CURRICULUM MAP FOR PHYSICAL EDUCATION AND HEALTH

GRADE 11

SUBJECT: PHYSICAL EDUCATION AND HEALTH 11 QUARTER: 1 ST AND 2ND

UNIT TITLE: EXERCISE FOR FITNESS NO. OF HOURS/QUARTER: 20 HOURS/SEMESTER

CONTENT ESSENTIAL LEARNING PERFORMANC ASSESSMENTS VALUES RESOURCES

UNDERSTAND COMPETENCIES/ E INTEGRATION
ING & STANDARDS/ TASKS/ACTIVI /
ESSENTIAL SKILLS TIES INTEGRATION
QUESTIONS OF PVMGO

Exercise
for Fitness

a. Aerobic EU:  Distinguishes  Creating  Discussion/Inter  Value  Health-

activities aerobic from action the optimiz
Aerobic muscle-and  Performi importa ing
b.Muscle- exercise helps bonestrength ng  Applying nce of P.E.
and bone us to have a fit ening exercis (H.O.P.
strengtheni and healthy activities  Drills e to a E.
ng body.  Explains how  Evaluating (Q&A, healthy  interne
activities to optimize Written) body t
(resistance Sports can the energy  Does
training) help us systems for  Practical Test not
improve a safe and promot
healthy body. improved e body
performance shamin
EQ:  Relates health g
behaviors  builds
What are the (eating habits, confide
benefits of sleep and nce
exercise to our stress
body? management)
to health risks
What are the
ways in factors and
achieving the physical
body you activity
want? assessment
performance
What is FITT?  Differentiates
o frequen types of
cy eating (fueling
o intensity for
o time performance,
o type emotional
eating, social
eating, eating
while
watching tv or
sports events)
 Recognizes
the role of
physical
activity
assessments
in managing
one’s stress
 Self-assesses
health-related
fitness (HRF).
status,
barriers to
physical
activity
assessment
participation
and one’s diet
 Sets
Frequency
Intensity Time
Type (FITT)
goals based
on training
 principles to
achieve
and/or
maintain
health-related
fitness (HRF).
 Engages in
moderate to
vigorous
physical
activities
(MVPAs) for at
least 60
minutes most
days of the
week in a
variety of
settings in-
and out-of
school
 Analyzes
physiological
indicators
such as heart
rate, rate of
perceived
exertion and
pacing
associated
with MVPAs
to monitor
and/or adjust
participation
or effort.
 Observes
personal
safety
protocol to
avoid
 dehydration,
overexertion,
hypo- and
hyperthermia
during MVPA
participation
 Identifies
school and
community
resources in
case of an
injury or
emergency

Demonstrates
proper
etiquette and
safety in the
use of
facilities and
equipment
 Participates
in an
organized
event that
addresses
health/fitness
issues and
concerns
 Recognizes
the value of
optimizing
one’s health
through
participation
in physical
activity
assessments
 Displays
 initiative,
responsibility
and
leadership in
fitness
activities
 Realizes one’s
potential for
health-and
fitness related
career
opportunities
 Organizes
fitness event
for a target
health issue
or concern
 CURRICULUM MAP FOR PHYSICAL EDUCATION AND HEALTH
GRADE 11

SUBJECT: PHYSICAL EDUCATION AND HEALTH 11 QUARTER: 3 RD AND 4TH

UNIT TITLE: SPORTS NO. OF HOURS/QUARTER: 20 HOURS/SEMESTER

CONTEN ESSENTIAL LEARNING PERFORMANCE ASSESSMENTS VALUES RESOURCES

T UNDERSTANDI COMPETENCIES/ TASKS/ACTIVITI INTEGRATION/
NG & STANDARDS/ ES INTEGRATION
ESSENTIAL SKILLS OF PVMGO
QUESTIONS

Exercise
for
Fitness
EU:  Discusses  Creating  Discussion/Interac  Value  Health-
a Sports the nature tion the optimizi
Sports helps a of the  Performin importan ng P.E.
a. person in different g  Applying ce of (H.O.P.E
Individu achieving a sports sports to .
al and healthy lifestyle activities  Drills healthy  internet
Dual  Explains  Evaluating (Q&A, lifestyle
sports Team sports how to Written)  promote
and individual optimize sports
b. Team sports are the the energy  Practical Test to
sport classification of systems people
sports for safe who are
and not fit
improved and
EQ: performan healthy
ce  builds
What is the  Illustrates confiden
history of the ce
sports? relationshi
p of health
What are Team
sports? behaviors
(eating
What are habits,
individual sleep and
sports? stress
manageme
nt) to
health
risks
factors and
physical
activity
assessmen
t
performan
ce
 Differentiat
es types of
eating
(fueling for
performan
ce,
emotional
eating,
social
eating,
eating
while
watching
tv or
sports
events)
 Describes
the role of
physical
activity
assessmen
ts in
managing
one’s
 stress
 Self-
assesses
health-
related
fitness
(HRF)
status,
barriers to
physical
activity
assessmen
t
participatio
n and
one’s diet
 Sets FITT
goals
based on
training
principles
to achieve
and/or
maintain
HRF.
 Engages in
moderate
to vigorous
physical
activities
(MVPAs)
for at least
60 minutes
most days
of the week
in a variety
of settings
in- and out-
of school
 Analyzes
physiologi
cal
indicators
such as
heart rate,
rate of
perceived
exertion
and pacing
associated
with
MVPAs to
monitor
and/or
adjust
participatio
n or effort.
 Observes
personal
safety
protocol to
avoid
dehydratio
n,
overexertio
n, hypo-
and
hyperther
mia during
MVPA
participatio
n
 Identifies
school and
community
resources
in case of
an injury or
 emergency
 Demonstra
tes proper
etiquette
and safety
in the use
of facilities
and
equipment
 Participate
s in an
organized
event that
addresses
health/spor
ts issues
and
concerns
 Explains
the value
of
optimizing
one’s
health
through
participatio
n in
physical
activity
assessmen
t
 Displays
initiative,
responsibil
ity and
leadership
in sports
activities
 Recognize
 s one’s
potential
for health-
and sports
related
career
opportuniti
es
 Organizes
sports
event for a
target
health
issue or
concern