the Victims


Welcome to your second safety adventure! This will be a very exciting safety
adventure because you will know the proper procedures in assessing emergency
situations for unintentional injuries and in doing the primary and secondary
surveys of the victims. It is expected that at the end of this lesson, you can con-
fidently and properly demonstrate these procedures, applying the principles of
first aid and displaying characteristics of a first aider which you have learned in
the previous lesson.

WHAT TO KNOW

Study carefully Figure 1. It shows the procedure in assessing emergency situations.

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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Figure 1. Steps in Assessing Emergency Situations


(Source: The Health Curriculum in Philippine Basic Education, Vol. 2)

Activity 8 – Express your Queries


Do you understand the flow chart? If yes, congratulations! You have an in
depth background knowledge and skills in first aid. If you don’t, then list down
on the table below all the words and phrases that you do not understand or are
confused about.

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I don’t know anything about…. I am confused about…

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).

Here is what you need to know…

Vital signs are measures of various physiological statistics taken in order


to assess the most basic body functions. The act of taking vital signs normally
entails recording body temperature, pulse rate or heart rate, blood pressure,
and respiratory rate.
Before, Airway, Breathing and Circulation (ABC) are mnemonics for essential
steps used by both medical professionals and lay persons such as first aiders
when dealing with a patient. 
In 2010, the American Heart Association is rearranged the ABCs of cardio-
pulmonary resuscitation (CPR) in its American Heart Association Guidelines for
Cardiopulmonary Resuscitation and Emergency Cardiovascular Care, published
in Circulation: Journal of the American Heart Association.
“For more than 40 years, CPR training has emphasized the ABCs of CPR,
which instructed people to open a victim’s airway by tilting their head back,
pinching the nose and breathing into the victim’s mouth, and only then giving
chest compressions,” said Michael Sayre, M.D., co-author of the guidelines and
chairman of the American Heart Association’s Emergency Cardiovascular Care
(ECC) Committee. “This approach was causing significant delays in starting chest
compressions, which are essential for keeping oxygen-rich blood circulating
through the body. Changing the sequence from A-B-C to C-A-B for adults and
children allows all rescuers to begin chest compressions right away.”

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Difference between signs and symptoms


Signs are details discovered by applying your senses – sight, touch, hearing
and smell during the course of the examination.
Example:
◉ Bleeding
◉ Swelling
◉ Deformities
Symptoms are sensations that the victim feels or experiences and may be able
to describe.
Example:
◉ Nausea
◉ Vomiting
◉ Heat
◉ Impaired sensations
There are two ways to conduct physical examination when giving first aid:

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.

a. Check for Consciousness


1. Ask the victim: “Hey, hey, are you okay?” while carefully shaking the
victim’s shoulder.
2. When there is no response, not even mumbles or groans, the victim
is unconscious and in need of immediate medical help.

b. Open the Airway


1. The victim’s unconsciousness maybe due to an obstruction in his/her
airway. It may also be caused by a narrowed airway making breathing
impossible.
2. Find out if there is loss of muscular control in the throat area which
allows the tongue to slip back and block the throat.
3. Lift the chin and tilt the head of the victim (if the victim is an adult).
This way you will be able to lift the tongue from the back of the throat,
leaving the airway clear.

c. Check for Breathing

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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

d. Check for Circulation


1. Locate pulse using your middle and index finger. Pulse indicates blood
circulation, which is essential for the heart and brain to function.
2. Poor blood circulation may be reflected on the pale color of the skin.
This is fatal.
3. To revive circulation, perform CPR immediately.

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?)

b. Checking for Vital Signs

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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2. Feel the pulsations as the pressure wave of blood causes the


vessel wall to expand – that is the pulse.

■ 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

• NO-NO in Getting Pulse Rate


◉ Never use your thumb; it has its own pulse.
◉ Do not palpate both the carotid arteries at the same time.
◉ Do not take the pulse when the victim is in sitting position. Pul-
sations disappear as the victim is elevated to a sitting position.
◉ Never put too much pressure or massage the carotid. You may
disturb the heart’s electrical conduction system.
Normal Pulse Rate
60-70 Men
70-80 Women
80-90 Children over 7 years old
80-120 Children over 1-7 years old
110-130 Infants

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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■ A whistle sound or wheeze and difficulty in breathing may mean


an asthma attack.
■ A gurgling or snoring noise and difficulty in breathing may mean
that the tongue, mucous or something else is stuck in the throat
and does not let enough air to get through.
*Between12-20 breaths per minute are normal for adults and older children; 40
breaths per minute are normal for babies.

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.

c. Head to Toe Examination


1. Head and neck
◉ Are there any lacerations or contusions in the area?
◉ Is there a presence of blood in the victim’s hair? If yes, immediately
find out where it is coming from.
◉ Is there any fluid in the victim’s nose, and ears? If so, the victim
has a skull fracture.

2. Eyes
◉ Pay close attention to the pupils.

Pupil Appearance Assessment


Dilated pupil State of shock
Very small pupils Poison or use of prohibited drugs
Different size Head injury that requires imme-
diate attention
Small and bright Pupils are reactive
No reaction DEATH

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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.

Top Ten things to do in case of emergency


1. Shout for HELP!
2. Survey the scene and assess the situation.
3. Determine if the accident warrants a visit to the nearest hospital or if
simple cleansing and band aid will do.
4. If you are certified in CPR and a victim needs it, begin CPR right away.
5. Stop the bleeding, if there is any.
6. Treat any symptoms of shock.
7. Look for the medical alert tag in every victim.
8. Seek trained medical assistance.
9. Never give anything by mouth to an unconscious victim.
10. Wait for medical professionals to arrive.

*ALWAYS LOOK FOR A MEDICAL ALERT TAG IN EVERY VICTIM.

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EMERGENCY ACTION PRINCIPLES


Source: Red Cross Manual

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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

Activity 9 - Let’s try this!


Go to your group and practice the procedures. Be ready to apply the proper
procedure to the situation that the teacher will give. Be sure to apply the previous
lessons. Your performance will be graded according to the following criteria:
correctness of the procedures and application of basics of first aid.

