Health 10 Quarter 3

1. 10
Health
Department of Education
Republic of the Philippines
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Learner’s Material
Unit

2. Physical Education and Health – Grade 10
Learner’s Material
First Edition 2015
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3. iii
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.
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
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
participation in health trends, issues and concerns in health care, and planning for a
health career.
Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
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
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
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!

4. 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
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
Activity 8: The Hold Back ..........................................................................270
Activity 9: Speedy Solutions ....................................................................273
Activity 10: Interpreting Graphs..................................................................274
Activity 11: Related Articles .......................................................................277
Activity 12: Poem Writing ..........................................................................277
Activity 13: Community Health Programs and Strategies ..........................278
Activity 14: Paired-reflection ......................................................................278
Activity 15: Dear Mr. President!..................................................................279
Activity 16: WHO Convention ....................................................................279
HEALTH
Table of Contents
Activity 17: Infotography ............................................................................ 280
Activity 18: Interpretative Dance ................................................................ 280
Activity 19: Health Infomercial ................................................................... 280
Summary........................................................................................................ 281
Glossary of Terms......................................................................................... 282
Appendices.................................................................................................... 285
References..................................................................................................... 298

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

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Number of Sessions: 10
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrates awareness
of global health initiatives.
The learner demonstrates competence
in applying knowledge of global health to
local or national context.
I. Introduction
For its central role in global affairs,
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
on matters about health, which affects many
countries—including the Philippines.
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
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
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
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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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
concerns.
A. Word Hunt
Use pencil/ballpoint pen and write the answers in your activity sheet or
notebook.
Procedure:
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.
M A L A R I A I D E N T
W A T E R S A F E T Y R
A Q S E S A E S I D N E
H T L A E H ‘S N E M O W
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
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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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
and below?
a. Africa
b. East Asia and Pacific
c. Latin America
d. South Asia
3. Which disease is the leading cause of death among people who live in
developing countries?
a. heart diseases
b. HIV/AIDS
c. malaria
d. respiratory diseases
4. In what region did new HIV infections occur among individuals living in low-
and middle-income countries?
a. East Asia
b. Sub-Saharan Africa
c. South Asia
d. Pacific Region
5. Which life-style disease is the top leading cause of death worldwide?
a. diabetes
b. heart disease
c. hypertension
d. stroke

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Part I: WHAT TO KNOW No. of Sessions: 3
Activity 1: BRAINSTORMING
Brainstorm on this: What are the biggest health issues and concerns that people
around the world face today? List them on the board. Your
teacher will help you clarify new terms and concepts.
Global Health and the Millennium Development Goals
The term “global health” rose in
popularity along with the rise of globalization.
Both terms improved public awareness of
vulnerabilities and shared responsibilities
among people for the different injustices in the
world.
Ilona Kickbush (2006), director of
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
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.
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.

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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.­­­
Millennium Development Goals
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
and the economy. Some key suggestions to eradicate poverty
and hunger are:
C Education
C Promoting gender equality
C Producing more jobs
C Investing more in agriculture
C Strengthened nutrition programs for children and infants
C Support and protection of developing and vulnerable countries during crises
2 Persons, particularly women who are educated, are more likely
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
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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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:
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
and national health programs and policies is one way to reduce
child mortality. This includes:
C Immunization programs
C Assuring the survival and better health of mothers
C Improving reproductive health programs and policies
C Better nutrition program for infants, children and mothers
5 Improved maternal health is not only about mother’s health but
also involves the health and wellness of the family. Maternal health
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:
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
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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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,
shortageinprofessionalworkers,andcreatingsocialcrises.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:
7Investing and supporting sustainable energy like solar, wind and
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
and green environment. Some of the benefits of a sustainable
environment are:
8The United Nations, World Health Organization, World Bank and
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:
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
C TB - Directly Observed Treatment Short (TB-DOTS) Course therapy
C Promoting the use of insecticide-treated nets to fight mosquito-borne diseases
C Cleaner air and environment
C Clean, environment-friendly, and renewable energy
C New and aspiring jobs and business in energy
C Increased access to sanitation
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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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.
Goal No. Millenium Development Goals
What if this goal
is achieved?
What if this goal is
not achieved?
1
2
3
4
5
6
7
8
Adapted from: Measuring success: the millennium development goals (mdgs) a high school
unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008
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
achievable and which are not. Explain why and share your report in class.
The Philippine MDG Scenario
Highly Achievable Goals Not Highly Achievable Goals
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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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.
Some of the global health initiatives spearheaded by the World Health
Organization include the following:
The Global Fight against Communicable Diseases
C. Roll Back Malaria.
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
of the infection.
Specific objective:
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;
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 StopTB is the implementation
of the TB-DOTS short-course strategy.

