Flexible Instruction Delivery Plan (FIDP)

Grade : 12 Semester : First

Core Subject Title : Health Optimizing Physical Education 3: Dance No. of Hours/Semester : 20 hours
Prerequisites (if needed): ----

Core Subject Description : Physical Education and Health offers experiential learning for learners to adopt an active life for fitness and lifelong health. The knowledge, skills and understanding
which include physical and health literacy competencies support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing
and advocating their own as well as others’ fitness and health.

This course on dance includes rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as
other dance forms. It consists of an array of offerings which learners can choose from.

Culminating Performance Standard: Develop self-efficacy in choosing a recreational activity to enhance overall wellness, thus resulting in a strong character foundation of a true leader.

Learning Competencies Highest Enabling Strategy to Use in

Highest Thinking Skill to
Developing the Highest Thinking Skill to
Assess
Content Most Essential Performance Assess
Content
Standards Topics Standard RBT Flexible Assessment
KUD KUD Enabling General Flexible Learning
Complete Most Essential Level Activities (FAA)
Classification Classification Strategy Strategies (FLS)
Performance Check(s)
First Quarter
Health- The learner Pre-Personal The learner LC3 Describe the Understanding LC5 Explain the Understanding An Pre-Personal Health Communication Class lecture Orientation
Optimizing demonstrates Health leads dance connection of health role of physical Assessment Activity through Virtual
Physical understanding Inventory events with behaviors to health risks activity ● Personal Fitness Conference (Sync)
Education of dance in proficiency factors and physical assessment in Contract
optimizing one’s and activity assessment managing one’s ● PAR-Q (Physical Recorded Video
(H.O.P.E.) 3 health; as confidence performance. stress. Activity Orientation uploaded to
Dance requisite for resulting in Readiness School LMS (Async)
physical activity independent LC5 Explain the role of MELC 1 Self Understanding Eval Questionnaire) Reasoning
a. Traditional assessment pursuit and in physical activity Understanding assess health- ● Healthy Lifestyle and Proof Printable Study
(folk and ethnic) performance, influencing assessment in related fitness Assessment Guide/Module (Distance)
and as a career others managing one’s stress. (HRF) status, ● Inventory of
b. Modern & opportunity positively. barriers to Barriers to Being
contemporary LC6 Self assess health- physical activity Active
related fitness (HRF) assessment
c. Ballroom status, barriers to Understanding participation and
(recreational & physical activity one’s diet.
competitive) assessment
participation and one’s
d. Cheer dance diet.
e. Hip-hop/
street dance

f. Festival
dance
Health- The learner Dance as The learner LC1 Discusses the Knowing MELC 8 Understanding An KWL Chart Making Communication Interactive Sharing
Optimizing demonstrates Health leads dance nature of the different Recognizes the ● Know Session through Virtual
Physical understanding Enhancing events with dances value of ● What to Know Conference (Sync)
Education of dance in Physical proficiency optimizing one’s ● Learn
optimizing one’s Activity and LC 4 Differentiates Understanding health through Recorded Instructional
(H.O.P.E.) 3 health; as confidence types of eating (fueling participation in Video uploaded to
Dance requisite for resulting in for performance, physical Activities School LMS (Async)
physical activity independent emotional eating, social
a. Traditional assessment pursuit and in eating, eating while Printable Instructional
(folk and ethnic) performance, influencing watching tv or dance Learning Guide/Module
and as a career others events) (Distance)
b. Modern & opportunity positively.
contemporary LC 11 Identify school Knowing
and community
c. Ballroom resources in case of an
(recreational & injury or emergency
competitive)
LC14 Recognizes the
d. Cheer dance value of optimizing Understanding
e. Hip-hop/ one’s health through
street dance participation in physical
Activities
f. Festival
dance Safety LC2 Explains how to Knowing MELC 5 Observe Understanding An Dance Injuries Communication Spider Web Sharing
Precautions in optimize the energy personal safety Prevention Checklist Session (Sync)
Dance systems for safe and protocol to avoid ● Before the
Participation improved performance dehydration, Dance Uploaded Instructional
overexertion, ● During the Learning Guide (Async)
LC10 Observe personal Understanding hypo-and- Dance
safety protocol to avoid hyperthermia ● After the Dance Printable Instructional
dehydration, during MVPA Learning Guide/Module
overexertion, hypo - and participation. (Distance)
- hyperthermia during
MVPA participation. MELC 6 Understanding App Connections
Demonstrate
LC12 Demonstrate Understanding proper etiquette
proper etiquette and and safety in the
safety in the use of use of facilities
facilities and equipment and equipment