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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Activity 10– Share Your Heroism


Share with the class a real experience where you were able to help other
people in an emergency situation.
1. Have you experienced helping a person in an emergency situation?
2. How was it?
3. What did you do? Is it the same with what has been discussed?
4. How did you feel during and after helping the victim?

WHAT TO REFLECT ON AND UNDERSTAND

Activity 11 – Rate Yourself


How well did you perform and participate in assessing emergency situations
and in doing primary and secondary surveys of the victims? Write your name
and reason at the right side of your chosen self-rating.

1. Why is it important to follow the proper procedures in assessing emergency


situations and in doing basic life support (primary and secondary survey of
the victim)?

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Activity 12– Learning Outside


Interview a bonafide Red Cross member, a para-medical practitioner like a
nurse, first aider, rescuer, health professional, life guard or a physician. Gather
information with the use of the guide questions below. Present a summary of
facts through a pamphlet, editorial, newsletter, etc.
1. What is the first thing that they do in case of an emergency?
2. How do they prepare themselves for an emergency?
3. What do they consider in addressing emergency situations?
4. What trainings did they undergo?
5. Why did they choose their profession?

WHAT TO TRANSFER

Activity 13 – Music is Good for Health


Compose a 4-line jazz chant in English, Filipino or your own dialect describing
the importance of having first aid and safety awareness.

Criteria: Relevance and Stage Performance

Example : First Aid ay kailangan


Upang emergency ay ating matugunan
Ngunit mas makakabuting, mag- ingat- ingat lang
Iwasan ang sakuna, katawan ay protektahan.

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Lesson 3

Dressing and Bandages


Welcome to your third safety adventure. This will be another and new exciting
trip where you will learn the different dressing and bandages used on wounds and
burns. It is expected that at the end of this lesson, you can explain and properly
demonstrates the bandaging techniques for some unintentional injuries. Good
luck again and have a “safety” journey!

WHAT TO KNOW

Objectives
1. Explain the purpose of dressing and bandages
2. Demonstrate the appropriate bandaging techniques for common uninten-
tional injuries

Activity 14–Bonding with Dressing and Bandages

Examine the pictures.


1. Have you seen or used any of them? When?
2. Where?
3. What do you call them?
4. When do you use them?

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Activity 15 – Twist and Double Match


Arrange the scrambled letters in Column A to form words related to first aid.
Connect them to their correct definition or purpose in Column B, and to their
pictures in Column C.

Column A Column B Column C

1. SINGDERS A. a sterile cloth used to cover wounds a.

2. CLOD PRESSCOM B. used to reduce swelling b.

3. OLDC DAP C. can be used as cold compress c.

4. NABGADES D. used to apply pressure to stop bleeding d.

5. DOUNW E. the end of the bone is displaced e.

6. BRUN F. a broken bone f.

7. SPARINS G. ligaments are torn g.

8. TRINSAS H. muscles are overstretched h.

9. FARCTERU I. caused by heat i.

10. LISDOCATION J. a cut in the skin j.

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Here is what you need to know…

• A dressing is a piece of sterile cloth that covers a wound to prevent infec-


tion and/or to stop bleeding.

Techniques in Applying a Dressing


1. Wash hands and wear gloves, if possible.
2. Unwrap the dressing as close to the wound as possible. Be sure not to touch
the wound.
3. Skin is not sterile. If the dressing slips over the victim’s skin while you are
trying to position it, discard and use a fresh one.
4. Place the dressing over the wound.
5. Use a dressing that is large enough to extend at least 1 inch beyond the edges
of the wound.
6. If body tissue or organs are exposed, cover the wound with a dressing that
will stick.
7. Then secure the dressing with a bandage or adhesive tape.
• Cold compress is used to reduce swelling and relieve pain, especially used
for sprains and strains. Cold packs can be used as cold compress. Hot
compress is also used to allow normal blood circulation. Cold and hot
compress are applied alternately for closed wounds or contusions.
• Bandages are used to apply pressure to bleeding; for covering wounds
and burns; and providing support for immobilization for broken bones,
sprains and strains. There are three main types of bandages namely:
triangular, ace and tubular. Triangular bandage is made from cloth and
can be used as cold compress, padding, support for pressure, or support
sling. Ace bandage secures dressings in place. Tubular bandage is used
to support joints or hold dressings in place. Smaller tubular bandage is
used for finger injuries.

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Figure 2 shows the parts of a triangular bandage.

Two Phases of Bandaging


A. An open phase bandaging is used for wounds on top and back of the head,
chest, back, hand, and foot, and as arm sling.
B. A cravat phase bandaging is used for wounds that need extra support
like wound on the eye, forehead, ear, cheek, jaw, shoulder, hip, arm, leg,
elbow, knee, and palm and for a sprained ankle. The narrower the cravat
is, the greater pressure it will give.

Figure 3. Phases of Bandaging

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Techniques in Bandaging

1. Keep in mind the following:


a. Always use a square knot.
b. Keep the cloth sterile to avoid infection.
c. Always keep the ends.
2. Bandaging technique depends upon the size and location of the wound,
your first aid skills, and materials at hand.
3. Bandage firmly over bleeding and securely over the broken bone, not so
tight so as not to cut off blood circulation.
4. When wrapping bandages around the body, such as knees, ankles, neck,
and small back , use its natural hollows to slide the bandage gently into
place.
5. Since most injuries swell, check regularly to ensure that the bandage is
still comfortable and that it remains firmly secured.
6. Secure the bandage with a tape, clips or a bow or square knot. Ensure
that the bandages, especially the knots, do not touch the skin.

How to do a square knot


• Right over left and left over right (Figure 4)

Figure 4. Making A Square Knot

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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Kinds of Open Wounds

Puncture Abrasion Incision

Laceration Avulsion

1. Puncture is a piercing wound caused by nails, needles and other pointed


objects
2. Abrasion is caused by rubbing or scraping the skin against a rough surface.
3. Incision is a cut caused by knife, broken glass or any sharp object.
4. Laceration is a blunt breaking or tearing of soft tissues usually resulting
from mishandling tools and other accidents.
5. Avulsion is a forcible tearing or partial tearing away of tissues.

