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SENIOR HIGH SCHOOL

PE & HEALTH 12
Quarter 1 – Module 1:
Dance: An Introduction
Physical Education & Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Dance: An Introduction
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Nestor A. Castañ os Jr.

Editor: Bernley Joy M. Nobleza
Reviewers: Divina B. Sanchez, Elpedio P. Mabiya
Illustrator:
Lay-out Artist:
Management Team: Regional Director: RAMIR B. UYTICO, EdD, CESO IV
CLMD Chief: ROSEMARIE M. GUINO, EdD
Regional EPS In-Charge of LRMS: JOY B. BIHAG
Regional ADM Coordinator: RYAN R. TIU, PhD
Regional Learning Area EPS: NOVA P. JORGE, EdD
Schools Division Superintendent: MANUEL P. ALBAÑ O, Ph.D.
CID Chief: FELICIDAD ESPINOSA
Division EPS-LRMDS: ROBERT POSION
Division SHS Coordinator: GINA P. DILOY
School Principal: FRANCISCO B. LATORRE
School SHS Coordinator: NESTOR A. CASTAÑ OS JR.

Printed in the Philippines by

Department of Education – Schools Division of Leyte – Region VIII
Senior High School Department, Merida Vocational School
Poblacion, Merida Leyte
Tel No.: 09173275698
E-mail Address: [email protected]
 12

P.E AND HEALTH

First Quarter – Module 1:
Dance: An Introduction
(Week 1-2)
Foreword
To the implementer:

Welcome to the P.E. and Health 12 Self Learning Module (SLM) on Dance: An
Introduction!

This module has been collaboratively designed, developed, and reviewed by

educators from both the public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners’ progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module

For the learner:

Welcome to the P.E. and Health 12 Self-Learning Module (SLM) on Dance: An

Introduction!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn,
create and accomplish. Hence, the hand in this learning resource signifies
that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic
success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
ii
You will be enabled to process the contents of the learning resources while
being an active learner.

This module has the following parts and corresponding icons.

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn
in the module.

This part includes an activity that aims

What I Know to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.

This is a brief drill or review to help you

What’s In link the current lesson with the previous
one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

This section provides a brief discussion

What is It of the lesson. This aims to help you
discover and understand new concepts
and skills.

This comprises activities for

What’s More independent practice to solidify your
understanding and skills of the topic.
You may check the answers using the
Answer Key at the end of the module.

This includes questions or blank

What I Have Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.

This section provides an activity which

What I can do will help you transfer your new
knowledge or skills into real life
situations or concerns.

iii
 This is a task which aims to evaluate
Assessment your level of mastery in achieving
the learning competency.

In this portion, another activity will be

Additional Activities given to you to enrich your knowledge or
skills of the lesson learned. This also
tends retention of learned concepts.

This contains answers in the module.

Answer Key

At the end of this module, you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

Dance is an activity which can take many forms and fill many different
needs. It can be recreation, entertainment, education, therapy, and religion.
In its purest and most basic form, dance is art, the art of body movement.
Dance can also be considered recreational activity that can develop our
physical, mental, social, and emotional health.

Dance teaches the importance of movement and fitness in a variety of ways

through a variety of disciplines. As well, dancers learn to coordinate muscles
to move through proper positions. Dancing is a great activity to pursue at
almost any age provided you are in proper health to handle the rigors
of dancing for life. Health-related fitness assessment helps make the link
between physical activity and fitness.

In this Module, we will discuss the true meaning of dance from different
perspective as well as learn the history of dance to fully understand its
significance to a person. Self-assessment of health-related fitness (HRF)
status will be conducted in order to determine barriers to participation in
dance-related activities.

At the end of this module, you will set fitness goals based on training
principles and consider dancing to be one of your recreational activities,
combining it with healthy habits to sustain lifelong fitness. Your involvement
in each part of the fitness assessment will give you multiple opportunities to
learn self-assessment procedure.

