4A’S LESSON PLAN

I. OBJECTIVES
A. Content Standards The learner demonstrates the motor skills and movement
pattern needed to perform a variety of physical activities.
B. Performance Standards The learner design the individualized exercise program to
achieve personal fitness.
C. Learning Competencies Undertakes physical activity and physical fitness assessment.PE7PF-
la-h-23
II. CONTENT Fundamental Body Movements
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Most Essential Learning Competencies p.327
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
LRMDS
B. Other Learning Resources PowerPoint presentations, photos, cartolinas, markers, laptop and
Projector
C. OBJECTIVES

At the end of the lesson, the students will be able to:

a. Identify the locomotors, non-locomotors and manipulative

movement skills.
b. value the health benefits Fundamental Body movements
and;
c. Perform group activity in relation to Fundamental Body
movement’s components.
IV. PROCEDURES
A. PRELIMINARIES = Prayer

= Checking of Attendance

= Establishing classroom rules

B. Establishing a purpose of the new STRATEGY: “GUESS THE PHOTO”
lesson ( Motivation)
Show a photo. Ask them what is associated with the photo. Let the
students remember an experience associated with the photo. The
teacher gives information about the photo.

1. 2. 3.
 4. 5. 6.

What have you observed about the pictures?

Do you exercise every day?

C. Presenting examples/ instances of A. ACTIVITY :

the new lesson ( LESSON PROPER)
I want you to divide be divided into two groups and let us
have a game called “ Charades the Act’’. The left group of
students will ve the Group 1 and the Right will be the group
2. I want each group to choose one representative for their
group.Here is the instruction the group representative will
act out of word without speaking and his or her group have
to guess what the action is. I will only give two minutes to act
out all the words that I provide. The group that can guess the
act more will be a winner .

Do you understand? Any question? Clarificaations?

GROUP 1 WORDS GROUP 2 WORDS

1. STEP 1. LIFTING

2. CRAWLING 2.JUMPING

3. BENDING 3.HOPPING

4. DRIBBLING A BALL 4. KICKING

5. PUSHING 5. STRETCHING
 Did you enjoy the class activity?

Okay now class with all actions and terms you mentioned earlier in
our activity , considering the actions that you’ve seen and the words
that describe them, what have you noticed?

= Introduce the lesson

= Present objectives of the day

D. Discussing new concepts and ACTIVITY: Lets have another activity, I want to group you into three
practicing new skills no. 1 groups. Count 1,2, 3. Then, go to your assigned group without
making any noise and choose your leader and secretary. Listen
carefully to my instructions.

Group 1: Have a brainstorm with your group and create a concept

diagram. With your own understanding, define “MOVEMENTS”.

Group 2: Make a list of physical movements activities that you do in

everyday living.

Group 3: Have a brainstorm with your own and create a concept

map and with your own knowledge , describe MOTOR SKILLS

E. Discussing new concepts and B. ANALYSIS

practicing new skills no. 2
The teacher process the following questions:

Here are the questions:

1. What did you do usually do after waking up in the

morning?

Possible Answer: After waking up in the moring first thing that I will
do is drinking water and stretchinng my body and soon.

2. Why is it important to get up and move?

Possible answer: The importance get up and move is to increased our

energy. Our bodies are built to move and doing so far.
 3. What is the differences between movement and moving?

Possible Answer: the different between movements and moving ,

movements implies the qualities of moving while moving is a person
is moving they will almost always be using movements. If moving is
deliberate it is movements.

4. Why are movements concept important in learning

movement skills?

Possible Answer: movements concept enable children to

problem solve how the body should move during certain
activities and situations.

5. How do you physically movements contribute to the

development of a person?

Possible Answer: physically movemwnts contribute to the

development of a prson frquent bouts of physical activity
throughout the day yield short term benefits for mental
and cognitive health.