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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 GlobalAlliance for Vaccines
and Immunization is a global strategy
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
could help reduce the number of deaths
in children aged 5 years old and below
includes:
• Hepatitis B vaccine
• Childhood meningitis vaccine
• Yellow fever vaccine
• Influenza vaccine
• Vaccine for pneumonia
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
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
• 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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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.
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.
The Global Strategy for the Prevention
and Control of Non-communicable Diseases
is a global action plan to prevent and control
the following non-communicable diseases:
cardiovascular diseases, chronic respiratory
diseases, cancers, and diabetes and the four
shared risk factors: unhealthy eating, physical
inactivity, tobacco use and alcohol use.
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
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. Topromotepartnershipsforthepreventionandcontrolofnon-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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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.
Activity 5: PRESENT AND FUTURE
Think of the present status of these global health issues and concerns. Write
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.
Present Global Health Issues and Concerns Future
Communicable Diseases
Tobacco and Alcohol Use
Mental Health
Activity 6: QUESTIONS TO PONDER
Answer the following:
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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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
Asia
Europe
North America
South America
Africa
Pacific Islands & Australia
Activity 8: THE HOLD BACK
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
which derail the fast and full implementation of these global health initiatives?
List the factors, influences and beliefs which impede the implementation of
health initiatives at the local and national level. Beside the answers, write how these
hindering factors can be managed.
LOCAL REASONS NATIONAL REASONS

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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.
Part II: WHAT TO PROCESS No. of Sessions: 2
In the WHAT TO PROCESS phase, you will answer and
perform activities which will help you process and improve your
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
and the like.
TEST YOUR KNOWLEDGE
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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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:
• 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
partnerships with private groups.
• Children are provided with free school meals and take-home
rations using locally produced food.
• Regular annual deworming for all school children especially in
impoverished areas to improve health and education.
• Provision for poor farmers of affordable supplies of soil nitrogen
and other soil nutrients.
• Design community nutrition programs for pregnant, nursing
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.
• 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.

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• 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.
• 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
school unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008
Activity 9: SPEEDY SOLUTIONS
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
goals. Follow the procedures below:
1. Form a group of 6 members.
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.
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:
Project Statement
(Based on the sample
UNDP Quick Wins)
Target MDG Slogan

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Activity 10: INTERPRETING GRAPHS
Study and use the figures below to answer questions 1-6. Write your answers
in your notebook or activity sheet.
Figure 1: Dengue Cases in the Philippines (Year 2010 – 2014)
Source: National Epidemiology Center of the Philippines Department of Health. Retrieved Oc-
tober 29, 2014 from www.doh.gov.ph
Processing Questions:
1. What are the estimates of dengue cases for each year?
2. What is the trend of dengue infection from year 2010 to 2014?
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.
YEAR

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Figure 2: Global Estimates of HIV/AIDS Infection and Death
due to AIDS 2001 – 2012
Source: UNAIDS global report2013. Retrieved August 25, 2014 from www.unaids.org/en/
resources/campaigns/globalreport2013/factsheet/
Processing Questions:
1. Describe the trend of global infection and deaths due to HIV/AIDS from
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

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Table 1: Estimate Number of Maternal Deaths for Year 1990, 2005 and 2010
Region
Maternal Deaths by Year
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
Latin America and the Caribbean 21 000 15 000 8 800
Oceania 1 000 890 510
Processing Questions:
1. Predict the estimates by 2020. Why do you think the estimates are like
this?
2. What global health trends made this possible?
Do the following in your activity sheet:
1. Construct a graph of the numbers in table 1. You can use a line, bar graph
or pie chart.
4. Interpret the data.
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
Your teacher will assess your processing skills. The scores will be
recorded under Process.