The module is divided into three lessons, namely:

 Lesson 1 – Dances from the Past
 Lesson 2 – Dancing toward the 21st Century
 Lesson 3 – Health-Related Fitness and FITT Principles

After going through this module, you are expected to:

1. discuss the true meaning of dance from different perspective;
2. self-assess health-related fitness (HRF) status, barriers to physical
activity assessment participation and one’s diet; and
3. set FITT goals based on training principles to achieve and/or maintain
HRF.

1
 What I Know

Instructions. Choose the letter of the best answer. Write the letter of your
choice on a separate sheet of paper.

1. Dance comes from the German word , which means “to stretch
or “to drag”.
a. damson c. theatron
b. legamentus d. exodus
2. Dance during the period is based on superstition and infused
with magic.
a. 21st Century c. Ancient Egypt
b. Prehistoric d. Middle Ages and the Renaissance
3. Dance in this period increased as a court amusement and later
transformed into professional entertainment.
a. 14th century c. late 16th to 17th century
b. 15th century d. 18th century
4. Dances during prehistoric time have not yet been fully recorded. It was
only during the ancient period where are believed to be the first
people to dance because of the discovery of dancing figures in rock
shelters and caves.
a. Romans c. Greeks
b. Cretans d. Egyptians
5. A period of “dance fever” wherein the young and old alike were not
limited to express their emotions through dance.
a. 16th to 17th century c. 19th century
b. 18th century d. 20th century
6. How many health-related fitness components are there?
a. 3 c. 5
b. 4 d. 6
7. The ability to use your entire body for long period of time without
stopping. This requires a strong heart, lungs, and clear blood vessels.
a. Cardiovascular Fitness c. Flexibility
b. Muscular Strength d. Muscular Endurance
8. The amount of force your muscles can produce.
a. Muscular Strength c. Power
b. Muscular Endurance d. Speed
9. The ability to move your joints through a full range of motion.
a. Flexibility c. Muscular Endurance
b. Reaction Time d. Muscular Strength

2
 10. The percentage of body weight that is made up of fat when compared to
your other tissues, such has bones and muscles.
a. Body Composition c. Power
b. Muscular Strength d. Agility

What’s In

How healthy is your lifestyle? Prior to conducting a series of tests, let’s take a
review on your physical activities and make a self-assessment.

Instructions. Read the following statements carefully and put a check mark
(√) on the statements that apply to you.
I engage in dancing I always find time to I choose dance style
activities for at least do aerobic dancing and intensity level
30 minutes several at least 30-minutes that meets my needs
days a week in a day of fitness level
I take 1 to 2 days
I engage in dancing I perform flexibility
rest in a week after a
that challenge my exercises a minimum
week-long dance
heart rate of 2x per week
practice
I do warm-up,
I am always I balance the
stretching, and cool-
conscious with my intensity level of my
down exercises
body composition dance training
before dancing
I assess my physical
I maintain my ideal I dance to build
fitness level before
body mass index muscle stamina
dancing
I dance regularly to
I adjust to certain I engage into nonstop
enhance my
movements and dance exercise 20-30
muscular and
routines to perform minutes in 4 to 6
cardiovascular
dance better days a week
strength/endurance

Count the number of check marks (√). Try to know your Healthy Lifestyle
Assessment rating in the Answer Key page of this module.

3
 Notes for the Teacher
Return this module on
Do not write anything on this module. Other learners will be using this, TOO.
Use separate sheets in answering the learning tasks in this module.
Provide a folder organizer compilation of all activities (clear book, long size, color ).
Photocopy the Physical Readiness Questionnaire (PAR-Q) and
Physical Fitness Record Card before conducting the activity.
For clarification, you may contact your teacher/facilitator at mobile number .

What’s New

Guided with the test protocols of the different test for health-related fitness,
perform the test with the help of any members of your family. The Test
Protocols contain the materials you need, the procedure and the
interpretation of your scores/results.