.
6. Developing Mastery (Leads to C. ABSTRACTION.
Formative Assessment)
The teacher shows the three different Body movements
and the students will identify the different activities that
belong to;

1. LOCOMOTOR MOVEMENT

2. NON- LOCOMOTOR MOVEMENT

3. MANIPULATIVE MOVEMENTS

PHYSICAL ACTIVITIES:

 Discuss throws

 Bowling

 Hiking

 Shot put

 Long jumps

 Orienteering
  Jogging

 Squat

 Push up

 Golf

Impressive you got all the correct answer. Lets us give every one a
round of a applause.

7. Finding Practical Application 8. APPLICATION

of concepts and skills in daily
living. The teacher again divides the class into four groups and
assigns task to each group.

Group 1 – Role Play

“Create a 3 minutes role play showing the Fundamental

movement which Locomotor, non-locomotor, and
manipulative movements to express and value the health
benefits of Fundamental Body movements.

Group 2 - Lets Move

“Make not less than 3 minutes a dance move using the

Fundamental Body Movement . Any music genre can be
used”.

Group 3 –Slogan Making

“Create Slogan to express the importance of Fundamental

Body Movement in our everyday life ”

Group 4- Blogging

Create a short Blog about the Fundamental Skills then ask

all your followers how the Fundamental Movement helps
their life.

The teacher will present the rubrics and the instruction.

RUBRICS;
 Instruction: I will give you five minutes to practice and prepare then
after that you will perform it in front.

H. Making Generalization and What are the three Fundamental Body movements?
abstraction about the lesson
How do you value the Health benefits Fundamental
Body movements?
I. Evaluating learning EVALUATION:

Choose and write the letter of the correct answer.

1. What is true about locomotors?

a. A movement is anchored movement that takes place about the

body’s axis or the spine.

b. A movement which the body travels through space for one

location to another.

c. A movement in which force is imparted to or received from the

object.

d. Both a and c

2. Refers to movement in any joint ,like student bended his upper

extremities part downward.

a. Shaking and Staying

b. Bending and stretching

c. Bending

d. Sitting

3._________ is the transfer of weight from one or two feet and lands on
both feet. This usually executed to go higher level a wide distance.

a. Gallop

b. Walk and Gallop

c. Jump

d. Stretch

4 The following are the example of Non-Locomotors Movements

except;

i. Discuss throw, Shot put, Hiking, Bowling

ii. Hiking, yoga, jogging, Long jump.
iii. Orienteering, push up, Squat, marching
iv. Dancing, singing, curl ups, walking

a. I and II
b. I only
c. II and IV
d. III and IV

5 What is correct about Non- locomotors Body Movement?

a. A movement is anchored movement that takes place about the

body’s axis or the spine.

b. A movement which the body travels through space for one

location to another.

c. A movement in which force is imparted to or received from the

object.

d. Both a and c

6. Why we need to know the Fundamental Body movements?

a. So that we have knowledge about what activities we do

every day that belong to the different movement which are
the locomotors , non-locomotors, and manipulative
movement.
b. Because its really fun and enjoy.
c. So that we are aware what movements are fit to us.
d. None of the above.

7. A manipulative movement skills involves tracking an incoming

 objects , stopping is momentum and gaining control of it by use of
the hand.

a. Dribbling
b. Striking
c. Bouncing
d. Catching

8. The following are the Components of Body Movements except:

a. Motivation skill

b. Manipulative skills

c. locomotors

d. Non- locomotors

9.A movement in which force is imparted to or received from the

object. A movement such us catching , kicking, trapping, bouncing.

a. locomotors skills

b. non locomotors skills

c. manipulative skills

d. motivation skills

10 What are the two rhythm of Locomotors?

a. Yoga and push up

b. Dancing and walking
c. Stretching and bouncing
d. Even and Uneven

J. Additional activities for application Extended:

and remediation.
1. Research and study in advance about the aerobics
exercises and its Health Benefits.
 5E’S LESSON PLAN

I. OBJECTIVES At the end of the lesson the student will be able

to;

a.to understand the importance of physical

activity

b. engage in a variety of physical exercise

c. execute the mini-obstacle on experience in

physical activity

II. CONTENT EXPLORING PHYSICAL ACTIVITY

III. LEARNING RESOURCES

REFERENCE Curriculum Guide

MATERIALS
 White boards
 Stopwatch
 Cones or markers for setting up an
exercise area
 Printed hands out on the benefits of
physical activity
IV. PROCEDURES

ENGAGE(5 MINUTES) TEACHERS NOTES

WHOLE CLASS ACTIVITY: SHARING Show a short video or images of people engaging
INSIGHT in various of physical activities such as jogging,
 playing sports, dancing, and yoga. Discuss the
different types of physical activities and their
benefits

Begin by asking students.