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Part III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 2
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.
Use these guide questions:
1. Should the health issues, concerns, and trends you have gathered deserved
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
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
program.
Activity 12: POEM WRITING
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.
Share the poem in class and have a short class discussion.
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.

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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:
Skit
News reporting
Puppet show
LCD/LED presentation
Artists in the group can be utilized to:
• Draw and paint
• Edit and lay-out using a computer
• Act and or dance
Activity 14: PAIRED-REFLECTION
Choose a partner. Share with your
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
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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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
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.
• 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.
• 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.
Activity 15: DEAR MR. PRESIDENT
Write a letter addressed to the President of the Republic of the Philippines
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
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
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.
TEST YOUR UNDERSTANDING
Your teacher will assess your understanding on the concepts
and information learned. This will be recorded under Reflect and
Understand.

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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
Activity 18: INTERPRETATIVE DANCE
1. Form 4-5 groups.
2. Plan an interpretative dance of a specific health issue, concern or trend.
3. 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.
Activity 19: HEALTH INFOMERCIAL
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
documentaries produced by television networks.
3. Use the rubric in the appendices as your guide.
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
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
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
for the Prevention and Control of Non-Communicable Diseases.

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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
parts of the body through the lymphatic system or the
blood
Cardiovascular
disease
disease of the heart and blood vessels
Childhood meningitis communicable disease characterized by inflamed
meninges (the tissues that surround the brain and spinal
cord) caused by bacteria with symptoms like headache,
nausea, fever, and stiff neck
Communicable
disease
any disease transmitted from one person to another by
direct or indirect contact
Diabetes a non-communicable disease characterized by
abnormally high blood sugar levels with symptoms like
excessive urination and persistent thirst
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
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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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
Information and
communication
technology
the integration of information and communication
technology with the use of media like computers and
other telecommunication devices
Malaria a communicable disease caused by plasmodium
parasites transmitted through mosquito bites;
characterized by chills and fever
Malnutrition insufficient or excessive intake of food and nutrients;
inability to absorb food properly
Maternal health the health of women during pregnancy, childbirth, and
postpartum period.
MDG also known as the Millennium Development Goals;
are eight goals of the United Nations to address global
health issues and concerns
Mosquito-borne
disease
a communicable disease transmitted by mosquitoes
Multi-drug-resistance a condition enabling disease-causing micro-organisms
to resist drugs and medicines
Non-communicable
disease
disease not transmitted through direct or indirect
contact and non-infectious
Non-renewable
energy
energy from a source that is not sustainable as it takes
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
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
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
parts as caused by a bacteria which causes lesions (cut
or break in tissue)
Vaccine a substance consisting of weakened or dead pathogenic
cells injected to stimulate production of antibodies
against a disease or a group of infections
Yellow fever a fatal communicable disease affecting the liver and
kidneys transmitted by mosquito bites and common in
tropical countries

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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

