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Health
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Learner’s Material
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Unit 
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This book was collaboratively developed and reviewed by


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

Department of Education
Republic of the Philippines

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Physical Education and Health – Grade 10
Learner’s Material
First Edition 2015
ISBN:
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been exhausted in seeking permission to use these materials. The publisher and authors do
not represent nor claim ownership over them.

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Published by the Department of Education


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INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.

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This module is designed to provide and equip you with knowledge, skills, and
habits that will enable you to achieve competence in maintaining your health and
physical condition. The domain in Physical Education focuses on the importance of a

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healthy lifestyle and physical activity through active recreation such as sports,
fitness, street dance and hip-hop dance, while Health Education emphasizes on the
development of the proper skills of a health-conscious consumer, lifelong
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participation in health trends, issues and concerns in health care, and planning for a
health career.
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Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
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activities categorized into four levels: What to Know, What to Process, What to
Understand, and What to Transfer. Every level provides activities that will allow you
to experience meaningful and varied learning. Your involvement in the different tasks
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can take many forms, ranging from self-reflection and group tasks to beyond the
classroom learning activities. Like any good material, you will also be assessed and
evaluated to ensure that you will have a thorough grasp of the lesson before tackling
the next activity. Your deeper understanding of the lesson will help you gain more
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relevant skills and information, preparing yourself for the challenges of the world.

As you start putting life into this module, you will discover many great
opportunities and learning experiences that will change the way you spend your time.
You need to visualize a better version of yourself and aspire to achieve a holistically
healthy you.

Come on. Let’s get started!

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Table of Contents
HEALTH

Unit 3: Health Trends, Issues, and Concerns (Global level) ............................. 257

Introduction ...................................................................................................... 258


Learning Competencies ................................................................................... 259
Pre-Assessment .............................................................................................. 259

Activity 1: Brainstorming ............................................................................ 261


Activity 2: What If…?.................................................................................. 265

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Activity 3: The Philippine Scenario ............................................................. 265
Activity 4: Issues, Concerns and Trends (ICT) ........................................... 266
Activity 5: Present and Future .................................................................... 269
Activity 6: Questions to Ponder ................................................................. 269
Activity 7: Health Initiatives of Our Neighbors ............................................ 270

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Activity 8: The Hold Back .......................................................................... 270
Activity 9: Speedy Solutions .................................................................... 273
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Activity 10: Interpreting Graphs .................................................................. 274
Activity 11: Related Articles ....................................................................... 277
Activity 12: Poem Writing .......................................................................... 277
Activity 13: Community Health Programs and Strategies .......................... 278
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Activity 14: Paired-reflection ...................................................................... 278
Activity 15: Dear Mr. President! .................................................................. 279
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Activity 16: WHO Convention .................................................................... 279


Activity 17: Infotography ............................................................................ 280
Activity 18: Interpretative Dance ................................................................ 280
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Activity 19: Health Infomercial ................................................................... 280

Summary........................................................................................................ 281
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Glossary of Terms ......................................................................................... 282


Appendices .................................................................................................... 285
References ..................................................................................................... 298

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Unit 3: Health Trends, Issues, and
Concerns (Global level)

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E D
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Number of Sessions: 10
CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates competence


The learner demonstrates awareness
in applying knowledge of global health to
of global health initiatives.
local or national context.

I. Introduction

For its central role in global affairs,

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health issues are among the priority concerns
of the United Nations. It thus designated the
World Health Organization to serve as the
lead agency tasked to direct and coordinate
with all member nations regarding leadership,
supervision, technical support and education

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on matters about health, which affects many
countries—including the Philippines.


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In the 21st century, public health protection is viewed both as a shared duty and
obligation. Thus, people need to understand global issues, concerns and trends that
include fair access to essential healthcare and protection against multinational threats
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which directly or indirectly affect the health and lives of billions of people worldwide.

This module aims to help you learn about different global health issues and
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the initiatives made to help address these problems. Readings and activities are
provided to improve your understanding of health concerns and how these are treated
or implemented around the world and locally. At the end of each lesson, a transfer
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activity will help evaluate your understanding of the different topics. You will also be
assessed prior to answering the different activities and again at the end of the lesson
to check for knowledge, understanding, attitudes and skills learned.
Are you ready to learn? Then go through each lesson to become health-oriented and
globally adept.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
II. LEARNING COMPETENCIES
The Learner:

1. discusses the significance of global health initiatives;


2. describes how global health initiatives positively impact people’s health in
various countries;
3. analyzes issues in the implementation of global health initiatives; and
4. recommends ways of adopting global health initiatives to local or national
context

III. PRE-TEST No. of Session: 1

The result of the pre-test will check your current knowledge,


understanding and skills about global health trends, issues and

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concerns.

A. Word Hunt
Use pencil/ballpoint pen and write the answers in your activity sheet or

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notebook.

Procedure:
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1. Look for 10 global health issues and concerns that the World Health
Organization and member-nations are facing.
2. Discuss the implications of the different global health issues and concerns
to people across nations.
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M A L A R I A I D E N T
W A T E R S A F E T Y R
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A Q S E S A E S I D N E
H T L A E H ‘S N E M O W
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M E N T A L H E A L T H
Z X C N M K I L O P O E
A S D P A O V T R D N U
E N V I R O N M E N T G
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E R D N O I T I R T U N
E S T Y R R W E T Y B E
S T O W T O B A C C O D

Answer these questions:


1. What are the current health issues and concerns in your community? Share
and discuss these health initiatives.
2. What will the world be like if health issues and concerns are not properly
addressed by peoples around the world?
3. If you are a health worker in your community, what health issues and
concerns do you think should be addressed immediately? Why?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
B. Self-Check

Read these statements about global health and choose the best answer by
writing the letter in the activity sheet/notebook.

1. Which of these international organizations is the chief body responsible


for providing leadership on global health, setting norms and standards and
providing health support to countries around the world?
a. International Committee of the Red Cross
b. United Nations Health and Life Insurance
c. World Bank
d. World Health Organization

2. Which area recorded the highest death rate among children aged 5 years

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and below?
a. Africa
b. East Asia and Pacific
c. Latin America
d. South Asia

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3. Which disease is the leading cause of death among people who live in
developing countries?
a. heart diseases
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b. HIV/AIDS
c. malaria
d. respiratory diseases
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4. In what region did new HIV infections occur among individuals living in low-
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and middle-income countries?


a. East Asia
b. Sub-Saharan Africa
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c. South Asia
d. Pacific Region

5. Which life-style disease is the top leading cause of death worldwide?


a. diabetes
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b. heart disease
c. hypertension
d. stroke

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Part I: WHAT TO KNOW No. of Sessions: 3

In the WHAT TO KNOW phase, you will answer activities which


will assess your background knowledge. At the end of the
phase, you will be assessed again to check for the knowledge
and concepts and information you have learned. A number of
activities are provided for Differentiated Instruction. Some
of these can be used as make-up activities during inclement
weather, holidays and the like.