1. What does physical activity mean to you?
Discuss their thoughts as a class
EXPLORE (5 MINUTES)

Group activity Divide the class into small group. Provide each
group with a list of different physical activities
(e.g. running, jumping jacks,stretching, dancing)
and have them discuss the benefits and
drawbacks of each activity.
EXPLAIN (5 MINUTES)
INDIVIDUAL ACTIVITY Discuss the importance of physical activity for
maintaining a healthy life style . emphasize the
benefits of physical activity for physical health ,
mental well-being and social interaction.
ELABORATE (10 MINUTES)
INDIVIDUAL ACTIVITY Have the students participate in a mini-obstacle
course or fitness circuit set up in the classroom ot
outside, depending on the available space. This
activity will allow students to experience physical
activity first hand.
EVALUATE
INDIVIDUAL ACTIVITY: Reflection Distribute handouts or ask students to write a
short reflection on what they learned about the
physical activity and their experience in the
activity circuit.
EXTEND (15MINUTES)
INDIVIDUAL ACTIVITY: sharing of Review the key points of the lesson and ask
toughts student to share their reflection and any question
they have.

Encourage students to keep a physical activity

journal for a week recording their daily activities
and how they felt physically and mentally. Discuss
their experience in the next class.
 DEDUCTIVE METHODS

LESSON: RISK AND PROTECTIVE FACTORS

I. Learning outcomes: Students should be able to:

a. Discuss the factors and protective factors in substance use,abuse and drug dependence

b. State personal opinions about preventing drug use and abuse

c. Write an essay about preventing drug use and abuse

II. Subject Matter: RISK AND PROTECTIVE FACTORS

III. Integration of faith / values:

Learning never ends, values never fades, keep learning the values of life just like a students to pass
the exam of life and get rewarded by the almighty ,just like a teacher.

IV. PROCEDURE

1. GAIN THE ATTENTION Good morning class! Good morning mam!

OF LEARNERS.
Lets pray first…. (one students will lead the
Ensure that the learners prayer)
are ready to learn and (cheking of attendance say
participate in activities by present……) (students will raised their
presenting a stimulus to hands as the teacher calls her
capture their attention. name)

MOTIVATION:

I have an envelope, and

inside of this is a jumble
words and all you need to Okay class this is the group 1
do is to arrange it. So this and group 2 and arrange it
is the group1 and this is words. Yes maam!
the group 2. after that I
need representative in
each group to present the
correct words.

2.) Ensure the learners are In this subject I would like Yes maam!
ready to learn and everyone of you to participate
participate in activity by on our discussion.
presenting a stimulus to
capture their attention. But before that let us read first ( the students will read the
Inform the students of the our goal that we need to attain objectives…..)
objective or outcomes for this morning.
the course and individual
lessons to help them
understand what they are
expected to learn and do.
Provide objective before
instructions.

3.) STIMULATE RECALL OF Okay class noe let’s have first a Yes maam!
PRIOR LEARNING. recall about the lesson we've
tackled yesterday. Its all about
Help students make sense ‘mental and emotional health’.
of new information by
relating it to something What is mental and emotional
they already know or health?(if you want to answer
something they have just raise your hand….)
already experienced Maam?

Yes cupio?

(answer)

Very good cupio!

(answer own)

Understand?
 Yes maam!

4. PRESENT THE CONTENT In learning our topic today I

want you to have this risk and
Use strategies to present protective factors for drug
and clue lesson content to use,misuse,abuse and
provide more effective dependence.
instruction.
Understood?
Organize and group content
in meaningful ways and
provide explanation after
demonstration Okay lets move on!