How to Manage Wounds:


A. For management of hematoma, we use the mnemonic RICE:
1. Resting the injured part
2. Ice application
3. Compression
4. Elevation
B. First Aid for Open Wounds with Severe Bleeding
1. Wear gloves and remove or cut clothing as necessary to expose wound.
2. Control bleeding by applying direct pressure.
3. Elevate the injured part above the heart except for eye injury and
wounds with embedded object.

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4. Cover wound with sterile dressing and bandage.


5. Care for shock.
6. Consult a physician immediately.

WHAT TO PROCESS

Activity 16 – Wound and Bandage


Choose from the pictures below the correct type of bandaging for the specified
injuries.

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 REFLECT AND UNDERSTAND

Activity 17 – Be Grateful and Resourceful


List down some materials at home or in school that can be used as dressings and
bandages. Write them in the box. Include their uses or importance.

Why should we use clean dressings and bandages?

WHAT TO TRANSFER

Activity 18 – Bandaging Olympics


Your class will be having a bandaging contest. In this competition, you will
be grouped and given several injuries. Your task is to quickly apply the dressing
and bandage on the wounds. The group who dress so in shortest time with correct
application of dressings and bandages wins the game. Good luck!

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Lesson 4

Carrying and Transporting an Injured


Person
Welcome to your fourth safety adventure. At this stage, you will experience
different things. You will be challenged to analyze situations and use your mus-
cular strength and endurance to carry and transfer an injured person to a safer
place. At the end of this lesson, you are expected to demonstrate the proper
techniques in carrying and transporting the victims of unintentional injuries.

WHAT TO KNOW

Activity 19 – “How Will You Bring Me to A Safe Place?”


An injured person needs your help. You are to bring her to a safe place. How
are you going to do that? Study the situations and determine the kind of trans-
port that should be used.

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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Different Kinds of Transport

Situations…
No. of Available Status of Injured Person Must Do Kind of
First Materials Transport
Aider
1 None Unconscious

Has no injury on arm,


leg, rib, neck and back
1 None Unconscious Pass under-
neath a low
structure
1 None Unconscious Transport the
victim up the
stairs
1 Malong Experiencing a very se-
rious injury and should
not be lifted

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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.

Here is what you need to know…

Transporting an injured person to a safer place requires great care. A first


aider must undergo proper training. When doing this, a first aider must consider
the following factors:
a. Weight and height of the victim
b. Status of the victim (conscious or unconscious)
c. Environment (safe, floor is smooth, narrow or wide)
d. Special need considerations (injuries of the victims)

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One-man Transport

Fireman’s Carry Piggy Back Pack Strap Carry

Shoulder Drag Fireman’s Drag Blanket Drag

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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Three or More-Man Transport

Hammock Carry Bearer Alongside

Hammock Carry – when there are three first aiders


Bearer Alongside Carry – carriers will stay on the uninjured side of the
victim
Six Man Lift and Carry – when there are six first aiders

WHAT TO PROCESS

Activity 20 – Pick and Carry


The class will be divided into groups with 3-4 members. One from your group
will act as victim. The teacher has prepared strips of paper in which the different
types of carrying and transporting the victim are written. You will pick three and
demonstrate the proper techniques.

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 REFLECT ON AND UNDERSTAND

Activity 21 – Thinking of Others


If you were the SK Chairman of your barangay, will you offer First Aid
skills-training to the youth of your community? Why? How will you do this?
Present an Action Plan to the class with the following parts:
a. Goals/Target
b. Participants
c. Resource Person/Guest Speakers
d. Venue
e. Estimated Budget
f. Desired Outcomes

WHAT TO TRANSFER

Activity 22 – Campaign for Safety


Create a slogan that will encourage people in the community to join in the
First Aid Movement.

Criteria: Relevance and Persuasiveness

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Lesson 5

First Aid for Common Unintentional


Injuries
Welcome to your last safety adventure! This lesson will culminate your exciting
and significant journey as you learn the causes and proper first aid procedures
for common unintentional injuries. Your knowledge, skills and understanding
on this final stage will completely prepare you to practice safety measures and
help yourself, your family, friends and your community during emergencies.

WHAT TO KNOW

Activity 23 – Creative Presentation


The class will be divided into several groups. Each group will be assigned a
specific unintentional injury. Your group shall present your assigned topic in a
creative way but must address the guide questions given. Listen, observe atten-
tively and participate in the presentation of the other groups.
1. Where does the injury commonly happen?
2. What are the factors that contributed to the occurrence of the injury?
3. What are the proper procedures in giving first aid to the injury?
4. What are the ways to prevent the injury?

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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Here is what you need to know…

FIRST AID FOR COMMON UNINTENTIONAL INJURIES

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WHAT TO PROCESS

Activity 24 – Looking Back


Look at your answers once again in Activity 1 “Emergency! Emergency! What
Will I do?”
1. Did you do the proper first aid procedure for each injury?
2. Which injury were you confident in giving first aid? Why do say so?
3. Which injury were you not confident in giving first aid? Why do you say
so?

WHAT TO REFLECT ON AND UNDERSTAND

Activity 25 – First Aid Challenge


The class will be divided into five groups and will play “First Aid Challenge”.
Each group will go to five stations which contains a specific injury. The group
shall perform the proper first aid procedure. Each group will assign a different
victim for each station so that everyone will be given the chance to experience
being a victim and a first aider. Be sure to master all the first aid procedures and
apply the principles of first aid and emergency because you cannot proceed to
the next station if your procedure is wrong. The group with the shortest time to
finish the challenge will get the highest score. Good luck!!!
1. Did you enjoy the activity?
2. Why did you lose or win in the game?
3. What important thing did you learn in the game?
4. What are the common unintentional injuries that may happen in school?
5. Why is it important to give correct first aid?

Activity 26 – “Can I Be?”


1. Can a grade 9 student be a first aider? Why and how?
2. Can any member of your family be a first aider? Why and how?
3. Can an ordinary citizen in your community be a first aider? Why and how?
4. Can we all be first aiders? Why and how?

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WHAT TO TRANSFER

Choose one between the two activities.

