SUMMATIVE ASSESSMENT

PHYSICAL GRADE
EDUCATION 11

1
QUARTER
WEEK 5-6

WBLS-OBE MELC-Aligned Summative Assessment MAPEH 10 0

(WRITTEN WORK) LEARNING COMPETENCY: (U)
Assesses physical activity, exercise and eating habits

Creative Constructed Response:

Situation: Read the article about exercise and eating habits, and then answer the
guide questions.

Eating a healthy balanced diet accompanied by regular exercise is essential in

maintaining physical and mental health and well-being. Not only are these effective
in preventing excess weight gain or in maintaining weight loss, but healthier
lifestyles are also associated with improved sleep and mood. Physical activity
particularly improves brain-related function and outcomes.1

Obesity levels remain worryingly high, with nearly 30% of the global population
being overweight or obese. This figure is set to rise to almost half of the world’s
adult population by 2030, according to the McKinsey Global Institute.2 The
fundamental cause of excess weight and obesity is an imbalance between energy
intake and energy expenditure. Globally, the intake of energy-dense foods that are
high in saturated fat, salt and sugar has increased. We also consume insufficient
amounts of fruit, vegetables, dairy, whole grains and oily fish,3 which has an
additive effect on the health impact of a poor diet. Our modes of work continue to
remain sedentary and we work the longest hours compared to many other
European countries.4 In the UK we spend more time sat on public transport,
watching television and indoors.

Excess weight and obesity are major risk factors for a number of chronic, non-
communicable diseases (NCD) including type 2 diabetes, cardiovascular diseases,
musculoskeletal disorders (particularly osteoarthritis) and some cancers.5 The risk
for these NCD’s also rises with an increase in body mass index (BMI) and age. To
summarise:

1. The UK has one of the highest levels of obesity in western Europe: 67% of men
and 57% of women are either overweight or obese.

2. More than half of men and women are at an increased risk of multiple health
problems caused by poor diet.

3. The level of childhood obesity is a huge concern. In the UK, one in 10 children
are obese when they start school. By the time they leave primary school, nearly
20% of children are obese with a 75-80% risk of obese adolescents becoming
obese adults. Childhood obesity is associated with a higher chance of obesity,
premature death and disability in adulthood.

4. According to the latest diet surveys, children and teenagers consume around
40% more added sugar than the recommended daily allowance; much of this
coming from snacks and sweets.3 We are now seeing type 2 diabetes,
hypertension, early markers of heart disease, breathing difficulties, increased risk of
fractures and psychological effects in young children.

WBLS-OBE MELC-Aligned Summative Assessment MAPEH 10 1

5. In 2014 Public Health England reported that 12% of children under three have
tooth decay and an average of three teeth in these children are decayed, missing or
filled.6

6. Obesity can reduce life expectancy by eight to 10 years. This is equivalent to the
effects of life-long smoking.7

Obesity is preventable and is the result of a complex, multifactorial integration of

environmental and social factors that influence our dietary and physical activity
patterns. Lack of supportive policies has led to the creation of an obesogenic
environment that simply does not enable the public to make healthy choices easily.
The UK is now behind many other western industrialised countries in reducing
premature mortality rates.8 This increases the financial burden on local authority
and health resources. Those working in primary care are required to work much
more through a reactive approach to healthcare as opposed to the more desired
proactive approach.

Obesity prevention strategies are beginning to gain traction but to see real strides,
positive change must outrun the pace of negative contributors. Prevention policy
should target a handful of key behaviours and the role of the primary care nurse is
central to its delivery:

– Limiting processed foods (refined grains, processed meat and foods rich in sugar,
saturated fat and salt) and beverages (sugary drinks).

– Increasing physical activity.

– Limiting “sit time”.

Source: nursinginpractice.com

Guide questions:
1. What is the most important lesson you have learned from the article and how
are you going to apply it to yourself?
2. What are you most guilty of after reading the article and why?

Your answers will be graded according to the following:

RATING DESCRIPTION
4 The answer is connected to the question. The letter is very detailed and
well-organized.
3 The answer is somewhat connected to the question, but the development
of ideas is poorly written.
2 The answer is unclear and the development of ideas is unorganized.
1 The answer for the question in the letter is not connected.