Activity 1: BRAINSTORMING

Brainstorm on this: What are the biggest health issues and concerns that people

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around the world face today? List them on the board. Your
teacher will help you clarify new terms and concepts.

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Global Health and the Millennium Development Goals

The term “global health” rose in


popularity along with the rise of globalization.
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Both terms improved public awareness of
vulnerabilities and shared responsibilities
among people for the different injustices in the
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world.

Ilona Kickbush (2006), director of


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the Global Health Program at the Graduate


Institute of International and Development
Studies in Geneva, Switzerland states that
global health pertains to various health issues,
concerns, and trends which go beyond national
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boundaries and call for global initiatives for the


protection and promotion of peoples’ health
across the world.

Koplan and Associates (2009) states that global health is an area for study,
research and practice that prioritizes health improvement and achieving impartiality in
healthcare and wellness worldwide. Beaglehole and Bonita (2010) gave a short but
meaningful definition of global health: cooperative research and action of international
communities to promote health for all.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Millennium Development Goals
The United Nations Millennium Development Goals are eight targets that all
191 UN Member States have agreed to achieve by 2015.

The United Nations Millennium Declaration, signed in September 2000


commits world leaders to fight discrimination against women and children, disease,
hunger, poverty, illiteracy, and environmental degradation. All of these goals cannot
be attained without addressing each and everyone. All of them influence, affect and
depend on better global health programs and policies.­­­

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1 Developing countries particularly in Africa and Asia suffer
from extreme poverty and hunger. Poverty and hunger leads to
severe malnutrition which leads to lifelong physical and cognitive
(learning and reasoning) damage and affects health, well-being

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and the economy. Some key suggestions to eradicate poverty
and hunger are: C
C Education
C Promoting gender equality
C Producing more jobs
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C Investing more in agriculture
C Strengthened nutrition programs for children and infants
C Support and protection of developing and vulnerable countries during crises
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2 Persons, particularly women who are educated, are more likely


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to seek medical care especially during pregnancy, ensuring proper


nutrition for their family, adopting healthy sanitary practices and
ensuring immunization of children. As an effect, infants and children
have better survival rates, are healthier and better nourished. If
these are attained, children who receive primary education are
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more likely to:

C Marry and have their own families at a later stage in life


C Practice family planning and have fewer children
C Know rights, responsibilities and civic obligations
C Seek employment and sustain personal and family needs
C Have decreased risk of getting sexually transmitted infections like HIV/AIDS
C Support and protection of developing and vulnerable countries during crises

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3 Gender equality means equal representation of men and
women. It implies that all gender should have equal value and
treatment. Equal gender treatment empowers women and other
groups creating opportunities in education, work, finances, and
other aspects which improves the economy and lessen effects of
financial crises. Gender equality can be achieved through:

C Early childhood development intervention


C Promotion of women’s political rights and involvement
C Improved reproductive health programs and policies
C Education and integrating gender equality in school curriculum
C Improved women’s access to work and strengthened labor policies for women
C Support and protection of developing and vulnerable countries during crises

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4 Programs and policies which help reduce child mortality like
improving nutritional intake, healthcare facilities and infrastructure,
and other fields which improve children’s lives. Strengthening local

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and national health programs and policies is one way to reduce
child mortality. This includes:
C
C Immunization programs
C Assuring the survival and better health of mothers
C Improving reproductive health programs and policies
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C Better nutrition program for infants, children and mothers
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5 Improved maternal health is not only about mother’s health but


also involves the health and wellness of the family. Maternal health
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also helps eradicate other problems like poverty, gender inequality,


decreased workforce, lower birth deaths, and disability of women.
Some ways to improve maternal health include:
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C Improved and proper nutrition of mothers


C Teaching the benefits of birth spacing and small family size
C Educating young boys and girls about the importance of maternal health
CBetter and improved access to hospital care especially obstetric-gynecology, prenatal
and postnatal care

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
6 Emerging and re-emerging diseases like HIV/AIDS, malaria,
influenza and other diseases affect productivity and growth of
nations. Some of the effects of disease outbreak are loss of jobs,
shortage in professional workers, and creating social crises. Children
are the most vulnerable and are exposed to exploitation and abuse
undermining their normal growth and development. Some ways to
combat diseases include effective prevention, treatment and care
like:

C Improved housing conditions


C Increased access to anti-malarial medicines
C Promoting safer sex behavior and preventive education for all
C Promoting Tuberculosis (TB) screening of HIV/AIDS persons and

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C TB - Directly Observed Treatment Short (TB-DOTS) Course therapy
C Promoting the use of insecticide-treated nets to fight mosquito-borne diseases

7 Investing and supporting sustainable energy like solar, wind and

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water energy help support jobs, create business opportunities, and
save remaining non-renewable energy sources. Environmental
sustainability assures peoples to live healthier and enjoy a clean
C
and green environment. Some of the benefits of a sustainable
environment are:
D
C Cleaner air and environment
C Clean, environment-friendly, and renewable energy
C New and aspiring jobs and business in energy
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C Increased access to sanitation

8 The United Nations, World Health Organization, World Bank and


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governments work together to make sure there is fair trade and


that heavily indebted countries obtain relief and funds to combat
poverty, malnutrition and funds for education and social projects.
Some benefits of global partnership are:
D

C Expanded international trade agreements


C Improved access to affordable medicine
C Reduced poverty through government debt relief grant
C Developed information and communication technology (ICT) infrastructure

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 2: WHAT IF…?

Predict the global effects if the eight Millennium Development Goals were
achieved or not achieved. Copy the table below in your notebook or activity sheet and
write your predictions in the columns.

What if this goal What if this goal is


Goal No. Millenium Development Goals
is achieved? not achieved?
1
2
3
4
5
6
7

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8
Adapted from: Measuring success: the millennium development goals (mdgs) a high school
unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008

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Activity 3: THE PHILIPPINE SCENARIO
Do you think the Philippines will be able to achieve these eight goals? Write your
personal report in your notebook or activity sheet. List which goals are highly
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achievable and which are not. Explain why and share your report in class.