Activity 27 – Fully Packed


Draw a cartoon/comic strip showing a person ready to help other people
through his/her knowledge and skills in first aid. Write or draw the things, qual-
ities, information, skills that s/he should have in applying first aid.

Criteria: Clarity, Completeness and Creativity

Activity 28 – “Let’s Go and Let’s Do!”


Performance Task though Role Playing, Pantomime or Dramatization

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?

Criteria: Correctness of Procedures, Sincerity and Observance of Safety

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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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Severe bleeding - serious bleeding that can cause blood loss


Shock - a life-threatening condition characterized by rapid pulse, paleness,
coldness, and sweating
Sprain -an injury to the ligaments, tendons and muscles due to over-
stretching, over wrenching or sudden movement
Sterile - clean, germ-free
Strain - an injury to the ligaments, tendons and muscles due to over-
stretching, overwrenching or sudden movement
Survey -an act of investigating or examining something
Thermostat - body temperature regulator
Transport - to move or transfer to another place
Unintentional injuries - injuries which are not expected; also known as
accidents
Victim - the injured person
Vital signs -refers to the level of response, pulse, breathing and temperature
of the victim
Wound - a break in the continuity of the tissue or skin

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

Injury Prevention, Safety and First Aid


(Intentional Injuries)
Introduction
The basic necessities of mankind include food, clothing, and shelter. How-
ever, it is not enough that we have these basic needs if we are living in fear and
the uncertainty of danger every day. Today, one rising necessity that we need
to focus on is safety.
We are always exposed to dangers, whether we are young or old, rich or poor.
It is therefore necessary that we are aware of what these possible dangers are,
how all of these can affect us, and how we can prepare ourselves to prevent them
from happening or minimize their effects if they happen to us.
The Convention on the Rights of the Child states that children around the
world have a right to a safe environment and to protection from injury and vi-
olence. Although the adults around you should protect you against any harm
that may threaten your safety and your life, you cannot rely on them all of the
time. You have the responsibility and capability of shielding yourself from the
dangerous world that we live in today.
This module focuses on intentional injuries that you may be exposed to.
Through proper information, this module aims to equip you with the knowledge
and understanding of the types of intentional injuries that might happen to you,
as well as its risks to your health. In the end, we hope that you will be able to
prevent intentional injuries, as well as maintain a healthful behavior that will
promote a culture of non-violence.
We hope that this module will serve you well through the activities that will
not only keep you informed but help you enjoy as well.
Stay safe! Be healthy!

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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• identify protective factors related to intentional injuries


• demonstrate ways to prevent and control intentional injuries

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

3. A forced sexual intercourse 1. An initiation rite for


fraternity neophytes

4. Someone who follows you around 2. A violent attack, threat or


and makes you feel in danger attempt to harm a person

5. The taking of a person from their 6. The best way to avoid


home using deception or force the dangers of planned
or intentional injuries is
through _____
7. Bullying with the use of technology 8. Harm or damage to some-
and electronic means one as a result of an act or
event
10. Abuse, verbal insult, or physical at- 9. A street-based group, mostly
tack on a person made up of young people,
that engages in illegal acts
11. A sexual contact between closely re- 12. Pressure through the use of
lated persons terror and violence

14. An act intended to cause injury or 13. Forcefully taking away of a


damage to a person person against his/her will

15. A suicide attempt in which a person


does not intend to die

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

Activity 1: Through Different Perspectives


How do other people view the concept of injury? Complete the sentences for
each character and share your responses with the class.

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.

Activity 2: News Bulletin


Read the news headlines below then classify them as to whether they refer to
intentional or unintentional injuries. Write your answers in table form on your
worksheet. A sample table is provided on the next page.

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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.

Activity 3: Intentional Injuries: Types and Characteristics


Form five groups. Read the topic/s that will be assigned to you in the suc-
ceeding pages of this module. Refer to the guide questions and answer them
after you finish reading your assigned topic/s.
Topic/s per group:
1 – Suicide and parasuicide
2 – Domestic violence
3 – Bullying, stalking and extortion
4 – Gang and youth violence, illegal fraternity-related violence, kidnapping
and abduction, and acts of terror
5 – Verbal and sexual abuse (incest, molestation and rape)

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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Figure 1: Conceptual Framework for Intentional Injuries

Suicide and Parasuicide


Suicide is the intentional taking of one’s own life. Many of those who attempt
suicide do not receive mental and emotional counselling because their families
try to hide the problem because they are ashamed of it. Because of this, the
problem is not solved and the attempt to commit suicide happens again. Studies
also indicate that other family members are also at risk of committing suicide.
On the other hand, a suicide attempt in which a person does not intend to
die is called parasuicide. It is often a cry for help meaning, the person wants
others to know what s/he is feeling. Despite this, parasuicide should be taken
seriously because it may also lead to death.
How will you recognize a person who has suicidal tendencies? Oftentimes,
the person gives clues through his/her behavior and speech. Some of these
clues may be:
· talking about suicide or death
· writing farewell letters or giving away valuable things to their friends and
siblings
· showing changes in behavior, moods and
feelings
A Philippine study conducted for the develop-
ment of a suicide prevention strategy showed that
commonly used methods by those who decided to
end their lives include hanging, strangulation and
suffocation. For those who tried to kill themselves
but ended up with just injuries, the preferred means
ranged from self-poisoning (mainly ingestion of sil-
ver cleaner) to exposure to other chemicals and poi-
sonous substances. Aside from these methods, there
were also cases of drug overdose, using firearms to
A suicide attempt using a
kill oneself, jumping from heights, and drowning.
blade
And among the youth, self-cutting has been observed
www. helpguide.org/mental/sui-
in some of those that suffer from major depression. cide-prevention.html

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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.