WBLS-OBE MELC-Aligned Summative Assessment MAPEH 10 2

 (PERFORMANCE TASK) PERFORMANCE STANDARD:
The learners shall be able to maintain an active lifestyle to influence the physical
activity participation of the community and society.

SITUATION: Your barangay is celebrating its fiesta and one of the highlights of the
festivity is the “Zumba Craze” challenge, which will involve all high school students in your
barangay. As an active member of your community, you are to upload your own routine of
the Zumba dance. Some members in your barangay are also involved in making flyers
promoting the Zumba activity as a way of promoting an active lifestyle in the community.
GOAL: Promote active lifestyle by creating your own Zumba routine or creating a flyer
about the benefits of Zumba.
ROLE: Healthy Lifestyle Promoter
PRODUCT CHOICE: For online class, make a 2-minute video of a Zumba dance.
For printed module, make a flyer promoting Zumba as a way of
maintaining a healthy lifestyle
AUDIENCE: Teachers, friends, classmates, and the community
STANDARDS:
The outputs will be assessed using the two analytic rubrics below.
PERFORMANCE TASK ANALYTIC RUBRIC:

Zumba Performance
RUBRIC FOR DANCE PERFORMANCE
Needs
Excellent Good Satisfactory
Category Improvement
4 3 2
1
The learner has a The learner has The learner is The learner has
rhythm or tempo a rhythm or a little off- no rhythm or
in his dance tempo in his beat. music.
sequence that dance
Timing matches the sequence that
music and matches the
performance music.
beyond
expectations.
The learner uses The learner The learner The learner
all space very uses all space uses space failed to use
well and provides very well. within own proper space.
Choreography
vertically and immediate
horizontally well area on
executed. horizontal.
The learner has The learner has The learner No originality
created his/her created his/her adapts other shows.
own dance steps own dance dance steps to
Originality
with varied types steps. create own but
of executions. very little
origin.
Flyer Making

WBLS-OBE MELC-Aligned Summative Assessment MAPEH 10 3

 CRITERIA1 4 3 2 1 0
OUTSTAND SATISFACT DEVELOP BEGINNI MISSING
ING ORY ING NG
Totally an The artwork Some The The
CREATIVITY original elements are aspects of artwork is artwork is
design. No unique. the artwork a copy of a copy of
element is an are unique, seen in seen in
exact copy of but several source source
designs seen elements are material or material or
in source copied from one made one made
material. the source by another by another
materials or student student
other (80% or (100% or
students. more of more of
the the
elements elements
are are
copied) copied)
SOURCES The student The student The student The The
has 4 or more has 3 or more has 2 or student student
materials of materials of more has only 1 has no
inspiration inspiration materials of material of material of
correctly correctly inspiration inspiration inspiration
cited. cited. correctly correctly correctly
cited. cited or cited or
none at all. none at all
ATTRACTIVE The artwork The artwork The design The No design
NESS shows that shows that the and artwork or
/CRAFTSMAN the creator creator took construction looks planning
SHIP took great great pride in were thrown was done.
pride in his/her work. planned. together at Craftsman
his/her work. The design The item the last ship does
The design and has several minute. It not used
and construction flaws appears any
construction look planned. unwanted that little localized
look carefully The item has a bumps, design or materials.
planned. The few flaws drips, planning
item is neat (unwanted marks, & was done.
and all the bumps, drips, etc.) that Craftsman
materials marks, & etc.) detract from ship is
used are the overall poor and
localized. look and does not
some of the used any
materials localized
used are materials.
localized.
TOTAL:

WBLS-OBE MELC-Aligned Summative Assessment MAPEH 10 4

 Development Team
Writer: Jerome Vic C. Tayamen Maurice John P. Blas
Editor: Marlon C. Daquioag
Reviewers: Noli B. Joaquin Marlon C. Daquioag
Critiqued by: MAPEH Teachers
Management Team:
Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Arsendio A. Cabacungan John Paul M. Viernes

WBLS-OBE MELC-Aligned Summative Assessment MAPEH 10 5