Elements, LC15 Displays initiative, Understanding LC15 Displays Understanding Eval Performance -Based Reasoning Show and Tell Learning
Forms and responsibility and initiative, (Dance Demo Critiquing and Proof Activity (Sync/Async)
Style as leadership in dance responsibility and Session)
Integration to activities leadership in Printable Instructional
the Different dance activities Learning Guide/Module
Genre (Distance)
Second Quarter
Health- The learner FITT Dance- The learner LC7 Sets FITT goals Understanding MELC 2 Sets Understanding An Dance Fitness Program Communication Self-Administered
Optimizing demonstrates Based leads dance based on training FITT goals based Workshop Conditioning Program
Physical understanding Program events with principles to achieved on training (Sync/Async/ Distance)
Education of dance in proficiency and/or maintain HRF principles to Demo 1: Traditional
optimizing one’s and achieved and/or Dances Virtual Gallery
(H.O.P.E.) 3 health; as confidence LC8 Engages in Doing maintain HRF Demo 2: Festival Walk (Sync/Async)
Dance requisite for resulting in moderate to vigorous Dances
physical activity independent physical activities MELC 3 Engages Doing Cre Demo 3: Ballroom Problem Solving Printable Instructional
a. Traditional assessment pursuit and in (MVPAs) for at least 60 in moderate to Demo 4: Cheer Dance Learning Guide/Module
(folk and ethnic) performance, influencing minutes most days of vigorous physical Demo 5: Modern and (Distance)
and as a career others the week in a variety of activities Contemporary
b. Modern & opportunity positively. settings in–and–out of (MVPAs) for at Demo 6: Hip-Hop/
contemporary school. least 60 minutes Street Dance
most days of the
c. Ballroom LC9 Analyzes Understanding week in a variety
(recreational & physiological indicators of settings in–
competitive) such as heart rate, of and–out of
perceived exertion and school.
d. Cheer dance pacing associated with
MVPAs to monitor MELC 4 Understanding Eval Reasoning
e. Hip-hop/ and/or adjust Analyzes and Proof
street dance participation or effort. physiological
indicators such
f. Festival as heart rate, of
dance perceived
exertion and
pacing
associated with
MVPAs to
monitor and/or
adjust
participation or
effort.
Health- The learner Planning and The learner LC13 Participates in an Doing LC13 Participates Doing Cre Dance-Based Fitness Problem Solving Self-Directed Planning
Optimizing demonstrates Organizing: leads dance organized event that in an organized Program Proposal/ and Organizing Session
Physical understanding Dance-Based events with addresses health issues event that Recital Presentation (Sync/Async)
Education of dance in Fitness Event proficiency and concerns addresses health
optimizing one’s and issues and Subject-Self Evaluation Printable Instructional
(H.O.P.E.) 3 health; as confidence LC16 Recognizes one’s Understanding concerns Learning Guide/Module
Dance requisite for resulting in potential for health – (Distance)
physical activity independent and dance related MELC 7 Understanding Eval Reasoning
a. Traditional assessment pursuit and in career opportunities. Recognizes one’s and Proof
(folk and ethnic) performance, influencing potential for
and as a career others LC17 Organizes dance health – and
b. Modern & opportunity positively. event for a target health Doing dance related
contemporary issue or concern career
opportunities.
c. Ballroom
(recreational & MELC 9 Doing Cre Problem Solving
competitive) Organizes dance
event for a target
d. Cheer dance health issue or
concern
e. Hip-hop/
street dance