The Philippine MDG Scenario


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Highly Achievable Goals Not Highly Achievable Goals
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D

Global Health Initiatives

One of the benefits of globalization to the world is the development and


improvement of various health initiatives initiated by different nations and governments
to address health issues and concerns. Global health initiatives are programs set in
motion by the United Nations through the World Health Organization and in partnership
with the World Bank which targets specific health problems including but not limited
to emerging and re-emerging diseases, climate change, environmental sanitation,
mental health, tobacco regulation, and alcohol use.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 4: ISSUES, CONCERNS, AND TRENDS (ICT)

Write in each box the different health issues, concerns and trends encountered
around the world. These issues, concerns and trends may have not been mentioned in
the readings but should also be addressed by international and national communities.
Add more boxes if needed.

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Some of the global health initiatives spearheaded by the World Health
Organization include the following:
C
The Global Fight against Communicable Diseases
C. Roll Back Malaria.
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Roll Back Malaria is a global effort to reduce the number of deaths
from malaria infection through heightened prevention tools, rapid response to
outbreaks, development of new anti-malarial products, and effective treatment
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of the infection.

Specific objective:
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1. To enable and to increase the capacity of caregivers to recognize malaria


promptly and take early appropriate action;
2. To empower service providers by imparting adequate knowledge, skill and
capacity which enable them to respond to malaria illness appropriately;
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3. To create an enabling environment for implementation.

D. Stop TB.
Stop TB is a global effort to prevent further
transmission of tuberculosis or TB around the world.
One of the programs for Stop TB is the implementation
of the TB-DOTS short-course strategy.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Objectives

1. To achieve universal access to high-quality diagnosis and patient-centered


treatment
2. To reduce the suffering and socio-economic burden associated with TB
3. To protect poor and vulnerable populations from TB, TB/HIV and multi
drug-resistant – TB (MDR-TB)
4. To support development of new tools and enable their timely and effective
use.

E. Global Alliance for Vaccines and Immunization


The Global Alliance for Vaccines
and Immunization is a global strategy

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which aims to strengthen children’s
immunization programs and introduce
new generation of licensed vaccines
into use in developing countries across
the globe. These new vaccines which

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could help reduce the number of deaths
in children aged 5 years old and below
includes:

• Hepatitis B vaccine
C
• Childhood meningitis vaccine
• Yellow fever vaccine
• Influenza vaccine
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• Vaccine for pneumonia
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F. The Global Fund to Fight AIDS, TB, and Malaria.


The Global Fund to Fight AIDS, TB, and Malaria is a funding project
rather than an initiative. Nevertheless it helps in the prevention, reduction, and
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mitigation of the negative impacts of the three diseases to humanity which


contributes to the fulfillment of the Millennium Development Goals.

Global Prevention and Control of Tobacco and


Alcohol Use
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• WHO Framework Convention on Tobacco


Control.

The WHO Framework Convention on
Tobacco Control (WHO FCTC) is the prime
international treaty negotiated under WHO. The
WHO FCTC came into existence in reaction to
the global epidemic of tobacco use and abuse. It
reaffirms the right of every individual across the
world to the highest standard of health promoting
public health and providing new legal means for
global health cooperation.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The following summarizes the WHO FCTC provisions:
1. Price and tax measures to reduce the demand for tobacco, and
2. Non-price measures to reduce the demand for tobacco, namely:
• Protection from exposure to tobacco smoke;
• Regulation of the contents of tobacco products;
• Regulation of tobacco product disclosures;
• New packaging and labeling of tobacco products;
• Education, communication, training and public awareness;
• Demand reduction measures concerning tobacco dependence
and cessation; and
• Tobacco advertising, promotion and sponsorship.

Global Strategy to Reduce the Harmful Use of Alcohol.

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The Global Strategy to Reduce the Harmful Use of Alcohol recognizes the
close ties between the harmful use of alcohol and the socio-economic development
of a nation. Likewise, this strategy builds and supports other global health initiatives
like the global strategy for the prevention and control of non-communicable diseases.

Global Strategy for the Prevention and Control


of Non-communicable Diseases.
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C
The Global Strategy for the Prevention
and Control of Non-communicable Diseases
is a global action plan to prevent and control
D
the following non-communicable diseases:
cardiovascular diseases, chronic respiratory
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diseases, cancers, and diabetes and the four


shared risk factors: unhealthy eating, physical
inactivity, tobacco use and alcohol use.
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Objectives of the Action Plan:


1. To raise the priority accorded to non-communicable disease at global and
national levels and to integrate prevention and control of such diseases
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into policies across all governments


2. To establish and strengthen national policies and plans for the prevention
and control of non-communicable diseases
3. To promote interventions to reduce the main shared but preventable
risk factors for non-communicable diseases: unhealthy eating, physical
inactivity, tobacco use, and harmful use of alcohol
4. To promote research for the prevention and control of non-communicable
diseases
5. To promote partnerships for the prevention and control of non -communicable
diseases
6. To monitor non-communicable diseases and their causal factors and
evaluate progress at the local, nationa,l and global levels

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Global Initiative for Mental Health
• Comprehensive Mental Health Action Plan 2013-2020
The “Comprehensive Mental Health Action Plan 2013-2020” is the
result of extensive research and consultations by stakeholders, member-
nations, academic and non-government centers across the globe. The mental
health action plan should be impartial, life-based, and preventive in nature. It
basically addresses the following:

• To fight and alleviate negative trends in mental health,


• To improve and make mental health services and care accessible,
and
• To prevent abuse of rights and unjust treatment against people
with mental problems, disorders, and disabilities which are still
prevalent around the world.

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Activity 5: PRESENT AND FUTURE

Think of the present status of these global health issues and concerns. Write

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these in the Present column. Predict what will happen if these global health issues
and concerns are properly addressed by different nations. Write these in the Future
column.
C
Present Global Health Issues and Concerns Future
D
Communicable Diseases

Tobacco and Alcohol Use


E

Mental Health
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Activity 6: QUESTIONS TO PONDER

Answer the following:


D

1. How does the Philippine government address different local and national
health issues and concerns like HIV/AIDS cases and tobacco and alcohol
related diseases?
2. Who do you think are the stakeholders or partners of the government
in addressing health problems? How can they help curb various health
problems?
3. How can educating the youth help in developing a socially conscious and
healthy individuals who are aware of the various global health threats and
concerns?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 7: HEALTH INITIATIVES OF OUR NEIGHBORS
1. Conduct individual research on the positive impact of health initiatives to
different regions around the world.
2. Mention 3-5 countries in the region and some of their national health
initiatives.
3. List down these initiatives in the table. Write your answers in your notebook.