There are different classifications of


bullying. These are:
• Verbal bullying – saying or writ-
ing mean and nasty things. It in-
cludes:
• Teasing
• Name-calling
• Making inappropriate sexual
comments An example of verbal and social
• Taunting bullying in schools
• Threatening to cause harm <source: http://img607.imageshack.us/img607 /2214/
alur2.jpg>
• Social bullying, sometimes referred
to as relational bullying – hurting someone’s reputation or relationships. It
includes:
• Telling other children not to be friends with someone
• Spreading rumors about someone
• Embarrassing someone in public
• Physical bullying – hurting a person’s body or destroying his/her possessions.
It includes:
• Hitting/kicking/pinching
• Spitting
• Tripping/pushing
• Taking or breaking someone’s things
• Making mean or rude hand gestures

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• Cyberbullying – verbal and social bullying done through use of technology


and electronic means. It includes:
• Using social media (i.e. Facebook, Twitter, etc.)
• Using mobile devices (i.e. cellphone)
• Using electronic mails (i.e. e-mails)

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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Sometimes people stalk their boyfriends or girlfriends while they’re dating.


They check up on them, text or call them all the time and expect instant responses,
follow them, and keep track of them even when they haven’t made plans to be
together. These stalking behaviors can be part of an abusive relationship. If
this is happening to you or someone you know, there are people you can talk to
about it.

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.

Gang and Youth Violence


Extortion in schools A gang is defined as a relatively tough, mostly street-based group
<source: http://fc02.deviantart.net /
fs38/f/2008/337/c/1/Stop_Bullying_
of young people who regard themselves and may be seen by others as a
Poster_by_bmangraphics.jpg> group that engages in a range of criminal
activity and violence. Oftentimes, they
are in conflict with other similar gangs.
Young people join gangs and groups for lots
of reasons. One of these is their need to belong,
be included or be part of a group they can iden-
tify themselves with. This is oftentimes true for
those who do not feel a sense of belonging or care
at home. Another reason is their desire for ad-
venture, as they believe that joining gangs will
give them the excitement and thrill of their lives.
Lastly, they feel protected and looked out for if
they are members of a gang.
Gang members are responsible for a majority
of serious crimes, like extortion, theft and robbery.
They are also likely to be involved in selling drugs A typical gang portrayal
and are more likely to bring weapons to school <source: http://www.ferretpress.
for fear of attack from rival gangs. com /weblog/uploaded_images/ko-
lours-777295.jpg

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Illegal Fraternity-Related Violence


A fraternity is a group of people with
similar backgrounds, occupations,
interests, or tastes. In campuses and
universities, fraternities are represented
Greek letters. The youth may think of
several benefits in joining a fraternity.
They may see it as a gain in power
and protection, as fraternities have a
reputation for being a powerful group.
Others would regard fraternity members,
especially the seniors, as those who will Physical hazing
provide the neophytes and lowerclassmen
<source: http://www.zamboanga.com/apo/ imag-
guidance and assistance. And since most es/howto001.JPG>
fraternities are based in colleges and
universities, some would join fraternities
for academic support. Most youths would also join fraternities because of the
sense of belongingness that these fraternities would provide.
However, it is not easy to join fraternities. To maintain their exclusiveness,
fraternity members would require an applicant to undergo a series of initiation
rites to become part of the “brotherhood”. One of these is hazing, or activities
that involve harassment, abuse, or humiliation. Hazing can be very dangerous to
applicants, as they will be subjected to physical and psychological suffering like
being beaten with wooden paddles and may cause them a lot of injuries. Some
even die in the process, which is why hazing and other forms of initiation rites
in fraternities, sororities and organizations are now being regulated under the
Republic Act 8049, known as the Anti-Hazing Law. Under this law, physical
hazing is prohibited. Fraternities, sororities and other organizations are required
to inform the school authorities regarding initiation rites that would take place
and the school will send representatives to the actual initiation rites to see to it
that no physical hazing will be done. Aside from the dangers of physical hazing,
fraternities often get involved in riots or fight with rival groups, which expose
them more to danger. Despite these, fraternities continue to attract applicants.

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Kidnapping and Abduction


Kidnapping is taking away or forcefully
moving a person against his/her will and holding
him/her in unjust captivity. The act is usually
done for a motive like getting a monetary reward/
ransom or getting some sort of benefit from the
person or their family. The kidnapper is usual-
ly a family acquaintance who knows about the
family’s wealth and influence, or a stranger who
targeted the victim based on their outward ap- A girl being kidnapped
pearance of wealth or information given to the <source: http://gravesinvestigations.com/
wp-content/uploads/2010/08 /kidnap-
kidnapper from someone who knows the victim ping_missing_person.jpg>
intimately, such as a household employee or
someone else who suspects that the victim has
a lot of cash.
There are some cases wherein kidnappers target their victims based on their
nationality, ethnicity, religion, social status or organizational affiliation (i.e. em-
ployees of a specific company or a member of a political party might be targeted).
The kidnappers could be an acquaintance or a stranger who has the information
about a person or family’s wealth and/or influences. Unfortunately, because the
primary aim of this type of kidnapping is to attract public attention, be visible
or to make a statement, the percentage of hostages that are killed can be quite
high. Another type of kidnapping is based on gender, wherein the kidnapper is
mentally disturbed and has strange sexual thoughts or behavior, which he/she
has directed towards the victim.
On the other hand, abduction is the use of deceit or force in order to take a
person or a child away from their home or relatives. In abduction, the victim
usually knows or has some sort of relation with the abductor. Most of the time,
the abductor is not holding the victim for profit or any monetary gain. Abduc-
tion usually happens to children with separated parents, wherein the child will
be tricked by one parent to come with him/her and take the child away from
the other parent who has sole custody of the child. This is usually because of an
emotional disorder created when the abductor feels that the child’s welfare and
best interests are at risk or that the child will be gone completely from his/her
life. Sometimes, abductions occur out of revenge. People take hostages during
periods of anger and deep loss, like abducting the child of an ex-lover for revenge
or to blackmail the ex-lover to think again resuming their relationship.

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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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• Nuclear terrorism – refers to a number of different ways nuclear materials


might be used as a terrorist tactic. These include attacking nuclear facilities,
purchasing nuclear weapons, or building nuclear weapons or otherwise find-
ing ways to diffuse radioactive materials.
• Narcoterrorism – the use of violence by drug traffickers to influence gov-
ernments or prevent government’s efforts in stopping the drug trade. This
may involve the assassination of influential persons who are against drug
trafficking, or killing a government official who leads an anti-drug trafficking
agency.