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APPENDIX B:
Rubric for Constructing a Graph
Criteria 4 3 2 1
Artistry
Artistic designs
are advanced
Artistic designs
are satisfactory
Artistic designs
are fair with
minor setbacks
There is no
effort done to
make output
attractive
Creativity
The use of
indigenous
materials and
creativity is
advanced
The use of
indigenous
materials and
creativity is
satisfactory
Creativity is fair
enough
Output lacks
creativity
Use of media
and technology
Use of different
media and
technology
was employed
in making the
output. The
outcome is
excellent
Media and
technology
was used in
making the
output. The
outcome is
satisfactory
Media and
technology was
used with minor
setbacks in
layout, spacing,
and designs
No media and
technology
was used in
making the
output
Data
Interpretation
Data
interpretation
is correct
and exceeds
expectations.
Data
interpretation
is correct.
Data
interpretation
lacks clarity
and coherence.
There is
no data
interpretation
included in the
output
Grammar
and Sentence
Construction
Grammar
and sentence
construction are
all correct
Grammar
and sentence
construction
are correct
There are
minor errors
in grammar
and sentence
construction
There are
numerous
errors in
grammar and
sentence
construction
Total: /20 points

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APPENDIX C: Rubric for Infotography
Criteria 4 3 2 1
Content
highly
creative, non-
typical; unique,
appropriate to
chosen
topic, conveys
strong
message,
engages
audience
immediately
somewhat
creative,
original, subject
is of assigned
topic, conveys a
message,
attracts audience
attention
questionable
creativity and
originalty,
subject
is weakly
related
to assigned
topic, message
unclear, loses
audience
attention
lacks creativity,
lacks
originality,
does not follow
assignment,
message
incomplete
or disjointed,
does not
attract
attention of
audience
Quality
of
Photographs
sharp,clear
photos, all
photos are free
of unwanted
elements, 15+
photos, photos
accurately depict
elements of
human rights
abuses
photos generally
clear, some
photos included
unwanted
elements,
11-4 photos,
most photos
accurately depict
elements of
human rights
abuses
most photos
unclear with
unwanted
elements, 7-10
photos, few
depict elements
of human rights
abuses
photos
unfocused;
grainy,
unwanted
elements
included in
most photos,
less than
6 photos,
photos do not
accurately
depict
elements of
human rights
abuses

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Criteria 4 3 2 1
Introduction
presents original
idea with great
detail; concise,
focused wording
on human rights
abuse, accurately
addresses all four
guiding questions
using information
specific to
country,
ownership
evident.
ideas
understandable,
but fuzzy; a bit
wordy, all text not
focused on topic;
does not address
all four guiding
questions, some
questionable
ownership.
ideas confusing,
wordy, repetitive,
all text not
focused on topic;
does not address
all four guiding
questions,
questionable
ownership
ideas unclear,
focus unclear,
word
choice
weak,does
not suit
photos, wordy,
repetitive, lacks
evidence of
ownership,
addresses
1-2 guiding
questions only.
Format
properly
formatted
bibliography that
shows multiple
sites explored;
excellent
mastery of
software chosen,
appropriate music
selection for topic
properly formatted
bibliography but
limited to four
sites explored;
average
understanding of
proper elements
for software
chosen,
appropriate music
selection for topic
bibliography
not properly
formatted and/
or 3 or less
sites explored;
some problems
using chosen
software and/
or inappropriate
music selection
for topic
bibliography
not properly
formatted and/
or only 1-2
sites explored;
problems using
chosen software
evident,
inappropriate
music selection
for topic
Total /20 points

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APPENDIX D: Rubric for Letter Writing
Criteria 4 3 2 1
Layout and
design
The letter
is creatively
designed with
easily read text.
Grammar, style,
and purpose all
excellent for a
friendly letter.
The letter is
eye-catching
and attractive.
Text is easy to
read. Grammar,
style, and
punctuation are
indicative of a
friendly letter.
Text may be
difficult to
read. May
have some
grammar and
or punctuation
that indicate
it is a friendly
letter.
Letter is
unattractive or
inappropriate.
Text is difficult
to read. It does
not have proper
grammar or
punctuation for
a friendly letter.
Information,
style,
audience, tone
Information is
accurate and
complete, is
creatively written,
and is cleverly
presented.
Information is
well written and
interesting to
read.
Some
information is
provided, but
is limited or
inaccurate.
Information is
poorly written,
inaccurate, or
incomplete.
Accurate Parts
of the Friendly
Letter
Letter is
complete with
all required
elements.
Some elements
out of place or
missing.
Most elements
out of place or
missing.
Improper
friendly letter
form
Grammar,
Punctuation,
and choice of
words for the
friendly letter
Excellent job on
presentation,
style, grammar,
and punctuation.
Style, purpose,
audience,
grammar, and
punctuation
all fair and
indicative of a
friendly letter.
Information
is mislabeled
or missing.
Inaccurate
punctuation or
grammar.
Grammar,
punctuation,
and choice of
words poor for
a friendly letter.
Follows
Guidelines and
Directions
Students are
always on task,
stay in their own
area, and work
quietly. Students
followed project
directions and
classroom
directions.
Students stay
in their area
and talk quietly
to their own
partner only.
Students
occasionally
leave area
without
permission.
Students are
often out of their
area without
permission and
are disruptive to
the class.
Total: /20 points