Region Country and Its National Health Initiatives


Southeast Asia Example: Philippines – TB-DOTS, Yosi-Kadiri
South and East Asia

Middle East & Central

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Asia

Europe
North America

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South America
Africa
Pacific Islands & Australia
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Activity 8: THE HOLD BACK
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Now that you know some of the health initiatives in the Philippines, what do you
think are some of the local and national factors, influences and beliefs in the Philippines
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which derail the fast and full implementation of these global health initiatives?

List the factors, influences and beliefs which impede the implementation of
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health initiatives at the local and national level. Beside the answers, write how these
hindering factors can be managed.
D


LOCAL REASONS NATIONAL REASONS

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
BEYOND THE CLASSROOM

• Know the different global trends in improving healthcare such as fighting


communicable diseases like malaria, tuberculosis and HIV/AIDS, preventing
maternal deaths and other health issues and concerns. List these in your
notebook or activity sheet.
• Prepare for a test on knowledge on a date set by your teacher.

TEST YOUR KNOWLEDGE

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Your teacher will assess the knowledge you have gained in the “What
to Know” phase. The result will be recorded under Knowledge.

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C
D
Part II: WHAT TO PROCESS No. of Sessions: 2
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In the WHAT TO PROCESS phase, you will answer and


perform activities which will help you process and improve your
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understanding of the previous lesson. At the end of the phase,


you will be assessed again to check your processing skills about
the concepts and information learned. A number of activities are
provided for Differentiated Instruction. Some of these can be
used as make-up activities during inclement weather, holidays
D

and the like.

271

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The United Nations Development Program’s Quick Wins

The United Nations Development Program (UNDP) works with different


nations and organizations to withstand crises, empower lives and improve the
quality of life for all. One of the UNDP’s intervention programs to achieve the eight
millennium development goals is called Quick Wins. Quick Wins are actions that can
be immediately used within the community or locale to produce effective results. If
applied continuously, Quick Wins could change people’s views, and beliefs and trigger
actions which could lead to helping millions of lives and countries find their right path
towards the goals. Below are some examples of UNDP’s Quick Wins:

PY
• No school fees and free access to educational materials and
facilities in schools to ensure that all children attend classes. This
eliminates poor families’ concept that education is only for those
who can afford it. Finances can include donor assistance from

O
partnerships with private groups.

• Children are provided with free school meals and take-home


C
rations using locally produced food.

• Regular annual deworming for all school children especially in


impoverished areas to improve health and education.
D
• Provision for poor farmers of affordable supplies of soil nitrogen
and other soil nutrients.
E

• Design community nutrition programs for pregnant, nursing


EP

mothers and children below five years of age. These includes


breastfeeding, feeding programs and micronutrient supplements
like vitamin A and zinc.

• Offer basic skills training of community members in health, farming,


technical-vocational, and infrastructure.
D

• Free basic health services sponsored by private organizations.

• Expanded access to sexual and reproductive health information


and services. These includes family planning information campaign
and services.

• Distribution of free, effective and efficient insecticide-treated bed


nets to families especially in malaria and dengue-endemic areas.

272

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• Active national and local campaigns to reduce violence against
women and children.

• Reform and enforce legislation protecting and empowering


women’s and children’s rights.

• Empowering women to play an important role in formulating and


monitoring poverty reduction strategies, programs and policies.

• Allowing government-owned hospitals, health centers, schools


and other social service institutions free access to electricity, water,
sanitation and internet using sustainable and renewable energies
like solar panels, wind and geothermal generators.

PY
• Plant endemic trees at the community level to provide shade,
produce, watershed protection, windbreak and timber.

Adapted from: Measuring success: the millennium development goals (mdgs) a high

O
school unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008

Activity 9: SPEEDY SOLUTIONS


C
Imagine yourself as a member of a local organization that wants to sponsor one
of the LINDP type projects given above to help achieve the millennium development
D
goals. Follow the procedures below:

1. Form a group of 6 members.


E

2. Pick a project above. Choose a creative title for the project.


3. Determine with the group which Millennium Development Goal(S) does the
project target.
EP

4. Come up with the group’s slogan that captures the energy and importance
of the chosen project.
5. Follow the format below.

Project Title:
D

Project Statement
(Based on the sample
Target MDG Slogan
UNDP Quick Wins)

273

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 10: INTERPRETING GRAPHS

Study and use the figures below to answer questions 1-6. Write your answers
in your notebook or activity sheet.

PY
O
C YEAR

Figure 1: Dengue Cases in the Philippines (Year 2010 – 2014)


D
Source: National Epidemiology Center of the Philippines Department of Health. Retrieved Oc-
tober 29, 2014 from www.doh.gov.ph
E

Processing Questions:
EP

1. What are the estimates of dengue cases for each year?

2. What is the trend of dengue infection from year 2010 to 2014?


D

3. Why did the number of dengue cases drop in a span of 5 years? Enumerate
several efforts which helped in the control and reduction of dengue infections.

274

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
PY
Figure 2: Global Estimates of HIV/AIDS Infection and Death

O
due to AIDS 2001 – 2012

Source: UNAIDS global report2013. Retrieved August 25, 2014 from www.unaids.org/en/
C
resources/campaigns/globalreport2013/factsheet/
D

Processing Questions:
E

1. Describe the trend of global infection and deaths due to HIV/AIDS from
EP

2001 to 2012.

2. Compare the global estimates of HIV/ AIDS infection and death to the
Philippine National AIDS Council’s data in the country. Check PNAC.org.ph
D

275

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Table 1: Estimate Number of Maternal Deaths for Year 1990, 2005 and 2010
Maternal Deaths by Year
Region
1990 2005 2010

Developed Countries 1 300 960 2 200

Caucasus and Central Asia 2 800 1 800 750

Africa 221 000 276 000 164 800

Asia 329 000 241 000 134 800

PY
Latin America and the Caribbean 21 000 15 000 8 800

Oceania 1 000 890 510

O
Processing Questions: C
1. Predict the estimates by 2020. Why do you think the estimates are like
this?
2. What global health trends made this possible?
D
Do the following in your activity sheet:
1. Construct a graph of the numbers in table 1. You can use a line, bar graph
E

or pie chart.
4. Interpret the data.
EP

5. Share your interpretation in class and submit for evaluation. Use the rubric for
constructing a graph to improve the output.

