CAPUDLOSAN NATIONAL HIGH SCHOOL

Senior High School Department

Hindang, Leyte

PHYSICAL EDUCATION AND HEALTH

SOLO SPORTS for Performance Task

Schedule for Performance : April 28, 2021 9AM

Instructions: Study the information about the sports. Pick 2 sports to perform.

1. 50 METER DASH

Procedure:
1. The test involves running a single maximum sprint over 50 meters, with the time
recorded.
2. A thorough warm up should be given, including some practice starts and accelerations.
3. Start from a stationary standing position (hands cannot touch the ground), with one foot
in front of the other. The front foot must be behind the starting line.
4. Once the subject is ready and motionless, the starter gives the instructions "set" then
"go.".
5. Two trials are allowed, and the best time is recorded to the nearest two decimal places.

Scoring System
Mean score (seconds) = (#1 sprint time + #2 sprint time + #3 sprint time) ÷ total number of
sprints (e.g. 3)

2. STANDING LONG JUMP

Procedure:
1. The athlete stands behind a line marked on the ground with feet slightly apart.
2. A two foot take-off and landing is used, with swinging of the arms and bending of the
knees to provide forward drive. The subject attempts to jump as far as possible, landing on
both feet without falling backwards.
3. Three attempts are allowed.

Scoring System

3. TABLE TENNIS (SINGLES)

Procedure:
1. Singles Table Tennis is played between two individuals, one on each side.
2. The serve is made from behind the end of the table, the server tossing the ball upward
from the palm of the free hand and striking it as it descends so that it first bounces on
the server’s own court and then, passing over the net, bounces on the opponent’s court.
3. Spinning the ball makes the chances of hitting the ball a lot less. So, players tend to
spin the ball before serving it to the opponent.

Scoring System

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 Players earn points regardless of who served the ball and points are awarded to the
opponent during play for the following:
1. Failing to reach the ball or not hitting it back before it bounces twice.
2. Having the ball bounce on one's own side after hitting it.
3. Double hitting the table tennis ball.
4. Failing to allow the ball to bounce once in one's own side — you are not allowed to
volley the ball like players do in tennis.
5. Failing to get the service correctly into play (unless it is a ‘let’).
To determine the winner, the target is 11 points and a player must win by at least a two-
point difference. Should both players reach 10 points, a "deuce" game comes into effect,
with serve alternating after each point and the game is won by the player who eventually
gains a lead of two points.

6. BADMENTON (SINGLES)

Procedure:
1. A game can take place with either two (singles) or four (doubles) players.
2. To score a point the shuttlecock must hit within the parameters of the opponents court.
3. If the shuttlecock hits the net or lands out then a point is awarded to your opponent.
4. Players must serve diagonally across the net to their opponent. As points are won then
serving stations move from one side to the other. There are no second serves so if your
first serve goes out then your opponent wins the point.
5. A serve must be hit underarm and below the servers waist. No overarm serves are
allowed.
6. Each game will start with a toss to determine which player will serve first and which
side of the court the opponent would like to start from.
7. Once the shuttlecock is ‘live’ then a player may move around the court as they wish.
They are permitted to hit the shuttlecock from out of the playing area.
8. If a player touches the net with any part of their body or racket then it is deemed a fault
and their opponent receives the point.
9. A fault is also called if a player deliberately distracts their opponent, the shuttlecock is
caught in the racket then flung, the shuttlecock is hit twice or if the player continues to
infract with the laws of badminton.
10. Each game is umpired by a referee on a high chair who overlooks the game. There are
also line judges who monitor if the shuttlecock lands in or not. The referee has
overriding calls on infringements and faults.
11. Let may be called by the referee if an unforeseen or accidental circumstance arose.
These may include the shuttlecock getting stuck in the bet, server serving out of turn,
one player was not ready or a decision which is too close to call.
12. The game has only two rest periods coming the form of a 90 second rest after the first
game and a 5 minute rest period after the second game.

Scoring System
A point is scored when you successfully hit the shuttlecock over the net and land it in your
opponent’s court before they hit it. A point can also be gained when your opponent hits the
shuttlecock into either the net or outside the parameters.

To win a game you must reach 21 points before your opponent. If you do so then you will
have won that set. If the scores are tied at 20-20 then it comes down to whichever player
manages to get two clear points ahead. If the points are still tied at 29-29 then the next
point will decide the winner of the set. Winning the overall game will require you to win 2
out of the 3 sets played. ( But for your performance task, only 1 set will be played)

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 CAPUDLOSAN NATIONAL HIGH SCHOOL
Senior High School Department
Hindang, Leyte

PHILIPPINE POLITICS AND GOVERNANCE

TAKING A STAND: IS GLOBALIZATION POSITIVE OR NEGATIVE?

Performance Task Standard:

Clearly identify a specific political phenomenon and how it can be studied

Instructions:
1. Read the paragraph below and make a commentary whether you are for or against
globalization. Globalization―Positive or Negative?
2. Do a research to form your 3 point argument. You can write it in a yellow pad.
3. You can deliver your speech in bilingual manner: English and Tagalog. However, majority
must be in English.
4. Practice your delivery of your speech minimum of 2 minutes maximum of 3 minutes.
5. Wear semi-formal attire.