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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• Verbal abuse usually worsens, increase of strength, regularity, and assort-


ment. The verbal abuse may begin with put-downs disguised as jokes. Later,
other forms might surface. Sometimes the verbal abuse may rise into physical
abuse, starting with “accidental” shoves, pushes, and bumps.

Sexual Abuse (Incest, Molestation and Rape)


Incest is sexual contact between persons who are so closely related that a
marriage between them is considered illegal (e.g., parents and children, uncles/
aunts and nieces/nephews, etc.). Usually, incest takes the form of an older family
member having sexual relations or sexually abusing a child or an adolescent.
Although an abuse, there are many reasons why the victims might not re-
port this. One reason is that the victims might be told that what is happening is
normal or happens in every family, and don’t realize that it is a form of abuse.
Also, the victims may not know that help is available or they do not know who
they can talk to. The victims may also be afraid of what will happen to them if
they tell someone, especially if the abuser threatened them. They may also be
worried about the abuser and be afraid of what will happen to the abuser if they
tell. Lastly, the victims may also be afraid of how the people may react if they
hear about the abuse. They are scared that people will accuse them of having
done something wrong, or that no one will believe them.
Molestation is the sexual abuse of a person (whether a child or adult) by an
adult for sexual pleasure or for profit. It occurs when an individual sees another
individual as a sexual object and uses this idea to satisfy his/her sexual urges
and fantasies, usually by subjecting their victim to unwanted or improper sexual
advances or activity. It may include any of the following:
• Fondling – to handle, stroke or caress lovingly or erotically
• Mutual masturbation – two people touching each other’s sexual organs
for pleasure
• Sodomy – sexual intercourse that involves inserting of the penis of one
person into the anus of another person
• Coitus – sexual intercourse between a male and a female involving the
insertion of the penis into the vagina
• Child pornography – explicit portrayal of children as sexual subject matter
for purpose of sexual arousal. It may be in a variety of media, like books,
magazines, films, photos and etc.
• child prostitution- refers to children who get paid to have sex

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Rape is forced sexual intercourse, including vaginal, anal, or oral penetration.


Penetration may be by a body part or an object.
The sexual act may also be considered rape if it satisfies any of the following
criteria:
• One or both people are not old enough to consent, which means one or
both of them are below 18 years old
• One of them does not have the capacity to consent, which means one of
them may not be in his/her right mental and legal capacity to consent (i.e.
with mental disability, people who have been drugged or unconscious,
etc.)
• One of them did not agree to take part, which means the rapist might use
physical force or threat to force the victim to have intercourse with him/
her
If these three considerations are met, the sexual act falls under the category
of rape, which is a criminal offense and it is punishable by law.

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

Activity 4: Creative Presentations


Talk among your group members regarding how you will present to the class
the topic that you have just read. You may do a dramatization, poetry/jingle,
collage, picture series or any other method to creatively report your topic to
the class. Refer to your answers from the previous activity as your guide in the
content of your presentations.
Are you now ready to show your presentations? Oops, before that, make a K-W-L
chart in your worksheets and fill up the What I Know and What I Want to
Know columns regarding all the intentional injuries that will be presented by
the other groups.

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Intentional Injuries

What I Know What I Want to Know What I’ve Learned

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.

Rubrics for Creative Presentation:


Excellent Good Fair Poor
Criteria
(4 points) (3 points) (2 points) (1 point)

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.

Students are com- Students seem The students Students do


pletely prepared pretty prepared are somewhat not seem at all
and have obvi- but might have prepared, but prepared to
Preparedness
ously rehearsed. needed a couple it is clear that present.
more rehearsals. rehearsal was
lacking.

Students stood up Students stood Few students Students were


straight, looked up straight. They stood up distracted, be-
relax and confi- were not dis- straight. Some ing distracting
dent. They were tracted or being were distracted and/or does
not distracted or distracting. They or being dis- not look at
Posture and being distracting. established eye tracting. Not all people during
Eye Contact They established contact with of the students the presenta-
eye contact with everyone in the established eye tion.
everyone in the room during the contact with
room during the presentation. everyone in the
presentation. room during the
presentation.

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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.

Total Points Descriptive Rating

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.

Activity 5: Newspaper Clipping


Look for a newspaper clipping that shows intentional injury/ies. Cut and paste
this on your worksheet. Answer the questions that follow.

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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>

“When Words Hurt More than Broken Bones”

<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.

WHAT TO REFLECT ON AND UNDERSTAND

Activity 6: Agree or Disagree?


Read the following statements carefully, then write AGREE or DISAGREE for
each item in your worksheet and provide an explanation for your response.


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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Activity 7: Poem Analysis


Read the poem below, and then answer the questions that follow.

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

Mum’s only kind much was only three


When dad’s not around “O-God” she yells That day my Daddy
And when he is home “Why are you so mean?” Murdered her
She hardly makes a He doesn’t like what she My best friend
sound has said She was my world
Mum’s always out, And beats her even more We stuck together
Never home And with one last hit Through thick and thin
Dad’s always drunk, Hard and strong, he pulls But now she’s gone
And always alone away and watches I’m lost within
As soon as we hear She takes one last gasp When I was six my sister
Those jingly keys of air three
We run and hide Our hands still holding My Daddy murdered
We run and plea Then falls to the ground Leigh
We find a place where I sat Since that day I have not
And curl up tight And doesn’t move a spoke
I hold her hand muscle For it’s speaking that
And she holds mine I stare at him made her die.
My eyes so blue
He looks at me
And yells “O you!”

<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.

For Your Information


The Movie and Television Review and Classification Board (MTRCB) is the
government agency responsible for rating television and film for the Philippines.
The rating of TV shows and their descriptions are the following:
General Patronage – Suitable for all ages.

Material for television does not contain anything unsuitable for


children.

Parental guidance suggested.

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.

Stronger and more vigilant parental guidance is suggested.

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

G Viewers of all ages are admitted.

Viewers below 13 years old must be accompanied by a parent or super-


PG
vising adult.

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.

X “X-rated” films are not suitable for public exhibition.