f. Festival
dance

Performance Task: The global health crises that lead to implementation of the different community quarantine caused drastic changes that caught every family unprepared. This pressing situation bring about emotional,
mental, and physical stress. As a Dance Fitness Instructor, you are task to organize a Family Dance-Based Fitness Program that will develop the student’s proficiency and confidence in performing dance
through exercise routine. The program encourages every family member to engage into various dance genres such as Traditional, Festival, Ballroom, Cheer Dance, Modern and Contemporary and Hip-
hop/Street dancing that promote in maintaining family’s’ fitness and at the same time experience enjoyment in managing physical fitness considering the minimum health safety protocol. This output will be
presented to the class. In order to check the rationale and effectiveness of the plan, it should target the following components; Knowledge of Concept, Skills, Preparation and Participation by submitting the
program proposal and Virtual or Pre-recorded Recital Presentation.

G – encourages every family member to engage into various dances genres,

R – Dance Fitness Instructor

A – family member, class and teacher

S – New normal (community quarantine)

P – program proposal and Virtual or Pre-recorded Recital Presentation.

S – Knowledge of Concept, Skills, Preparation and Participation.


CRITERIA
Conceptual Knowledge
Demonstrate understanding on the
appropriateness of the process in leading and
organizing dance activities:
A. Ability to state the rationale/goal of the
proposed dance event
B. Ability to Identify risk factors and create
proactive interventions in case of
emergency
C. Ability to establish ethical judgement
following the seven principles of leave no
trace
D. Ability to make meaning from their learning
experiences from the demonstrated
activity.
Skills
Shows proficiency (requisite skills) in creating and
demonstrating the planned activity (organizing
recreational activities):.
A. Ability to organize and analyze information
in order to make meaning and decide what
to believe or what actions to take.
B. Ability to show flexibility and perseverance
when they encounter challenges.
C. Ability to select strategies, tools and
approaches that are appropriate for
planned recreational activity.
Preparation
Targets the timeline of accomplishment with
efficiency.
EXCELLENT
Students demonstrate a deep
understanding of the appropriateness of
the process in leading and organizing
recreational activities.
All four sub-criterions were actualized.
Students show excellent requisite skills
in creating and demonstrating the
organizing recreational activities.
All three sub-criterions were actualized.
Always prepared in his/her required
output/task/s and submits the output
before the deadline, work is complete,
cohesive, and exceeds expectations.
(Complete class required output/task/s)
PERFORMANCE TASK RUBRIC
GOOD
Students demonstrate understanding
on the appropriateness of the process
in leading and organizing recreational
activities.
Actualized few incorrect connections in
the sub-criterions.
Students show very good requisite
skills in creating and demonstrating the
organizing recreational activities.
Actualized connections between two
sub-criterions.
Almost prepared in his/her required
output/task/s and submits the output on
the deadline, work is complete and
cohesive.
(Unprepared for 1 required
output/task/s)
FAIR
Students demonstrate good
understanding on the appropriateness
of the process in leading and organizing
recreational activities.
Actualized many incorrect connections
in the sub-criterions.
Students show good requisite skills in
creating and demonstrating the
organizing recreational activities.
Actualized many incorrect connections
in the sub-criterions.
Inconsistently prepared in his/her
required output/task/s and submits the
output after the deadline, work is
lacking and incomplete.
(Unprepared for 2 required
output/task/s)
NEEDS IMPROVEMENT
Students need improvement in
demonstrating his/her
understanding on the
appropriateness of the process in
leading and organizing recreational
activities.
Shows no connection in any of the
sub-criterions.
Students need improvement on
requisite skills in creating and
demonstrating the organizing
recreational activities.
Shows no connection in any of the
sub-criterions.
Seldom prepared in his/her
required output/task/s and failed to
complete the output and was not
able submit the output on the
deadline.
(Unprepared for 3 or more required
output/task/s)
Participation Give maximum effort, model a high Consistent effort, good level of Displays limited effort contributes little Minimal/poor effort during the
level of participation, self-motivated, participation, and stays on task/s with to team play and needs to be reminded preparation of the activity
A. Ability to work efficiently during the and encourage others. minimal supervision. to stay on task/s
preparation of the output
B. Ability to display clear effort to finish the
task
C. Ability to consistently shows positive
behavior in the planning of the task