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APPENDIX E: Rubric for Poem Writing
Criteria 4 3 2 1
Form
Creatively uses
appropriate
poetry form.
Complete with
more than four
stanzas with
four lines each.
Effectively uses
appropriate
poetry form.
Complete with
four stanzas of
four lines each.
May use
appropriate
poetry form.
Fewer than
four stanzas of
four lines each
Uses
inappropriate
poetry form.
Too few
stanzas or
stanza length is
incorrect.
Word Usage
Student’s use
of vocabulary is
precise, vivid,
and paints a
strong clear
and complete
picture in the
reader’s mind.
Student’s use
of vocabulary
is routine and
workable.
Student’s use
of vocabulary
is more telling
than showing.
Student’s use
of vocabulary is
very basic.
Poetry
Techniques
(elements)
Effectively
uses poetic
techniques
such as
figurative
language to
reinforce the
theme.
Uses poetic
techniques
such as
figurative
language to
reinforce the
theme.
Uses some
poetic
techniques
such as
figurative
language to
reinforce the
theme.
Uses few
poetic
techniques
such as
figurative
language.
Spelling,
grammar,
punctuation
Has grade-level
appropriate
spelling,
grammar, and
punctuation;
contains few,
if any, errors
that do not
interfere with
the reader’s
understanding.
Has mainly
grade level
appropriate
spelling,
grammar, and
punctuation;
contains
some errors
that do not
interfere with
the reader’s
understanding.
May contain
many errors
in spelling,
grammar, and/
or punctuation
that may
interfere with
the reader’s
understanding.
May contain
frequent and
numerous
errors in
spelling,
grammar, and
punctuation
that interferes
with the
reader’s
understanding.

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Criteria 4 3 2 1
Understanding
of the topic
Student’s work
demonstrates
a complete
understanding
of the
assignment
and goes
beyond the
requirements.
Student’s work
demonstrates
an
understanding
of the
assignment.
Student’s work
demonstrates
some
understanding
of the
assignment.
Student’s
work lacks
understanding
of the
assignment.
Total: /20 points

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APPENDIX F: Rubrics for Speech
Criteria 5 4 3 2 1
Content
Content
surmounts
anticipation.
Treatment
of details is
advanced
and in-depth.
Content
reaches
expected
outcome.
Treatment
of details is
proficient
and of good
quality.
Content is
near the
expected
outcome.
Treatment
of details
approaches
proficiency
with some
shallow
lines.
Content is
beyond the
expected
outcome.
Details
are in the
developing
phase
and very
shallow.
Content is
very basic
and lacks
in-depth
analysis.
Organiza-
tion and
Style
The
structure of
the essay
is highly
organized
and shows
coherence.
There is
variety in
style which
makes the
essay very
impressive.
The
structure of
the essay is
organized
and
coherence
is obvious.
There is
variety in
style which
makes
the essay
impressive.
The
structure of
the essay is
somewhat
organized
and
coherent.
There is
somehow
a variety in
style which
makes the
essay good.
The
structure of
the essay
is not too
organized
and
coherent.
There is
little variety
in structure
and
subject.
Structure is
unorganized
and not
coherent
with the
topic. There
is no variety
in structure
and subject
matter.
Grammar
There are no
grammatical
errors in the
essay.
There are
minimal
grammatical
errors in the
essay.
There
are some
grammatical
errors found
in the essay.
There
are many
errors
found in
grammar.
Editing is
suggested.
Grammar
lacks order
and neatness.
There are
numerous
errors. Major
reconstruction
is suggested
Spelling
There are
no spelling
errors in the
theme.
There are
1-3 errors in
spelling.
There are
4-6 errors in
spelling.
There are
7-10 errors
in spelling.
There are
more than
10 errors in
spelling.
Total: /20 points