TEST YOUR PROCESSING SKILLS


D

Your teacher will assess your processing skills. The scores will be
recorded under Process.

276

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Part III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 2

In the WHAT TO REFLECT AND UNDERSTAND phase, you


will do activities which will assess your deeper knowledge
and understanding of the topics discussed. At the end of the
phase, you will be assessed again to check your reflection and
understanding of the concepts and information. A number of
activities are provided for Differentiated Instruction. Some of these
can be used as make-up activities during inclement weather,
holidays, and the likes.

PY
Activity 11: RELATED ARTICLES

Search for at least two related articles or case studies about different global
health issues, concerns and trends. Paste these in the activity sheet or notebook.
Share in class your related articles and have a buzz session afterwards.

O
Use these guide questions:
1. Should the health issues, concerns, and trends you have gathered deserved
C
to be addressed by international and national government? Why?
2. Rate the top 10 health issues, concerns and trends with 1 as the highest
priority. Explain your opinion on its urgency.
3. What do you think are reasons these health initiatives are difficult to
D
implement worldwide? Explain.
4. If you are to implement a health initiative in your community, which would
you initiate and why? Discuss the ways you would organize and finance the
E

program.

Activity 12: POEM WRITING


EP

Choose one global health initiative of the World


Health Organization and write a poem about it. Include the
aims of the initiative and its importance to global health.
D

Share the poem in class and have a short class discussion.

277

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 13: COMMUNITY HEALTH PROGRAMS AND
STRATEGIES

With the same group, gather more information on


your local community’s health programs and strategies.
Interview health workers on the health programs and
strategies implemented in their respective areas. The
interview can be recorded on video.

Prepare to present your gathered reports. The


presentation can be in the following forms:

PY
Skit News reporting

O
Puppet show LCD/LED presentation
C
Artists in the group can be utilized to:
• Draw and paint
• Edit and lay-out using a computer
• Act and or dance
E D

Activity 14: PAIRED-REFLECTION

Choose a partner. Share with your


EP

partner your answers to the questions.


Afterwards, allow your partner to share his or
her answers. Reflect on both your answers. At
the GO signal of your teacher, change partners
and do the same procedure. Always reflect on
D

the answers.

Reflection Questions:

1. The three most important things I learned about LNDP are:


a. ______________________________
b. ______________________________
c. ______________________________
2. How will these experiences help me in the future?
3. How can health initiatives improve global health? Discuss.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
TEST YOUR UNDERSTANDING
Your teacher will assess your understanding on the concepts
and information learned. This will be recorded under Reflect and
Understand.

Part IV: WHAT TO TRANSFER No. of Sessions: 2

In the WHAT TO TRANSFER phase, you will apply what you


have learned through a creative performance or by producing a

PY
product. At the end of the phase, you will be assessed again to
check your knowledge, skills and attitudes.

Choose one from the following performances or products.

O
• Learners who are good in writing can do Activity 15.
• Learners who are good in writing and declamation can do Activity 16.
• Learners who are good in photography and use of visual media can do
Activity 17.
C
• Learners who are good in dancing and music can do Activity 18.
• Learners who are good in acting and media arts can do Activity 19.
D
Activity 15: DEAR MR. PRESIDENT

Write a letter addressed to the President of the Republic of the Philippines


E

about the full and immediate implementation of health initiatives. Give reasons why
these health initiatives should be implemented and acted upon to ensure the health
EP

and wellness of Filipinos. Share your letter in class. Use the grading rubric for letter
writing in the appendices as your guide.

Activity 16: WHO CONVENTION

You are to represent your country


D

to the World Health Convention at the


United Nations headquarters in Geneva,
Switzerland. Write a speech about the
importance of global health in order to
address other global concerns and issues
like poverty, hunger, and environmental
sanitation. You will talk in front of other
delegates and need to convince the UN
member nation representatives of the
importance of addressing your concerns.
Use the rubric for speech in the appendices
as your guide.

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Activity 17: INFOTOGRAPHY

Form nine groups. Plan a


photo exhibit of the different health
issues, concerns, and trends. Edit the
infotography and add texts and relative
information. Have a photo exhibit and
answer questions from viewers if there
are any. Refer to http://www.un.org/
millenniumgoals/ for some samples.
Use the rubric for infotography in the
appendices as your guide

PY
Activity 18: INTERPRETATIVE DANCE

1.
2.
Form 4-5 groups.

O
Plan an interpretative dance of a specific health issue, concern or trend.
3.
C
Use relevant music (canned or live) for the dance interpretation.
4. Limit the duration of the dance to an average of 3-5 minutes.
5. Use the rubric for Interpretative Dance in the appendices as your guide.
D
Activity 19: HEALTH INFOMERCIAL
E

1. Form 3-4 groups and make a health infomercial. An infomercial is a


commercial presented in a form of a short documentary.
2. Make your group’s infomercial creative and informative. Refer to short
EP

documentaries produced by television networks.


3. Use the rubric in the appendices as your guide.
D

TEST YOUR KNOWLEDGE, SKILLS AND ATTITUDES

Prepare for a summative test. Your teacher will test your over-all
knowledge, skills, and attitudes about global health initiatives. Write
the answers on a whole sheet of paper.

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SUMMARY

Global health initiatives are programs and projects which help address global
health issues, concerns, and trends. Global health is a new trend in which the World
Health Organization addresses health concerns in cooperation with member-nations
and private international organizations as partners. Some of these health issues,
concerns, and trends are about mental health, pollution, climate change, environmental
sanitation, tobacco control, harmful use of alcohol, and prevention and control of
communicable and non-communicable diseases.

Along with the health initiatives to prevent if not reduce the prevalence of health
problems, the United Nations formulated the eight millennium developmental goalsin
the year 2000 so that nations across the world can reduce poverty and hunger, promote
universal education for all and gender equity, reduce mortality among children, improve

PY
maternal health, combat HIV/AIDs, malaria, and other communicable diseases, ensure
environmental sustainability, and develop global partnership in addressing global
problems.