<source: http://en.wikipedia.org/wiki/Movie_and_ Television_Review_and_Classification_


Board#Television>

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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Activity 9 – Message for a Violence-Free World


Write an essay with the title “Promoting a Culture of Non-Violence” in your
worksheet. Afterwards, find a partner and take turns reading your essay to each
other. Then answer the questions that follow. Refer to the rubrics below for
guidance on how your output will be assessed.

Rubrics for Assessment


Excellent Good Needs Improvement
Points
(3) (2) (1)
Content addresses Content not enough Content does not
Content the essay’s topic. job of addressing address the essay’s
the essay’s topic. topic.
· All facts included · Some facts includ- · No facts included
in the essay are ed in the essay are in the essay
supported by prov- not supported by are supported
able information. provable informa- by provable
tion. information.
Supporting · All opinions in
the essay include · Some opinions in · No opinions in
Information enough related the essay do not the essay include
information for include enough enough related
the reader to un- related information information for
derstand why an for the reader to the reader to
opinion is held. understand why an understand why an
opinion is held. opinion is held.

Total Points Descriptive Rating


6 Advanced (A)
5 Proficient (P)
4 Approaching Proficiency (AP)
3 Developing (D)
2 Beginning (B)

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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Activity 10 – Promotion through Social Media


Draft a short but powerful message in your worksheet regarding your
passion and promise of maintaining a culture of non-violence. Be ready to post
your message in your preferred social media (i.e. Facebook, Twitter, thru text
messages, etc.) afterwards.

<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

Activity 11: I will do, I will change, I will not do


Complete the sentences in your worksheet regarding what you will do, what you
will change, and what you will stop doing, in relation to a violence-free world.

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

Activity 12 – Word Connections


Connect words related to the primary concept of intentional injuries. You may
form words vertically and horizontally. You may also use the letters from the
connected words as you go on with the activity.

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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.

Activity 13 – The Cause of Violence


Form ten groups. Each group will be assigned a topic (refer below). Your group
must copy the sample diagram in your worksheet. Indicate the risk factors or
reasons for violent actions and behaviors (cause) that lead to intentional injuries
(effect). Assign a representative afterwards to present your outputs to the class.
After the presentations, answer the guide questions that follow.
Topics per group:
1 - Self-Inflicted (Suicide and parasuicide)
2 - Domestic violence
3 - Bullying
4 - Stalking

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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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3. Do you think these factors are preventable? Why or why not?


Now that you have analyzed the risk factors, it is important that you know
how to protect yourselves from these intentional injuries. You will learn this in
our next activity.

Activity 14 – My Protection Rights


Read the article presented. Then answer the guide questions that follow.
Here is an excerpt from the United Nations’ The Convention on the Rights
of the Child. It focuses on articles regarding protection rights of children to
keep them safe from harm.

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

Activity 15 – Ask the Authorities


Form three groups. Each group will interview one of these three authorities:
the school guidance counsellor, the barangay chairman, and a policeman. Refer
to the interview questions below. Be sure to secure an appointment with the
corresponding authorities to be sure that you will be accommodated at their
available time. You may also ask an adult to accompany your group during your
interview.

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.

Activity 17 – How Safe am I?


Copy the chart in your worksheet. Then complete this by putting a check mark
to the column that corresponds to your answer.
Have you ever witnessed
or experienced a problem Never Rarely Sometimes Often
with…?

name calling

bullying or intimidation

sexual harassment

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Injury Prevention, Safety and First Aid

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 TO REFLECT ON AND UNDERSTAND

Activity 18: I Think, I Feel, I Do


Answer the three questions for each situation. Write your answers in your
worksheet.

What are you thinking? What are you feeling? What will you do?

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Activity 19 – Multiple Actions for Prevention and Solution


Form ten groups. Each group will be assigned one situation from the pre-
vious activity. Each group will role play the situation assigned to them. Make
sure to provide an appropriate solution to the problem/s and ways to prevent
the violent actions and behaviors from happening again. Refer to the rubrics
for your presentation.

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

Total Points Descriptive Rating

11 – 12 Advanced (A)

9 – 10 Proficient (P)
Approaching Proficiency
7–8
(AP)
5–6 Developing (D)

3–4 Beginning (B)

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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Activity 20 – People to Trust


Draw a plant (refer to example) on your worksheet. Then, on each leaf write
the people you trust the most. You may use as many leaves as you need. Then
answer the questions that follow.

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.

For Your Information

For self-inflicted intentional injuries


In the previous quarter, you learned about management strategies that will
help you cope with stress and depression. But what if someone you know is the
one who has suicidal tendencies? The key to suicide prevention is to act fast and
take the suicide attempt seriously. A simple yet effective way that is to speak to
the person if you’re worried that s/he will attempt suicide. It may feel awkward
and uncomfortable to talk, but anyone who shows indications and warning signs
needs immediate help and the sooner you respond, the better. In this case, you
may express concern for that person by saying “I wanted to check up on you
because you haven’t been yourself lately”. You may also ask questions, like “Did
something happen that made you start feeling this way?” You may also offer
your help by saying “I may not be able to understand exactly how you feel, but
I care about you and want to help.”

For cases of assault and abuse


In order to prevent becoming a victim of assault and abuse, one important
consideration is knowing the proper self-defense techniques which involve
physical, mental and emotional assertiveness. These are the following:
• Self-esteem – having self-confidence that will make you less likely to be
chosen as an easy target
• Assertiveness – having a bold and confident behavior, like speaking with
conviction, may prevent a physical attack. Since many attackers want easy

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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.

Now let us try to apply what you have learned.

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!

Activity 21 – Shield of Protection


Form five groups. Each group will draw and cut
a shape of a shield in a big piece of paper (i.e.
cartolina or manila paper). Fill up your shield
with pictures and words that represent preventive
measures that will keep you safe from violent
actions and behaviors leading to intentional
injuries. After finishing your shield, display it
together with the outputs of the other groups.
Then, look at all the groups’ outputs and answer
the guide questions that follow.
You may refer to the rubrics for your guide on how you will be assessed.

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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?