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APPENDIX G: Rubric for Storyboard
Digital Storytelling: Digital Movie RUBRIC
CATEGORY 1 2 3 4 Score
Images
Images create
a distinct
atmosphere or
tone that matches
different parts
of the story. The
images may
communicate
symbolism and/or
metaphors.
Images create
an atmosphere
or tone that
matches some
parts of the story.
The images may
communicate
symbolism and/or
metaphors.
An attempt was
made to use
images to create an
atmosphere/tone
but it needed more
work. Image choice
is logical.
Little or no
attempt to use
images to create
an appropriate
atmosphere/tone.
Soundtrack
- Emotion
Music stirs a
rich emotional
response that
matches the story
line well.
Music stirs a
rich emotional
response that
somewhat
matches the story
line.
Music is ok, and not
distracting, but it
does not add much
to the story.
Music is
distracting,
inappropriate,
OR was not
used.
Grammar
Grammar and
usage were
correct (for the
dialect chosen)
and contributed to
the clarity, style,
and character
development.
Grammar and
usage were
typically correct
(for the dialect
chosen) and
errors did not
detract from the
story.
Grammar and
usage were typically
correct but errors
detracted from the
story.
Repeated errors
in grammar and
usage distracted
greatly from the
story.
Point of
View -
Purpose
Estabishes a
purpose early on
and maintains
a clear focus
throughout.
Establishes a
purpose early on
and maintains
focus for most of
the presentation.
There are a few
lapses in focus but
the purpose is fairly
clear.
It is difficult to
figure out the
purpose of the
presentation.
Driving
Question
Focus/ Driving
Question is
addressed for
most of the
movie.
Focus/Driving
Question is
addressed
throughout the
movie.
Focus/Driving
Question lapses in
focus, but is fairly
clear.
Focus/Driing
Question is
difficult to figure
out.

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APPENDIX H: Rubric for Health Infomercial
Criteria 4 3 2 1
Information and
communication
technology
The video
played with
excellent
screen shots
and details.
The video
played but with
minor problems.
The video
played but
with major
problems.
The video
did not
play during
viewing.
Creativity
Excellent
creativity
using various
materials and
properties.
Satisfactory use
of creativity and
use of various
materials and
properties.
Lacks creativity
and used
minimal
materials and
properties.
No creativity
in the
production
of the
infomercial.
Accuracy
All contents are
correct.
Most contents
are correct.
Most contents
are incorrect.
All contents
are incorrect
and
misleading.
Time frame
The video
played between
4-5 minutes.
The video
played between
3-4 minutes or
5-6 minutes.
The video
played between
2-3 minutes or
6-7 minutes.
The video
played
less than 2
minutes or
more than 7
minutes.
Total: /16 points