Before performing the test, be sure to do the following:

1. Answer the Physical Activity Readiness Questionnaire (PAR-Q) and

record all scores/results in the Physical Fitness Record Card. Get a
copy from your teacher/facilitator.
2. Wear appropriate clothing: t-shirt, jogging pants, rubber shoes, or any
suitable sports attire. However, when taking the BMI test, it is
recommended that you wear shorts.
3. Do not take food or drinks three (3) hours before taking the BMI test.
4. Make sure that the facility is safe for the administration of the test.
5. Conduct warm-up exercises and dynamic stretching exercise before
the tests except for the 3-Minute Step Test.
6. Perform cool-down exercises after the fitness test.
7. Perform the test in a challenging, encouraging, and fun-filled
environment.

4
 8. BE HONEST in conducting the test. This will not be graded. Results
will be your basis in setting your fitness goal, to achieve and/or
maintain health-related fitness.

TEST PROTOCOLS

 3-MINUTE STEP TEST

 PUSH-UP

5
 BASIC PLANK

 ZIPPER TEST

6
 SIT AND REACH

 BODY MASS INDEX

7
 What is It

Lesson
1
Dances from the Past
What is Dance?

Dance comes from the German word damson, which means “to stretch or “to
drag”. It developed as a natural expression of united feeling and action. Dance
is considered the mirror of the society because it responds to historical and
religious events as well as social and political statements.

Although there have been immense comparative differences in period and

culture, people still dance mainly for four reasons: (a) to please gods; (b) to
please others; (c) to please themselves; and (d) to build community within an
ethnic group or social interaction.

History and Development of Dance from the Different Periods

 Dance During the Prehistoric Period

 It had been a major form of religious ritual and social expression
within primitive culture.
 It was used as a way of expression and reinforcing tribal unity and
strength.
 It is based on superstition and infused with magic. Shamans as lead
dancers acted as physicians and religious leaders and kept tribes
healthy, prosperous and safe.

 Dance During the Ancient Civilization

 Ancient Egypt.
 3,300 BCE (First Dancing). It is believed that the first people to
dance were the Egyptians. Archaeologists discovered paintings of
dancing figures in rock shelters and caves.
 As a way of expressing religious service and teaching ancient
myth, three (3) major dancers were evolved:
(1) the king;
(2) the priests who performed magical dances;
(3) virgin dancers who were trained to perform during
ceremonies led by the priests.
 Ancient Crete.
 The Cretan civilization (3000-1400 BC) was a cultural link in the
ancient world between Egyptians and Greeks.
 Cretans used dance to perfect their military training which
made excellent.

8
  Ancient Greece.
 Dance was not just for religious and military training but also a
form of entertainment and display.
 Plato immensely gave importance to dance in education as stated
in the education on the Laws. He highlighted the two kinds of
dance and music: the noble (fin and honorable) and the ignoble
(imitating what is mean or ugly).
 Ancient Rome.
 Gave less importance to dancing which eventually became an
integral part of the corruption in the latter days of the Roman
Empire resulting in the condemnation of dance by early
Christians.
 Dance was primarily performed for religious, social and
entertainment. However, theatrical entertainment was prohibited
but still existed and was performed within church during
religious ceremonies.

 Dance During the Middle Ages and The Renaissance

 1400 (Ballet Comes into Play). Ballet started in this year in Italy, but
didn’t really become popular until around the year 1500. Ballet
gained its popularity when a lady of the arts, Catherine de Medici,
married King Henry 11 and threw festivals where they would perform
ballet dances. Ballet is believed to be the main core of every single
dance style.
 A vast dance movement occurred throughout the courts of Europe
in the 15th and 16th centuries. During these times, new court dances
performed by the nobility came about as well as the rise of the art
of ballet in Italy and France.
 Several other dance forms continued to sprout and spread across
several countries.

