Grade

School Bato RDHS Grade 9

Level
GRADES 7 TO Learning
10 DAILY Teacher Minda T. Capsa Health 9
Area
LESSON LOG
Teaching Date
August 22, 2022 Quarter First
and Time
I. OBJECTIVES
A. Content Standards
The learner… demonstrates understanding of the principles in
protecting the environment for community wellness.

B. Performance Standards
The learner… consistently demonstrates healthful practices to protect
the environment for community wellness.

The learner is able to:

C. Learning Competencies/
1. defines community and environmental health - H9CE-Ia-8
Objectives
2. describes a healthy community - H9CE-Ia-9

II. CONTENT Concept of community and environmental health

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Physical Education pages 216 - 220
2. Learner’s Material Pages
3. Textbook Pages Physical Education and Health pages 222- 230
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resource
`

A. Reviewing previous lesson or

presenting the new lesson

What can you say about the picture?

B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
Why do you think this things happen?
What do you think is the effect of this to the
community?
Let us read a short story on how pandemic affect a
person and how we can help her thru our lesson, but
 first let us be familiarize with some words.

Word stocks
 Binge - a period of excessive indulgence in an
activity, especially eating, drinking or taking
drugs.

 BMI (Body Mass Index) – is a measure of body fat

based on height and weight that applies to adult
men and women.

 Social dances and dance mixers – are dances

intended primarily to get to know other people in
attendance to a certain social function.

 FITT (Frequency, Intensity, Time and Type) – is

one way to be remember in making the fitness
plan. Fitness goals will be based on age, sex,
current fitness level .

 THR (Target Heart Rate)

PMHR ( Predicted Heart Rate)
LTHR (LOWEST TARGET HEART RATE)
HTHR (HIGHEST TARGET HEART RATE)

Short Selection

Lilly, a grade 9 student is a talented and an active

member of a dance troop in her school, but when
pandemic happened, the students and all the people
were pushed to stay at home. She feels anxious due to
her sudden change of routine from, getting up, going to
school and coming home. Her structure and routine were
altered.
For her, school isn’t just about academics, it is
also about social interactions, extracurricular activities.
These were all affected by the school closure. By this,
she developed anxiety causing her ability to concentrate
and the ability to sleep at night is disrupted. Due to
her Psychological situation her adrenal glands release
cortisol that increases appetite resulting to “stress eat” or
binge eat. It is an excessive craving for comfort food that
is denoted by excessive food intake that resulted in
weight gain and loss of self confidence.

Answer the following question after you have read the

short story.

Guide Questions:
 1. Who is the main character of the story?
 2. How do you discribe Lily before pandemic ?
 3. What happened to Lily during pandemic ?
 4. What is the coping mechanism lily used to
overcome depression ?
 5. How can we help Lily lose weight and gain her
self confidence?
  6. Do you think involving in the activity like social
dancing can help her lose weight and gain self
confedence?

Today we have a very interesting topic that in same

way we can help Lily solve her problem.

Determine your THR, Lowest THR and Highest THR

Activity 1: determine the level or intensity of

exerted effort

Computing PMHR, LTHR, and HTHR

This is how to determine your THR (Target Heart
Rate) range. Follow the steps provided and you’ll arrive
at your own PMHR and THR which you could use in
determining the intensity of your dancing activity and
raising it to a higher level if necessary.

PREDICTED MAXIMUM HEART RATE (PMHR)

Step 1: Find your PMHR in beat per minute by

subtracting your age from 220:

Formula : 220 minus age = PMHR

Example : 220 -15 yrs. Old = 205 (PMHR of 15 year
old
person)

LOWEST TARGET HEART RATE (LTHR)

Step: You need to work out your lowest Target Heart

Rate that you need to aim for during exercise by
multiplying your PMHR by 60% ( or .6)
Formula : PMHR x .6 (60%) =LTHR
Example : 205 x.6 = 123 beats per minute
(LTHR of a 15 year old person )

HIGHEST TARGET HEART RATE (HTHR)

Step: You need to work out your Highest Target Heart

Rate that you need to aim for during exercise by
multiplying your PMHR by 80% ( or .8)
Formula : PMHR x .8 (80%) =LTHR
Example : 205 x.6 = 164 beats per minute
(HTHR of a 15 year old person )

Try to record your :

 PREDICTED MAXIMUM HEART RATE (PMHR)
LOWEST TARGET HEART RATE (LTHR)
HIGHEST TARGET HEART RATE (LTHR)

after the activity you will identify the intensity

of your activity if it is low, moderate, vigorous.

Since we already discussed the nature and

background of social dances and dance mixers
In this lesson, you will be given opportunities to
learn and master the basics of the cha cha cha . But
before that let us discuss the history of the dance.