I want you to pay attention and

listen carefully because later
you will Discuss the factors and
protective factors in substance
use,abuse and drug
dependence.State personal
opinions about preventing drug
use and abuse.Write an essay
about preventing drug use and
abuse.

( the teacher will discuss and

elaborate clearly the topic and
try to give examples in order
for the students understand
lesson whole heatedly.)

For today’s topic we will be

takcling about the risk and
protective factors for drug
use,misuse,abuse and
dependence.

Risk factors are those influence

which increase the change of
using misusing and abusing
drugs.

Protective factors are those

influence which decrease the
changes of using misusing and
abusing drugs.

These factors are composed of

influence in different domains
of life.

(Early aggressive behavior

vs.self-control)

Risk factors

 Use of drugs at an early

age

 Risk taking behavior

 Experimentation

 Poor social skills inter

action

 Childhood problems

 Fellings of isolation

Protective factors

 Self-control behavior

 Good reasoning skills

 Excellent social skills

 Positive interaction with

people

 Sense of belonging

(Weak parental guidance vs.

Strong parental guidance)

Fisk factors

 History and patterns of

drug use

 Attitudes towards drug use

 Poor parenting and child

 rearing

 Inconsistent family rules

 Poor family values

 Poor family ties

Protective factors

 Good communication with

people

 Positive family relationship

 Clear and consistent family

rules

 Strong family values

SCHOOL

Risk factors

 Association with peers and

friend known to use
gateway drugs(cigarettes
and alcohol )

 Preference to stay with

peers and friends than
with family

PROTECTIVE FACTORS

 Associates with peers and

friends who do not use
gateway drugs

 Formation of friends

 Inviting friends at home to

know the family

(Availability of drugs vs strong

anti drugs policies)

RISK FACTORS
 Poor academic
performance

 Lack of commitment to
studies

 Poor attendance in school

 Involvement in fights and

conflicts

PROTECTIVENESS FACTORS

 Good to excellent
academic performance

 Joins extra-curricular
activities and school
organization

 Shows interest attending

classes

(Poverty vs.strong community

relationship)

RISK FACTORS

 Easy to access to gateway

drugs

 Poor community
organization and
neighborhood relationship

 Poor implementation of
community

 Negative attitudes which

favor drug use

PROTECTIVENESS FACTORS

 Strong community
relationship

 Active and positive

community programs ,
 projects, and activities for
the youth

 Positive attitude which

combats drug use

Since you already know our

lessons, all you need to do is to
write and essay about
5. PROVIDE LEARNING preventing drug use and abuse.
GUIDANCE
Understand?
Advise the students of
I hope that the instruction was
strategies to aid them in
clear and I hope you could
learning content and of
make it!
resources available. In
other words help students
learn how to learn.

Okay class you may start doing

your activity
6. ELICIT PERFORMANCE
If youre done just keep quite .
Have students apply what
they have learned to
reinforce new skills and
knowledge and to confirm
correct understanding of ( after 20 minutes they are all
course concept. done)

Please come forwards if the

name I called. Do you
understand?

Yes maam!

While I’m lessining your each

thoughts its correct all of you
are correct good job class!
7. PROVIDE FEEDBACK
 Provide timely feedbak of Thank you so much mam!
students performance to
assess and facilitate
learning and to allow
students to identify gaps in
understanding before it is
too late.

While assesing your

performance a while back like
8. ASSESS PERFORMANCE what I’ve said that there are
good performance everyone
Test whether the expected get the coorect answer and
learning outcomes have good idea .
been achieved on Thank you again mam!
previously stated course
objective.

( the teacher will give the

learner resources that enhance
retention and transfer of
9. ENHANCE RETENTION knowledge so that they are
AND TRANSFER able to internalize the new
knowledge and enhance his or
her expertise.

Help learners retain more Before we go I would like to

information by providing them give you an exciting activity do
opportunities to connect course be done to your home. Make a
concept to potential real- world short video with a maximum
application times of 5minutes and
minimum time of 3 minutes.
Share with us your experience
through out your journey do
you understand?

Ye mam!
GOOD BYE CLASS?

GOODBYE MAAM!