Lesson
2 Dancing toward the 21st Century
Modern History

 Dance During the Late 16th and 17th Centuries (1501-1700)

 1600 (Masque Dancing). Masque dancing started from elaborate
pageants and shows in the 16th century. Masque dancing involved
intricate costuming and stage designing that also incorporated
singing and acting as well as dancing. It was often used as a court
entertainment.
 A period in the history of dance in Italy, France, and England which
was considered to be pleasantly deep and rich. France became the
forerunner in dance during this period.

9
  Dance increased as a court amusement and later transformed into
professional entertainment.

 Dance During the 18th Century (1701-1800)

 1795 (Classical Persian Dancing). This style of dance evolved from
courtroom dancing. An era influencing Persian dance was the Qajar
Dynasty which lasted from 1795 to 1925. Dancers would perform
artistic and lively dances for the Shah. The music is usually played
by a small band.
 1800 (Tippity Tappity, Time for Tap). Tap dancing originated from
African tribe dancing. Tap dancing makes percussion sounds
because of dancers most commonly wearing leather shoes with two
pieces of metal and clip and clap against hard floors. Tap is still very
popular to this day.

 Dance During the 19th Century (1801-1900)

 1890 (Merengue Dancing). It is a Caribbean dance style that
involves partners holding each other in a tango-like position and
moving their hips side to side.
 1900 (Jazz and Acro). It involves doing smooth and flexible
movements, and lots of back bending and tricks. Both styles are
widely popular to this day.
 Ballroom dances also emerged during this period like Cotillion,
Polonaise, Quadrille, Waltz and Polka.

 20th Century Dances (1901-2000)

 Described as a period of “dance fever” wherein the young and old
alike were not limited to express emotions through dance.
 1950 (Contemporary Dance). Contemporary dance is a style that
combines jazz, ballet, and modern dance. It can be many different
styles, but most of the time it is melancholy and or intense.
 1970 (Hip Hop Dance). There are many styles of hip hop that
include breaking, popping, locking, and more. Street dance was
performed both in night clubs and on the streets. It is associated
with funk, breakdancing, and hip-hop.
 Several social dance movements also evolved such as castle walk,
tango, foxtrot, Charleston, Lindy Hop, Rumba, Mambo, Cha-Cha-
Cha, Samba, Bossa Nova, Boogaloo and Twist.
 Popular fad dances also emerged like YMCA and Macarena.

 21st Century Dance (2001- Present)

 2018 (Dance Nowadays). Today's dance style has taken a turn
towards more hip hop dances. Small and popular dances that
involve hip hop and that most everyone can achieve include the whip
and nae nae, Gangnam Style (it’s a little old), shooting, and more.

10
 Lesson Health-Related Fitness (HRF) and
3 FITT Principles
The Health-Related Fitness Components

Before engaging any physical activities, you need to self- assess your health-
related fitness status and determine barriers to physical activity
participation. Health-related fitness involves exercise activities that you do
in order to try to improve your physical health and stay healthy.

Cardiovascular endurance is the ability of the heart and lungs to work

together to provide the needed oxygen and fuel to the body during sustained
workloads. The 3-minute Step Test is used to test cardiovascular endurance.

Muscular strength is the amount of force a muscle can produce. The Push-
Up Test is most often used to test muscular strength.

Muscular endurance is the ability of the muscles to perform continuous

without fatiguing. The Basic Plank is most often used to test muscular
endurance.

Flexibility is the ability of each joint to move through the available range of
motion for a specific joint. The Zipper Test and Sit and Reach Test is
frequently used to test body flexibility.

Body composition is the amount of fat mass compared to lean muscle mass,
bones and organs. The BMI is defined as the body mass divided by the square
of the body height, and is universally expressed in units of kg/m², resulting
from mass in kilograms and height in meters.

Getting FITT with Dance

When engaging in any form of dance, always consider the FITT (Frequency,
Intensity, Time, Type) principle of training to be able to perform efficiently and
minimize unnecessary body stress and injury.

Frequency (How Often)- number of training sessions that are performed

during a given period (usually one week). About 3 to 4 times per week or more
are the recommended times of exercise for an individual. Rest or easy days
are in between to allow your body to recover from physical exertion.