Among the global health initiatives led by the World Health Organization

O
are: Stop TB, Roll Back Malaria, Global Fund to Fight HIV/AIDS, Malaria and other
diseases, Framework Convention on Tobacco Control, Comprehensive Mental Health
Action Plan, Global Strategy to Reduce the Harmful Use of Alcohol and Global Strategy
C
for the Prevention and Control of Non-Communicable Diseases.
E D
EP
D

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GLOSSARY
AIDS means Acquired Immune-Deficiency Syndrome. It is a
serious and most often fatal communicable disease of
the immune system transmitted through body fluids like
blood, plasma and mucous usually by blood transfusion,
sexual contact, and use of contaminated syringe

Alcohol a gateway drug which depresses the central nervous


system. It is an active ingredient in beverages like
brandy, beer, rum and wine

Cancer malignant growth or tumor caused by abnormal and


uncontrolled cell reproduction. It may spread to other

PY
parts of the body through the lymphatic system or the
blood
Cardiovascular disease of the heart and blood vessels
disease

O
Childhood meningitis communicable disease characterized by inflamed
meninges (the tissues that surround the brain and spinal
C
cord) caused by bacteria with symptoms like headache,
nausea, fever, and stiff neck
Communicable any disease transmitted from one person to another by
disease direct or indirect contact
D

Diabetes a non-communicable disease characterized by


E

abnormally high blood sugar levels with symptoms like


excessive urination and persistent thirst
EP

Health issue any of the important statements in health that is in


dispute and must be settled

Health trend any general tendency to change in health concepts,


information, skills, and values
D

Hepatitis inflammation of the liver caused by a micro-organism


or a toxin

HIV stands for Human Immunodeficiency Virus, which


causes the Acquired Immune Deficiency Syndrome
Hypertension a disorder in the artery which makes blood pressure
abnormally high
Gender the attributes which distinguishes a person on the basis
of reproductive roles

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Global health the health of the world as a whole; the area of study,
research and practice which gives priority on improving
and achieving equal health for all people worldwide

Global health initiative a program or strategy which addresses global health


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

PY
Information and the integration of information and communication
communication technology with the use of media like computers and
technology other telecommunication devices

Malaria a communicable disease caused by plasmodium

O
parasites transmitted through mosquito bites;
characterized by chills and fever
Malnutrition insufficient or excessive intake of food and nutrients;
C
inability to absorb food properly
Maternal health the health of women during pregnancy, childbirth, and
postpartum period.
D
MDG also known as the Millennium Development Goals;
are eight goals of the United Nations to address global
health issues and concerns
E

Mosquito-borne a communicable disease transmitted by mosquitoes


disease
EP

Multi-drug-resistance a condition enabling disease-causing micro-organisms


to resist drugs and medicines
Non-communicable disease not transmitted through direct or indirect
disease contact and non-infectious
D

Non-renewable energy from a source that is not sustainable as it takes


energy billions of years to form; e.g. fossil fuels like oil, coal,
and natural gas
Obstetric-gynecology a branch of medical science which specializes in
treating diseases of the female reproductive organs
and delivering babies
Pneumonia disease of the respiratory system characterized by
inflammation of the lungs caused by bacteria, virus, or
irritants

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Postnatal occurring after birth or delivery

Poverty the state of having no money and personal properties;


living below minimum economic and social standards
Prenatal occurring before birth or delivery
Renewable energy energy from a sustainable source like geothermal,
water, solar, and wind
Reproductive health the state of physical, mental, emotional and social well-
being in all matters related to the reproductive system
throughout life
Respiratory disease disease of the respiratory system including the

PY
upper respiratory tract, the nerves and the muscles
surrounding it
Stroke the loss of brain function due to lack of or disturbance in
the normal blood supply to the brain

O
Tobacco the leaves of the tobacco plant which are dried and
prepared for smoking or ingestion
Tuberculosis infection of the lungs but may also occur in other body
C
parts as caused by a bacteria which causes lesions (cut
or break in tissue)
Vaccine a substance consisting of weakened or dead pathogenic
D
cells injected to stimulate production of antibodies
against a disease or a group of infections
E

Yellow fever a fatal communicable disease affecting the liver and


kidneys transmitted by mosquito bites and common in
tropical countries
EP
D

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
APPENDIX A
Acronyms

DOH – Department of Health


FCTC – Framework Convention on Tobacco Control
ICRC – International Committee of the Red Cross
TB-DOTS – Tuberculosis – Directly Observed Treatment Short Course
UN – United Nations
UNDP – United Nations Development Plan
WB – World Bank
WHO – World Health Organization

PY
O
C
E D
EP
D

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
APPENDIX B:

Rubric for Constructing a Graph


Criteria 4 3 2 1

There is no
Artistic designs
Artistic designs Artistic designs effort done to
Artistry are fair with
are advanced are satisfactory make output
minor setbacks
attractive

PY
The use of The use of
indigenous indigenous
Creativity is fair Output lacks
Creativity materials and materials and
enough creativity
creativity is creativity is
advanced satisfactory

Use of different

O
media and
C
Media and
technology
Media and
No media and
technology technology was
was used in technology
Use of media was employed used with minor
making the was used in
and technology in making the setbacks in
output. The making the
D
output. The layout, spacing,
outcome is output
outcome is and designs
satisfactory
excellent
E
EP

Data There is
Data
interpretation Data no data
Data interpretation
is correct interpretation interpretation
Interpretation lacks clarity
and exceeds is correct. included in the
and coherence.
expectations. output
D

There are
There are
Grammar Grammar numerous
Grammar minor errors
and sentence and sentence errors in
and Sentence in grammar
construction are construction grammar and
Construction and sentence
all correct are correct sentence
construction
construction

Total: /20 points

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
APPENDIX C: Rubric for Infotography

Criteria 4 3 2 1

highly somewhat questionable lacks creativity,


creative, non- creative, creativity and lacks
typical; unique,  original, subject originalty, originality,
appropriate to is of assigned subject does not follow
chosen  topic, conveys a is weakly assignment,
topic, conveys message,  related message
strong attracts audience to assigned incomplete
Content message,  attention topic, message or disjointed,
engages unclear, loses does not

PY
audience audience attract
immediately attention attention of
audience

O
sharp,clear
photos, all
C photos generally
clear, some
most photos
unclear with
photos
unfocused;
photos are free photos included unwanted grainy,
of unwanted unwanted elements, 7-10 unwanted
elements, 15+ elements, photos, few elements
D
photos, photos 11-4 photos,  depict elements included in
accurately depict most photos of human rights most photos,
Quality
elements of accurately depict abuses less than
E

of
human rights elements of 6 photos,
Photographs
abuses human rights photos do not
abuses accurately
EP

depict
elements of
human rights
abuses
D

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Criteria 4 3 2 1

presents original ideas ideas confusing,  ideas unclear, 


idea with great understandable, wordy, repetitive, focus unclear,
detail; concise, but fuzzy; a bit all text not word
focused wording wordy, all text not focused on topic; choice
on human rights focused on topic; does not address weak,does
abuse, accurately does not address all four guiding not suit
addresses all four all four guiding questions, photos, wordy,
 Introduction guiding questions questions, some questionable repetitive, lacks
using information questionable ownership evidence of
specific to ownership. ownership,
country, addresses

PY
ownership 1-2 guiding
evident. questions only.

