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DLP HOPE 1 School Diclum National High School Grade Level 11

WEEK 1 Teacher VEE JAY S. BLANCIA, LPT, ECT Learning Area PE and Health
Teaching Date June 7, 2019 (7:30 – 8_30) Quarter 1st semester

The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical
A. Content Standards
activity assessment performance, and as a career opportunity.
The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others
B. Performance Standards
C. Learning Competencies/Objectives 1. Distinguishes aerobic from muscle and bone-strengthening activities PEHFH-Ia-1
(Write the LC code for each) 2. Engages in moderate to vigorous physical activities (MVPA’s) for at least 60 minutes most days
of the week in a variety of settings in-and-out-of school. PEHFH-Ia-t-8
3. Demonstrates proper etiquette and safety in the use of facilities and equipments. . PEHFH-Ia-t-12
Key Concepts/Understanding
to be Developed
At the end of the session, the students Learning
Objectives should be able to: Contextualization Materials to be
Differentiate aerobic, muscle strengthening, and bone
strengthening activities.
Perform aerobic, muscle strengthening, and bone
strengthening activities.
Attitude Participate actively in class discussion
Appreciate the importance of FITT in doing physical
Physical Education and Health Grade 11 Health Optimizing P.E.(H.O.P.E.) 1
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Grade 7 Learner’s Material, DepEd
1. Ask the students. What comes to your mind when you see/hear/read “Physical Fitness”?
Possible answers:
exercise, sports, body, well-being, health, kalusugan, food, diet, thin, fat, sexy, lifestyle, katawan
2. Post on the board the following definitions of Physical Fitness:
a) Physical Fitness is a state of good health and well-being of an individual
b) Physical Fitness is “a set of abilities that one possesses in order to perform physical activities.”
3. Process your students’ responses from the motivation activity. Connect it with the definition of physical fitness.
4. Recall and review the three components of fitness by posting the definitions on the board. Call students to match the
definitions with the corresponding component.
A. Priming Activity
a) Health-related physical fitness (HRPF) consists of specific components that have a relationship with good health, or a
lower risk of illness. HRPF includes: body composition, cardiovascular endurance, flexibility, muscular endurance and muscle
b) Skill-related physical fitness (SRPF) pertains to components related with learning motor skills quickly and ability to
achieve high level of performance in sports. SRPF includes: agility, balance, coordination, power, reaction time and speed
c) Physiological Fitness relates to biological systems that are influenced by one’s level of habitual physical activity
Physiological Fitness includes: Metabolic Fitness (MetF), Morphological Fitness (MorF) and bone integrity (BI)

1. Divide the class into 5 groups.

2. With their groups ask them to list down the activities they perform regularly.
B. Activity Possible responses
washing the dishes, walking to school, lifting weights, sweeping the floor, watering the plants, playing sports, ironing the
clothes, fetching a pail of water, dancing

1. Ask each group to categorize their answers into aerobic, muscle-strengthening, and bone strengthening, based on their
2. Let each group present their output to the class.
3. Processing questions:
A. Which type of physical activity are you most comfortable with?
Possible responses
C. Analysis Doing household chores, sports related activities
B. What are the benefits we can gain in doing this activities?
1. Discuss the three types of physical activities.

a) AEROBIC – moves your large muscles, such as those in your arms and legs. Aerobic activities make your heart best faster
than usual. Regular aerobic activity strengthens your heart and lungs.

Examples: walking, running, swimming, bicycling, dancing, sports such as basketball and soccer,

b) MUSCLE-STRENGTHENING – improves strength, power and endurance of muscles.

Examples: doing push-ups, pull-ups and sit-ups, lifting weights, climbing the stairs, digging the garden

c) BONE-STRENGTHENING activities – helps your bones grow and keeps them strong. When your feet or arms support your
body’s weight, and your muscles push against your bones, these are bone-strengthening activities.
D. Abstraction
Example: jumping, skipping, hopping

2. For etiquette and safety reminders:

a. Wear the right attire
b. Use the appropriate equipment
c. Warm-up before the working
d. Cool down after the workout
e. Stay hydrated 6. Breathe throughout the exercise
f. Listen to your body – know when to keep pushing yourself and when to stop

1. Divide the class into 3 groups.

2. Let them prepare their set of exercises.
3. Let them practice with their groups for 5 minutes.
4. Each group will perform in front of the class.

E. Application

Suggested Exercises
Light jog (A) Modified tricep push-ups (MS)
Back pedal (A) Alternating step back lunges (MS)
kick downs (MS) Jumping jacks (A, BS)
modified push-ups(MS) Abdominal curls (MS)
modified plank (MS) Modified push-ups (MS)
froggers (A, BS) Modified plank (MS)
side lunge (MS) Burpees (A, BS)
Plank (MS) Squat hold (MS)
Squats (MS) Shoulder press (MS
abdominal curls (MS)

5. After the performance ask each group to classify the type of exercise they perform

Aerobic Muscle-strengthening Bone-strengthening

Instruct the students to answer the following questions:
F. Additional activities for application
1. Differentiate aerobic activity from muscle and bone strengthening activities.
or remediation
2. Describe the benefits of aerobic, muscle and bone strengthening activities.
3. Explain the importance of aerobic, muscle and bone strengthening activities.
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 have caught up with the
D. No. of learners who continue to require
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: LDAG: Language Editor:

Vee Jay S. Blancia, LPT, ECT

Diclum National High School

Rubrics for Essay Evaluation

Beginning 0 pts Developing 4 pts Approaching Proficient 8 pts Advanced 10 pts

Proficiency 6 pts
Did not answer Answers are partial or Answers are not Answers are accurate Answers are
question. incomplete. Key points comprehensive or and complete. Key comprehensive,
Content 10 pts are not clear. Question completely stated. Key points are stated and accurate and complete.
not adequately points are addressed, supported. Key ideas are clearly
answered. but not well supported. stated, explained, and
well supported.

Beginning 0 pts Developing 4 pts Approaching Proficient 8 pts Advanced 10 pts

Proficiency 6 pts

Did not answer Organization and Inadequate Organization is mostly Well organized,
Organization 10 pts question. structure detract from organization or clear and easy to coherently developed,
the answer. development. follow. and easy to follow.
Structure of the
answer is not easy to

Beginning 0 pts Developing 4 pts Approaching Proficient 8 pts Advanced 10 pts

Proficiency 6 pts

Writing Conventions Did not answer Displays over five Displays three to five Displays one to three Displays no errors in
5 pts question. errors in spelling, errors in spelling, errors in spelling, spelling, punctuation,
punctuation, grammar, punctuation, grammar, punctuation, grammar, grammar, and
and sentence and sentence and sentence sentence structure.
structure. structure. structure.