Example:

Goal Sun Mon Tues Wed Thurs Fri Sat

Work- Work- Work- Work- Work-
Cardio-vascular (3- out out out out out
Rest Rest
Munite Step Test) Session Session Session Session Session
1 2 3 4 5

11
Intensity (How Hard)- an individual’s level of effort (light, moderate, vigorous).

Example:

Sample Activities Light Moderate Vigorous

Cardiovascular Endurance Slow walking Fast walking Jogging

This Rate of Perceived Exertion (RPE) scale below is used to measure the
intensity of your exercise/ physical activity. This value gives a reference
point for an individual’s internal load which can be compared with others
during a similar session.

RPE CHART (Rate of Perceived Exertion)

Rate Level Effort Description
 Feels almost impossible to keep going
10 Maximum Effort Activity
 Completely out of breath, unable to talk
 Very difficult to maintain exercise intensity
9 Very Hard Activity  Can barely breathe and speak a single word

 On the verge of becoming uncomfortable

7-8 Vigorous Activity
 Short of breathe, can speak a sentence
 Feels like you can exercise for hours
4-6 Moderate Activity
 Breathing

 Feels like you can maintain for hours

2-3 Light Activity
 Easy to breathe and carry on a conversation
 Anything other than sleeping, watching TV,
1 Very Light Activity riding a car, etc.

Time (How Long)- duration of a workout (including warm-up and cool-down)

or the length of time spent in training. To improve health-related fitness,
trainers recommend 20 to 30 minutes of nonstop exercise. Time should be
decreasing as the intensity of the activity is increasing.

Example:

Goal Sun Mon Tues Wed Thurs Fri Sat

Slow Slow Fast

Jogging Jogging
walking Walking walking
Cardio-vascular Rest Rest
30 30 25 20 20
minutes minutes minutes minutes minutes

Type (What Kind)- mode of physical activity (swimming, jogging, dancing).

12
 What’s More

Activity 1.1. Arrow It Out!

Follow the arrows and supply the blank portion of the Mind Map. Possible
answers are inside the box. Write the letter of your choice.

7.

1. 8.
6.

Shaman
as lead 2.
dancer

5. 3.

4.
10. 9.

(a.) Whip, Nae Nae and Gangnam style (f.) Ballet comes into play
(b.) Contemporary & Hip Hop dance (g.) Theatrical performance in churches
(c.) Merengue, Jazz and Acro dancing (h.) Noble and Ignoble dancing
(d.) Classical Persian & Tap dancing (i.) Dance for military training
(e.) Masque dancing (j.) Dancing figures on caves

13
Activity 1.2. My Fitness Map!

Complete the graphics below by answering the questions found inside the
box. Choose the letter only.

It is the ability of the heart and lungs to work together to provide the needed oxygen and fuel to the
body during sustained workloads.
Push up is most often used to test .
It is the ability of the muscles to perform continuous without fatigue.
The Zipper and Sit and Reach Test is most often used to test
.
It is defined as the body mass divided by the square of the body height.

f. Cardio-vascular
a. Body
Endurance
Composition

e. Dance
b. Flexibility

d. Muscular
Strength
c. Muscular
Endurance

14
 What I Have Learned

1. Participation in regular physical activity can lead to improved physical

fitness. Regular moderate physical activity means engaging in
relatively vigorous bodily movement for 30 minutes to 1 hour that can
elevate your heart rate.
2. Dancing is good for the heart. It gives a sense of balance and
coordination. It is a workout that engages the entire body. A 30-
minute dancing burns between 130 and 250 calories, about the same
as jogging.
3. The benefit of strength training for young teenagers like you lead to
increase muscle strength and endurance, power and muscle tone- all
of which help to improve and maintain your functional physical
capacity to perform your daily tasks easily.
4. Strengthening and flexibility exercises, on the other hand, are
intended to improve bone and muscle strength and improve
resilience of your connective tissue.
5. At low values of BMI, weight gain should be achieved. If BMI test
results indicate that fat loss would be beneficial for your health, your
first step is to establish a fitness goal. Make your goal realistic and will
ensure good health. For normal values, weight maintenance is
recommended.
6. Other activities that will help develop your health-related fitness are as
follows:
Health-Related
Activities
Components
Cardiovascular Crisscross jumps, jumping rope,
Endurance mountain climbing, high knee march,
jumping jacks, Zumba, dancing
Muscular Endurance Wall climbing, swimming, sit-ups, crab
push up, wall push-ups, V-sit