Study the case below.

Factors related to globalization can also cause workers to migrate from their homelands
in poorer countries to more developed countries to find work. The migrant laborers may
leave their families and live temporarily in another country, thus disrupting the family and
social fabric of their home communities. Furthermore, most of their earnings may be sent
home, reducing the benefits their employment could have in the country where they are
employed. Often foreign workers immigrate to another country and, because they live in
their own neighborhoods, continue to follow their religions, customs, and even follow their
own laws, they are sometimes accused of not being willing to adapt and accept their new
country. On the other hand, often these newcomers complain that they are poorly treated
and cannot live the way they would like in the more developed countries they have
immigrated to. Many developing countries need new industries and the jobs these
industries bring to improve their economies through globalization, but they do not want to
lose their own culture and identity in the process. Many developing countries fear that
increased globalization may lead to loss of control over economic and political decisions
and may also threaten their traditions, language, and culture. With the predominance of
American pop culture as well as political and economic influence around the world, many
developing countries see globalization as a form of “Americanization” or “Westernization”
that is undermining the fabric of their traditional societies. In addition, many developing
countries do not have stringent rules about environmental protection, thus, industries do
not need expensive pollution control equipment, resulting in serious air, water, and soil
pollution that would not be acceptable.

Scoring Rubrics

MARKING Excellent Proficient Average Poor

RUBRICS

Content: All content Content directly Demonstrated Few facts

Relates to topic, directly related related to the Basic related to the
detailed, and to the topic. topic. Almost all understanding topic. Most
accurate Opinions were opinions were of the topic. Information was
always supported by Many opinions opinion.
supported by facts. were not
fact if possible. supported by
facts.

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Knowledge: Showed a Showed a Showed basic Showed little or
Demonstrate thorough working knowledge of the no knowledge of
knowledge of knowledge of the knowledge of the topic. Able to the topic.
subject topic. Able to topic. Able to address Unable to
use assessor satisfactorily assessor answer assessor
questions to answer assessor questions by questions or
further questions and repeating parts comment
demonstrate provided of the further on any
understanding additional presentation - part of the
of the topic. information did not provide presentation.
Appeared to be upon request. any additional
an expert on the information.
subject being
presented

Posture/Eye Stood upright Posture was Sometimes Posture was

Contact: and appeared good for most of rocked, shifted, poor. Slouched,
Appropriate confident the or appeared shifted from foot
posture and throughout. presentation. uncomfortable. to foot, and
effective eye Avoided rocking, Made eye Made occasional appeared very
contact shifting, and contact eye contact with uncomfortable.
other nervous numerous times one or two Made almost no
behavior. Made during audience eye contact with
eye contact presentation. members. Did the audience.
throughout the Did not rely too not rely too Looked down at
assessors. heavily on notes heavily on notes notes or visual
or visual aids. or visual aids aids.

Enthusiasm: Appeared Appeared Showed some Showed little or

Energetic, enthusiastic and enthusiastic and confident and no enthusiasm
confident, not confident at all confident at all little excitement about the topic.
frenetic times. times. May have about the topic. Nervous. Did
Moderated level appeared overly Attempted to not moderate
of excitement to enthusiastic at modify behavior level of
hold audience's times. Held to engage excitement in
attention. audience audience on one response to
interest for most or more audience
of the time. occasions. Lost reaction. Lost
attention of audience
some audience interest.
members.

Pace: Speaker Speaker's pace Tended to speak Consistently

Speaks at an adjusted pace to was appropriate too quickly or spoke too fast or
appropriate pace stay within throughout too slowly. too slow.
allotted time.
Speaker
answered
audience
questions
without overdo
it or covered
additional
material if there
were no
questions

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 CAPUDLOSAN NATIONAL HIGH SCHOOL
Senior High School Department
Hindang, Leyte

PRACTICAL RESEARCH 1

Groupings for Research

Group1 Group 2
1. Hermin Abasola 1. Ivan Lor
2. Melmark Villaro 2. Raymund Recreo
3. Janen Estaura 3. Bernalyn Nalam
4. Peter Paul Abasola 4. Andrew Caspe
5. Orlando Borleo 5. Edward Dedace
6. Royce Basinilo 6. Joshua Rodes
Group 3 Group 4
1. Paul Denver Velmonte 1. Evelyn Suico
2. John Ricks Estillore 2. Junrel Cabugos
3. Merlynda Delima 3. Marlo Lanic
4. Ramil Rabanos 4. Velliane Mendez
5. Marjorie Clave 5. Micheal Argavante
6. Levy Malda 6. John Vienzent Agravante

Tasks:
Task 1 : Identify your topic for research
Task 2: Formulate a Qualitative Research Problem
Take 3: Concept Paper about the research
Task 4: Writing the Review on Related Literature
Task 5: Qualitative Research Procedure
Task 6: Developing Research Instruments
Task 7: Writing the Research Methodology
Task 8: Drafting the Research Design
Task 8: Prepare for Design Hearing

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