Rubrics for Group Output


Points Excellent Good Fair Poor
Criteria (4 points) (3 points) (2 points) (1 point)

Relevance of Presents some Somewhat Lacks infor-


Informative
Content information informative mation
Graphics go Graphics go Graphics do
Graphics go well well with the well with the not go with
Graphics/ with the text text, but there text, but there the accom-
and there is a are so many are too few panying text
Pictures good mix of text that they dis- and the bro- or appear to
and graphics. tract from the chure seems be by chance
text. “text-heavy”. chosen.
The output’s
The output has
The output has formatting
remarkably
Attractiveness attractive for- attractive for- The output has and orga-
matting and well-organized nization of
& Organization matting and well-organized information. material are
well-organized
information. confusing to
information.
the reader.
The group
The group used some of
The group used used time the time well The group
time well during well during during each did not use
each class pe- each class class period. class time
Use of Class riod. Focused period. Usual- There was to focus on
Time on getting the ly focused on some focus on the project
project done. getting the getting the or often
Never distracted project done project done distracted
others. and did not but occasion- others.
distract others. ally distracted
others.

Total Points Descriptive Rating

15 – 16 Advanced (A)

13 – 14 Proficient (P)

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10 – 12 Approaching Proficiency (AP)

7–9 Developing (D)

4–6 Beginning (B)

Recall all the lessons that you have learned from this module before you do
the next activity.

Activity 22 – Knowledge, Skills and Attitudes


Complete a similar graphic organizer in your worksheet. Indicate what you have
learned (knowledge), what you have discovered (skills), and what you have realized
(attitudes) in the corresponding boxes. Be prepared to share this with the class.
After you have indicated all the knowledge, skills and attitudes you have acquired
from our entire module, you will now construct a safety pledge that will serve as
your promise to always be safe and free from the dangers of intentional injuries.

What I have learned What I have discovered What I have realized


KNOWLEDGE SKILLS ATTITUDES

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Activity 23 – Pledge for Safety from Intentional Injuries


Accomplish the safety pledge in your worksheet.

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!

Accomplished by: Witnessed by:


_________________________ _________________________
Signature over Printed Name Signature over Printed Name
_________________________ _________________________
Date Signed Date Signed

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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15. Which is not verbal abuse?


a. Words that are manipulative and controlling.
b. Words that can cause a gradual diminishing of self-confidence.
c. Words that are used to explain to a child his/her mistakes.
d. Words that are hurtful and usually attack the nature and abilities of
the person.
16. Why does domestic violence happen?
a. The abuser is trying to control the victim.
b. The abuser is in a stressful relationship.
c. The couple don’t have much money and this causes stress in the
relationship.
d. All of the above.
17. Why do some victims of sexual abuse remain quiet and don’t report the
incident?
a. The victim might not know that help is available or s/he does not
know who to talk to.
b. The victim might be told that what is happening is normal and doesn’t
realize that it is a form of abuse.
c. The victim might be afraid of what will happen to him/her if s/he
tells someone, especially if the abuser has threatened him/her.
d. All of the above.
18. You heard your friend Ricky telling your other friends to shun Aaron
because they recently had a fight. What will you do?
a. Nothing. No harm will happen from it.
b. Nothing. I do not want to get involved.
c. I will convince all of my friends to shun Ricky instead because he is
a bully.
d. I will confront Ricky and tell him to stop what he is doing because
it is bullying.
19. Which are not intentional injuries?
a. Vehicular accidents
b. Fraternity hazings
c. Suicide attempts
d. Suicide bombings

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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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Fraternity – a group of people joined by similar backgrounds, occupations,


interests, or tastes
Gang – defined as a relatively tough, mostly street-based group of young people
who regard themselves and may be seen by others as a noticeable group that
engages in a range of criminal activity and violence
Hazing – the practice of rituals and other activities involving harassment, abuse
or humiliation used as a way of initiating a person into a group
Incest – a sexual contact between persons who are so closely related that a
marriage between them is considered illegal
Initiation – a ceremony of admission of a new member of a group of brother-
hood and sisterhood
Injury – harm or damage; an act or event that causes someone or something
to no longer be fully healthy or in good condition
Intimidation – to frighten, discourage or silence
Kidnapping – taking away or forcefully moving a person against his/her will
and holding him/her in unjust captivity or be wrongfully confined in an
isolated, secret place
Legislation – laws or rules of a country
Marburg virus – a virus that causes an often fatal hemorrhagic fever and was
originally transmitted to humans from green monkeys
Masturbation – manual stimulation of one’s sexual organs to achieve the peak
of pleasure without intercourse
Molestation – the sexual abuse of a person (whether a child or adult) by an
adult for sexual pleasure or for profit
Neglect – disregard; lack of attention or care
Parasuicide – a suicide attempt in which a person does not intend to die
Perpetrator – suspect; criminal or someone committing evil acts
Plague – a highly contagious and deadly disease
Pornography – writings, pictures or movies that are primarily intended to
arouse sexual desire or pleasure
Prevention – methods or ways to keep something from happening
Prostitution – the act or activity of having sexual intercourse in exchange for
money or favors
Rape – forced sexual intercourse, including vaginal, anal, or oral penetration
Safety – freedom from danger; a state of being out of danger, secure or no risk

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Smallpox – an acute contagious viral disease causing the eruption of pustules


which leave the skin scarred and pitted
Social media – forms of electronic communication (like websites for social
networking and microblogging) through which users create online commu-
nities to share information, ideas, personal messages, and other content (like
pictures and videos)
Sodomy – anal sexual intercourse
Stalking – 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 him/her to
Suicide – the intentional taking of one’s own life
Terrorism – the use of terror and violence to intimidate
Theft – act or crime of stealing
Threat – a declaration of an intention to impose harm or punishment upon
another
Trafficking – doing business illegally
Trust – the firm belief, faith or confidence in a person
Tularemia – a plaguelike disease of rabbits, squirrels, etc., caused by a bacte-
rium, Francisella tularensis, transmitted to humans by insects or ticks or by
the handling of infected animals causing fever, muscle pain, and symptoms
associated with the point of entry into the body
Vandalism – the destruction of property or belongings
Victim – a person who has been killed or injured by an action beyond his or
her control
Violence – an act intended to cause injury or damage to a person

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