Muscular Strength Weight lifting, squat jumps, power lunges,

standing squat, pull ups, shoulder presses

Flexibility Yoga, volleyball, martial arts, gymnastics,

tumbling, toe touches

15
 What I can do

Activity 1.1. My FITT Goals!

Now that you have assessed your fitness level, you are now ready to engage
in moderate to vigorous physical activities. But you need to set fitness goals
based on FITT principles to achieve/maintain HRF. Try to make your own
FITT Plan.

Principle Sample Your FITT Goal

FREQUENCY (how often) 4-5 times a week
INTENSITY (how hard) 2-4 sets (10-20 repetitions)
TIME (how long) 30- minutes
TYPE (what kind) * Push up (Poor Result)
Cardio-vascular endurance,
Muscular strength, Muscular
endurance, Flexibility,
Weight Loss (BMI)
* Focus on what type of health-related fitness that you got Fair, Poor, Very Poor and Needs
Improvement. Refer to the Physical Fitness Result Card.

If all results are within the standards (Excellent, Very Good, Good), still you need to make your
FITT Goal. Just maintain doing it. Remember, your target is to improve!

Activity 1.2. Let’s Work It Out!

Based on your FITT Goal, make an Activity Exercise Work-Out Plan. Be
guided with the Rubrics found at the Answer Key page.
My Activity Exercise Work-out Plan
Goal: (why you will do physical activity/exercise? It must be specific)
Date of Implementation: (when will you start conducting your plan?).
Note: You will implement this plan for the whole duration of the semester (8 weeks).

Activity: (refer your set(s) of activity on your FITT plan)

Week Mon. Tues. Wed. Thurs. Fri. Sat. Sun.

16
 Assessment

I. Matching Type. Match Column A with Column B. Select the letter of

your choice.
Column A Column B
1. Cardio-vascular Endurance a. Sit & Reach
2. Muscular Strength b. Dancing and Zumba
3. Muscular Endurance c. fat mass over lean muscle mass
4. Flexibility d. Push-up
5. Body Composition e. Stork Balance Test
f. Basic Plank

II. Multiple Choices. Choose the letter of the best answer. Choices are
inside the box.

Prehistoric Period c. Middle Ages & Renaissance

Ancient Civilization d. Modern Period

6. Dance was used as a way of expression and reinforcing tribal unity and
strength.
7. Dance style has taken a turn towards more hip hop dances.
8. Ballet gained its popularity in this period and it is believed to be the
main core of every single dance style.
9. Plato immensely gave importance to dance in education as stated in
the education on the Laws.
10. Theatrical entertainment was prohibited but still existed and was
performed within church during religious ceremonies.

III. True or False. Write A if the given statement is correct. Write B if the
statement is incorrect. Be guided with the underlined word/phrase.

11. Regular moderate physical activity means engaging in relatively vigorous

bodily movement for 10-20 minutes can elevate your heart rate.
12. Same as jogging, a 30-minute dancing can burn fats between 130 and 250
calories.
13. The benefit of strength training will lead to increase cardio-vascular
endurance which will help improve and maintain functional physical
capacity to perform your daily tasks easily.
14. Strengthening and flexibility exercise is intended to improve bone and
muscle strength and improve resilience of your connective tissue.
15. For normal body composition, you need to have at least a BMI of 23.

17
 Additional Activities

Activity 1.1. My Fitness Journal!