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

selection for topic for topic for topic


EP

Total /20 points


D

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APPENDIX D: Rubric for Letter Writing

Criteria 4 3 2 1

The letter is Text may be Letter is


The letter
eye-catching difficult to unattractive or
is creatively
and attractive. read. May inappropriate.
designed with
Text is easy to have some Text is difficult
Layout and easily read text.
read. Grammar, grammar and to read. It does
design Grammar, style,
style, and or punctuation not have proper
and purpose all
punctuation are that indicate grammar or
excellent for a
indicative of a it is a friendly punctuation for
friendly letter.
friendly letter. letter. a friendly letter.

PY
Information is
Some
accurate and Information is Information is
Information, information is
complete, is well written and poorly written,
style, provided, but

O
creatively written, interesting to inaccurate, or
audience, tone is limited or
and is cleverly read. incomplete.
inaccurate.
presented.
C
Letter is
Accurate Parts Some elements Most elements Improper
complete with
of the Friendly out of place or out of place or friendly letter
all required
D
Letter missing. missing. form
elements.
E

Style, purpose,
Information
Grammar, audience, Grammar,
Excellent job on is mislabeled
Punctuation, grammar, and punctuation,
presentation, or missing.
EP

and choice of punctuation and choice of


style, grammar, Inaccurate
words for the all fair and words poor for
and punctuation. punctuation or
friendly letter indicative of a a friendly letter.
grammar.
friendly letter.
D

Students are
always on task,
Students are
stay in their own Students stay Students
often out of their
Follows area, and work in their area occasionally
area without
Guidelines and quietly. Students and talk quietly leave area
permission and
Directions followed project to their own without
are disruptive to
directions and partner only. permission.
the class.
classroom
directions.

Total: /20 points

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
APPENDIX E: Rubric for Poem Writing

Criteria 4 3 2 1

Creatively uses Uses


Effectively uses May use
appropriate inappropriate
appropriate appropriate
poetry form. poetry form.
poetry form. poetry form.
Form Complete with Too few
Complete with Fewer than
more than four stanzas or
four stanzas of four stanzas of
stanzas with stanza length is
four lines each. four lines each
four lines each. incorrect.

PY
Student’s use
of vocabulary is
Student’s use
precise, vivid, Student’s use Student’s use
of vocabulary
Word Usage and paints a of vocabulary of vocabulary is
is more telling
strong clear is routine and very basic.
than showing.
and complete workable.

O
picture in the
reader’s mind. C
Effectively Uses some
Uses poetic Uses few
uses poetic poetic
techniques poetic
D
Poetry techniques techniques
such as techniques
Techniques such as such as
figurative such as
(elements) figurative figurative
language to figurative
E

language to language to
reinforce the language.
reinforce the reinforce the
theme.
theme. theme.
EP

Has grade-level Has mainly


May contain
appropriate grade level May contain
frequent and
D

spelling, appropriate many errors


numerous
grammar, and spelling, in spelling,
errors in
Spelling, punctuation; grammar, and grammar, and/
spelling,
grammar, contains few, punctuation; or punctuation
grammar, and
punctuation if any, errors contains that may
punctuation
that do not some errors interfere with
that interferes
interfere with that do not the reader’s
with the
the reader’s interfere with understanding.
reader’s
understanding. the reader’s
understanding.
understanding.

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Criteria 4 3 2 1

Student’s work
demonstrates Student’s work Student’s work
Student’s
a complete demonstrates demonstrates
work lacks
understanding an some
Understanding understanding
of the understanding understanding
of the topic of the
assignment of the of the
assignment.
and goes assignment. assignment.
beyond the
requirements.

PY
Total: /20 points

O
C
E D
EP
D

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
APPENDIX F: Rubrics for Speech

Criteria 5 4 3 2 1

Content is
Content is
Content near the
beyond the
Content reaches expected
expected
surmounts expected outcome. Content is
outcome.
anticipation. outcome. Treatment very basic
Details
Content Treatment Treatment of details and lacks
are in the
of details is of details is approaches in-depth
developing
advanced proficient proficiency analysis.
phase
and in-depth. and of good with some
and very
quality. shallow

PY
shallow.
lines.

The The The


The
structure of structure of structure of
structure of Structure is
the essay the essay is the essay is

O
the essay unorganized
is highly organized somewhat
is not too and not
organized and organized
organized coherent
Organiza- and shows coherence and
tion and coherence. is obvious.
C coherent.
and
coherent.
with the
topic. There
Style There is There is There is
There is is no variety
variety in variety in somehow
little variety in structure
style which style which a variety in
in structure and subject
D
makes the makes style which
and matter.
essay very the essay makes the
subject.
impressive. impressive. essay good.
E

Grammar
EP

There
lacks order
There are There are many
There are no and neatness.
minimal are some errors
grammatical There are
Grammar grammatical grammatical found in
errors in the numerous
errors in the errors found grammar.
essay. errors. Major
essay. in the essay. Editing is
D

reconstruction
suggested.
is suggested

There are There are


There are There are There are
no spelling more than
Spelling 1-3 errors in 4-6 errors in 7-10 errors
errors in the 10 errors in
spelling. spelling. in spelling.
theme. spelling.