Cha Cha Cha – is a dance of Cuban origin, it is

danced to the music of the same name introduced by
Cuban composer Jorrin in the early 1950s

CHA-CHA-CHA
Style: International Latin
Music: Mediun-tempo Latin music
Meter: 4/4
Tempo: 128 beat per minute
Basic Rhythm: 2,3,4&1,2,3, 4&1 (accent on count 1)

Four Basic Steps of Cha-Cha-Cha

1. Forward Step (step R Fw ) (count 1) (step L close R)
(count2)
2. Backward Step (step L Bw ) (count 1) (step R close L)
(count2)
3. Side Step (step R Sw ) (count 1) (step L close R)
(count2)
4. Rock Step

D. Discussing new concepts and

practicing new skills # 1 Activity 2: Dancing and Me

In this activity, you will know that social

dances can affect you and your fitness relatively
depending upon your engagement and participation
to such activity.

Warm – up : Dynamic Stretching Exercises

This time, Let us perform the basic dance steps in

cha cha cha

Teacher will show the figure of basic steps of cha cha

cha, Let the students read the dance step (step
Pattern) and let them demonstrate the step pattern
following the correct counting.

The teacher will checked if the demonstrated step

pattern is correctly performed without music
( Counting )

► Play the Music , Continue doing the steps until


E. Discussing new concepts
practicing new skills # 2
F. Developing mastery (Leads
Formative Assessment))
mastery is achieved.
Basic Name of Step Step Pattern Counting
1 Weight Transfer R-Bw , L-Fw 1,2
(Rock Step)
2 R Chasse Fw R-Fw, L-C to R, R- 1 and 2
Fw
3 Weight Transfer L-Bw, R-Fw 1,2
(Rock Step)
4 L Chasse Fw L – Bw, B – C to L, 1,2
L- Bw
5 Alemana Turn L- Fw ( Pivot 1,2,1,and 2
Halfway Turn R,)
R-Fw (Pivot
Halfway Turn R)
Leading to a Chasse 1,2,1,and 2
L Bw
Step L across R in
6 New York(L over front, Step R in
R) Place , Chasse L Sw, 1,2,1 and 2
Step R over L in 1,2,1 and 2
front, chasse R Sw
Step R across L in
front, Step R in
7 New York(R Place , Chasse R 1,2,1 and 2
over L) Sw, Step L over R in 1,2,1 and 2
front, chasse L Sw
and
Activity 3: Lets do the cha cha cha
In this activity, you will be given opportunity to learn and master
the basics of the cha cha cha with your group. After mastering the basics,
you will come up with your own combinations. The routine will last for not less
than two minutes and not more than four minutes.
The teacher will observed the activity of the students and checked
if ever the steps were not executed properly.
20 minutes is allotted to do the activity.
to
By Group/Pair Create your own choreography of Cha-cha dance
applying basic dance steps that you have learned. At least 2 minutes (you
can do it in line or by pair)
You will be graded according to the following criteria
Choreography - - - - 30 %
Creativity - - - - - - - 30%
Execution - - - - - - - - 40%)

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations
abstractions about the lesson
I. Evaluating learning
Total ------------- 100 %
How does dancing help you?
What benefits do we get if we expose ourselves in social
dancing?
Now can we help Lily overcome her problems ?
Can we help her to lose weight? How ?
Can we help her overcome her anxiety?
In what way?
Can we help her re gain her self confidence ? How?
and
How do social dancing help you in enhancing your
fitness and wellness?
Aside for the benefits that were mentioned, what
else can social dances and dance mixers benefit
you/family/community?
How will you convince your family and friends to like
social dances and dance mixers.
♥These dances help you to improve your social life, lead to
improve your skills, sharpen your mind, reduce your stress,
provide new cultural experience, improve your outlook and
build strength.
Directions : Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. The dance Cha-Cha-Cha was originated in ______?
A. Venice B. France C. Venezuela D. Cuba
2. The Cha-Cha-Cha has is in a ______ meter
2 3 4
A. 2 B. 4 C. 4 D. None of the above
3. It is the basic rhythm of the dance cha-cha-cha
A. 1, 2, 3, 4 B. 3, 4, 1&2 C. 2, 3, 4&1 D. 4, 3, 2, 1
4. Cha-Cha-Cha has a music of ___________________
A. Medium-tempo Latin music
B. Medium-tempo Standard music
C. Fast-tempo Latin Music
D. Fast-tempo Standard music
5. What are the 4 basic steps in the Cha-Cha-Cha
A. Side step, step turn, backward walk, forward
walk
B. Side step, cross over step, rocking step,
forward walk
C. Side step, forward walk, backward walk,
rocking step
 D. Side step, forward walk, backward step, step
together

J. Additional activities for

application or remediation
Do a 3-5 minute dance video of the social dances
(Cha cha cha ) with partner or with out partners or
you can ask help from any of your family
members for a dance lesson then output through
video.

Send it to our Group Chat / PM /Upload to it to

youtube

V. REMARKS
A. No. of learners who earned 80%
on the formative assessment

B. No. of learners who require

additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by

MINDA T. CAPSA
Teacher III
Observed by:

SALVADOR L. FLORES
Head Teacher III
SONIA V. PRENSADER
Principal II