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APPENDIX I: Rubric for Interpretative Dance
Criteria 4 3 2 1
Body
Alignment/
Skill
The locomotor
and non-
locomotor
movements are
performed with
control, skill
and precision
The locomotor
and non-
locomotor
movements
are most often
memorized and
performed with
some control
and skill.
The locomotor
and non-
locomotor
movements
are somewhat
memorized and
performed with
little control and
skill.
The locomotor
and non-
locomotor
movements are
not memorized
and performed
without control
and skill.
Creativity &
Interpretation
The
interpretational
language
clearly reflects
the theme or
idea of culture
inspired by
a piece of
art, music,
or poetry.
Took risks in
exploration of
the Elements
of Dance
demonstrating
challenging and
unique patterns
and a variety
of creative
options.
The
interpretational
language mostly
reflects the
theme or idea of
culture inspired
by a piece of art,
music, or poetry.
Took some risks
in exploration
of the Elements
of Dance
demonstrating
unique patterns
and a variety of
creative options.
The
interpretational
language
partially reflects
the theme or
idea of my
culture inspired
by a piece of
art, music, or
poetry. Took
very little risk in
exploration of
the Elements
of Dance only
demonstrating
simple patterns.
The
interpretational
language does
not reflect the
theme or idea of
culture inspired
by a piece of art,
music, or poetry.
Took no risks in
my exploration
of the Elements
of Dance. No
effort has been
made in the
variation of
pattern and
creativity.

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Elements of
Dance
The dance
has been
abstracted
incorporating
all elements
of dance. The
choreography
demonstrates
a developed
variation of
movement,
time, space,
energy and
body. This
variation is
highly original,
not borrowed
from the media/
peers.
The dance has
been partially
abstracted
incorporating
the elements
of dance. The
choreography
demonstrates
some variation
of movement,
time, space,
energy and
body. This
variation is
original, and
very little dance
choreography
has been
borrowed from
the media/
peers.
The dance has
been abstracted
incorporating
only one or
more of the
elements of
dance. The
choreography
demonstrates
very little
variation of
movement,
time, space,
energy and
body. The
variation of
Elements
of Dance is
slightly original,
and most dance
choreography
has been
borrowed from
the media/
peers.
The dance
shows no
understanding of
abstracting
the elements
of dance. The
choreography is
not varied and
not developed.
All movement
has been
borrowed from
the media/
peers.

45. 297
Effort & Char-
acter
Fully
participated in
all HR activities
and was
positive at all
times.
Persevered
when expe-
riences became
challenging/
difficult.
Consistently
demonstrated
respect
towards oneself
and others.
Was
responsible by
staying on task
and focused
during class
time.
Offered support
towards other
students.
Mostly
participated in
all HR activities
and is positive
most of the time.
Often
persevered
when
experience
became
challenging/
difficult.
Demonstrated
respect towards
oneself and
others.
Tried to be
responsible by
staying on task
and focused
during class
time.
Offered some
support towards
other students.
Participated
in some HR
activities and
is positive
occasionally.
Seldom
persevered
when
experience
became
challenging/
difficult.
Rarely
demonstrated
respect towards
oneself and
others.
Had difficulty
being
responsible by
staying on task
and focused
during class
time.
Offered
occasional to
little support
towards other
students.
Never
participated in
HR activities
and is mostly
negative.
Gave up
completely
when
experience
became
challenging/
difficult.
Did not show
respect towards
oneself and
others.
Showed no
sense of
responsibility.
Was off task and
wasted class
time disrupting
other students.
Unable to offer
support towards
other students.
Performance
The
performance
shows
evidence of
extensive
rehearsal,
focused, and
in dance
character.
Performed all
dance steps
correctly with
energy and
enthusiasm.
The dance is
engaging and
speaks to the
audience.
The
performance
shows evidence
of rehearsal,
often focused,
and in dance
character.
Performed most
of the steps
correctly with
energy and
enthusiasm.
The dance
is somewhat
engaging to the
audience.
The
performance
shows evidence
of some
rehearsal.
Seldom focused
and lost track
of character.
Forgot the
choreography
often. The
dance
demonstrates
very little
energy and
enthusiasm
which leaves
the audience
confused.
The
performance
shows evidence
of very little
rehearsal,
focused,
concentrated or
committed to the
performance.
Face is a blank
slate, without
character.
Audience is
bored and
embarrassed.
Total: /20 points

46. 298
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Images:
Johannsen C. Yap, Batasan Hills National High School, NCR - Quezon City