Make a creative Fitness Journal by answering the following questions based
on your personal experience upon conducting the activities. Your work will
be rated according to the given Rubrics below.
1. How do you feel the activity?
2. What challenges do you encounter in performing the activities?
3. What do you feel about the results you got?
4. What are the exercise(s) that you find it difficult to perform? Why?
5. What are the exercise(s) that you find it easy to perform? Why?
6. Are you satisfied with your current body composition and quality of life?
If not, are you willing to do something about it to properly resolve your
problem?
7. How do these activities affect you and your lifestyle?
8. What do you think is the importance of assessing your health- related
fitness before engaging any moderate to vigorous physical activities?

Rubrics for Journal Writing

18
 Answer Key

5. a
Improvement
b 4. 3-0
Needs
3. c Fair 7-4
2. d Good 11-8
1. f Excellent 12-15
Checks
Activity 1.2. Interpretation
No. of
15. A
14. A Rating Table
13. B 10. Healthy Lifestyle Assessment
12. A a 9.
b
11. B 8. c
10. b 7. d a 10.
9. b 9. a
6.
c 8. ef 5. 8. a
7. d 7. a
6. a 4. g 6. c
5. c 3. h 5. d
4. a 2. i 4. d
f 3. j 1. c 3.
2. d 2. b
b 1. Activity 1.1. a 1.

Assessment What’s More What I Know

Rubrics for Activity Exercise Work-out Plan

19
References
Books
Aparato, C. R., Brebante, Z. T., Callo, L. F., & Dajime, P. F. (2017). Physical Education and
Health (First ed., Vol. 2). 856 Nicanor Reyes Sr. St. Sampaloc Manila: Rex Book
Store, Inc.

Apolonia, M. L., Collao, M. P., Gabayan, P. A., & Kamus, M. R. (2017). Dance for Life
(Health-Optimizing Physical Education HOPE Series for Senior High School. (J. A.
Porto, Ed.) 839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc.

Callo, L. F., Camiling, M. S., Yap, J. C., Cagulang, J. P., Doria, J. C., Deveraturda, E., &
Grecia, J.-a. G. (2015). Physical Education and Health - Grade 10 Learners Material
(first ed.). (M. Manguerra, Ed.) 5th Floor Mabini Bldg. DepEd Complex Meralco
Avenue, Pasig City: Vibal Group, Inc.

Online Sources
Bjoraker, J. (2020, June 7). Farnsworth Aerospace. Retrieved from Goggle:
https://www.spps.org/Page/18206

Department of Education. (2020, June 9). Retrieved from Goggle:

https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf

Health-Related Physical Fitness. (2020, June 6). Disease Prevention And Healthy Lifestyle.
Retrieved from https://courses.lumenlearning.com/suny-monroecc-
hed110/chapter/health-benefits-of-physical-activity/

Healthy.SD.Gov. (n.d.). Retrieved from Goggle: https://healthysd.gov/use-the-fitt-chart-to-

get-fit/

Journal Writing Rubrics. (2020, June 9). Retrieved from Goggle:

http://eettphillips.pbworks.com/w/page/30507983/Journal%20Writing%20Rubric

NCHPAD. (2020, June 8). Retrieved from Goggle:

https://www.nchpad.org/1194/5824/The~Importance~of~Physical~Activity~for~Ind
ividuals~with~Arthritis

Quizizz. (2020, June 7). Retrieved from Goggle: https://quizizz.com/admin/search/health%20related

%20fitness

SlideShare. (2020, June 7). Retrieved from Goggle:

https://www.slideshare.net/hanneq1/the-physical-fitness-test

TeacherPH. (2020, June 7). Retrieved from Goggle:

https://www.teacherph.com/deped- revised-physical-fitness-tests-manual/

Wilhe7188. (2020, June 7). Dance History Timeline. Retrieved from Goggle:
https://www.timetoast.com/timelines/history-of-dance-8d7aec49-434b-4fad-ad62-
9f6f55d5688e

20
 For inquiries or feedbacks:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines
1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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