Total: /20 points

292

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
APPENDIX G: Rubric for Storyboard

Digital Storytelling: Digital Movie RUBRIC

CATEGORY 1 2 3 4 Score

Images create Images create An attempt was Little or no


a distinct an atmosphere made to use attempt to use
atmosphere or or tone that images to create an images to create
tone that matches matches some atmosphere/tone an appropriate
different parts parts of the story. but it needed more atmosphere/tone.
Images of the story. The The images may work. Image choice
images may communicate is logical.
communicate symbolism and/or

PY
symbolism and/or metaphors.
metaphors.
Music stirs a Music stirs a Music is ok, and not Music is
rich emotional rich emotional distracting, but it distracting,
response that response that does not add much inappropriate,

O
Soundtrack matches the story somewhat to the story. OR was not
- Emotion line well. matches the story used.
line.
C
Grammar and Grammar and Grammar and Repeated errors
usage were usage were usage were typically in grammar and
D
correct (for the typically correct correct but errors usage distracted
dialect chosen) (for the dialect detracted from the greatly from the
Grammar and contributed to chosen) and story. story.
E

the clarity, style, errors did not


and character detract from the
development. story.
EP

Estabishes a Establishes a
There are a few It is difficult to
Point of purpose early on purpose early on
lapses in focus but figure out the
D

View - and maintains and maintains


the purpose is fairly purpose of the
Purpose a clear focus focus for most of
clear. presentation.
throughout. the presentation.

Focus/ Driving Focus/Driving


Focus/Driving Focus/Driing
Question is Question is
Driving Question lapses in Question is
addressed for addressed
Question focus, but is fairly difficult to figure
most of the throughout the
clear. out.
movie. movie.

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APPENDIX H: Rubric for Health Infomercial

Criteria 4 3 2 1
The video
The video The video
Information and played with The video
played but did not
communication excellent played but with
with major play during
technology screen shots minor problems.
problems. viewing.
and details.

Excellent Satisfactory use Lacks creativity No creativity


creativity of creativity and and used in the

PY
Creativity using various use of various minimal production
materials and materials and materials and of the
properties. properties. properties. infomercial.

All contents

O
All contents are Most contents Most contents are incorrect
Accuracy
correct. are correct. are incorrect. and
misleading.
C The video
The video The video played
The video
played between played between less than 2
Time frame played between
D
3-4 minutes or 2-3 minutes or minutes or
4-5 minutes.
5-6 minutes. 6-7 minutes. more than 7
minutes.
E

Total: /16 points


EP
D

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APPENDIX I: Rubric for Interpretative Dance

Criteria 4 3 2 1

The locomotor The locomotor


The locomotor
The locomotor and non- and non-
and non-
and non- locomotor locomotor
locomotor
Body locomotor movements movements
movements are
Alignment/ movements are are most often are somewhat
not memorized
Skill performed with memorized and memorized and
and performed
control, skill performed with performed with
without control
and precision some control little control and
and skill.

PY
and skill. skill.

O
The
interpretational
The
language The The
interpretational
clearly reflects
the theme or
C interpretational
language mostly
interpretational
language
language does
not reflect the
idea of culture reflects the partially reflects
theme or idea of
inspired by theme or idea of the theme or
culture inspired
a piece of culture inspired idea of my
D
by a piece of art,
art, music, by a piece of art, culture inspired
music, or poetry.
Creativity & or poetry. music, or poetry. by a piece of
Took no risks in
Interpretation Took risks in Took some risks art, music, or
E

my exploration
exploration of in exploration poetry. Took
of the Elements
the Elements of the Elements very little risk in
of Dance. No
of Dance of Dance exploration of
EP

effort has been


demonstrating demonstrating the Elements
made in the
challenging and unique patterns of Dance only
variation of
unique patterns and a variety of demonstrating
pattern and
and a variety creative options. simple patterns.
creativity.
of creative
D

options.

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The dance has
been abstracted
The dance has incorporating
The dance been partially only one or
has been abstracted more of the
abstracted incorporating elements of
The dance
incorporating the elements dance. The
shows no
all elements of dance. The choreography
understanding of
of dance. The choreography demonstrates
abstracting
choreography demonstrates very little
the elements
demonstrates some variation variation of
of dance. The

PY
a developed of movement, movement,
Elements of choreography is
variation of time, space, time, space,
Dance not varied and
movement, energy and energy and
not developed.
time, space, body. This body. The
All movement
energy and variation is variation of
has been
body. This original, and Elements
borrowed from

O
variation is very little dance of Dance is
the media/
highly original, choreography slightly original,
peers.
not borrowed has been and most dance
from the media/
peers.
C
borrowed from
the media/
choreography
has been
peers. borrowed from
the media/
peers.
E D
EP
D

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Participated
in some HR
Never
Fully Mostly activities and
participated in
participated in participated in is positive
HR activities
all HR activities all HR activities occasionally.
and is mostly
and was and is positive Seldom
negative.
positive at all most of the time. persevered
Gave up
times. Often when
completely
Persevered persevered experience
when
when expe- when became
experience
riences became experience challenging/
became
challenging/ became difficult.
challenging/
difficult. challenging/ Rarely
difficult.

PY
Consistently difficult. demonstrated
Effort & Char- Did not show
demonstrated Demonstrated respect towards
acter respect towards
respect respect towards oneself and
oneself and
towards oneself oneself and others.
others.
and others. others. Had difficulty
Showed no
Was Tried to be being

O
sense of
responsible by responsible by responsible by
responsibility.
staying on task staying on task staying on task
Was off task and
and focused and focused and focused
wasted class
during class
time.
C during class
time.
during class
time.
time disrupting
other students.
Offered support Offered some Offered
Unable to offer
towards other support towards occasional to
support towards
students. other students. little support
D
other students.
towards other
students.
E

The
The
performance
EP

performance The
shows evidence The
shows performance
of some performance
evidence of shows evidence
rehearsal. shows evidence
extensive of rehearsal,
Seldom focused of very little
rehearsal, often focused,
and lost track rehearsal,
focused, and and in dance
of character. focused,
D

in dance character.
Forgot the concentrated or
Performance character. Performed most
choreography committed to the
Performed all of the steps
often. The performance.
dance steps correctly with
dance Face is a blank
correctly with energy and
demonstrates slate, without
energy and enthusiasm.
very little character.
enthusiasm. The dance
energy and Audience is
The dance is is somewhat
enthusiasm bored and
engaging and engaging to the
which leaves embarrassed.
speaks to the audience.
the audience
audience.
confused.

Total: /20 points

297

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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PY
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EP

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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PY
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O
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EP

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D

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EP

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Images:
D

Johannsen C. Yap, Batasan Hills National High School, NCR - Quezon City

300

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.