ST.

JOSEPH ACADEMY
San Jose, Batangas

FIRST QUARTER
S.Y. 2018 – 2019

DIARY CURRICULUM MAP

IN PE IX

SUBJECT: LIFESTYLE AND WEIGHT MANAGEMENT

GRADE LEVEL: GRADE IX
TEACHER : MR. ARNOLD A. PAOMBONG

Subject Description:
Unit 1 provides the students activities that will develop their understanding of lifestyle and weight management to promote community fitness. The active participation to such undertakings
will make them improve their fitness level and realize on the importance of a well -balanced meal that should be part of their careful planning to achieve their desired fitness goal. The different
health-related and skill-related fitness tests will determine their areas of strengths and weaknesses which will also serve as their basis in identifying their lifetime physical involvement. This unit
also offers introductory skills in Volleyball such as proper risk factors of physical inactivity and poor nutrition which may lead to lifestyle-related diseases. And lastly, they will be equipped on the
basic first aid to be applied for injuries and emergency situations, thus making them show concern with the members of the community.

Student Learning Outcomes:

The students demonstrate understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness and health.

Culminating Product or Evidence of Outcomes:

An annual project on health and wellness will be held in your community to promote healthy lifestyle and maintain desirable weight. As a fitness instructor, you were tapped by the barangay
officials to conduct the activity with a theme “ Sustaining Healthy Lifestyle through Fitness and Proper Diet” . Together with the other instructors, you will conceptualize the program to address the
needs of the people on creating their own long term fitness goal. You will propose your project considering the best physical activity involvement that matches the need of the people in order to
attain lifetime fitness. Your group will create profile of the community members and will get their fitness level which is a basic requirement to assess the area of development. After which, you will
help the members of the community to design a fitness program which can be a physical exercise or sports, depending on the interest of the benefactor. In addition, you will also consider the
eating habit which is also a factor in sustaining healthy lifestyle. The success of the activity will be assessed based on the following standards: relevance, appropriateness, creativity and accuracy.

GOAL: To learn how to balance community sports involvement and healthy eating habits to attain lifetime fitness.
ROLE:. You are a Fitness Instructor / health advocate
AUDIENCE: Your classmates/teachers
SITUATION: You will propose your project considering the best physical activity involvement that matches the need of the people in order to attain lifetime fitness
PRODUCT: The knowledge on lifestyle and weight management will encourage them to become fitness instructor, sports coach, or health advocate which supports community fitness.
STANDARDS: The activity will be assessed based on the following standards: relevance, appropriateness, creativity and accuracy.
Rubric for Evaluating Culminating Product:
Goal Setting
Establish short-term and long
term goals based on health
related components and initial
assessment
Components of Health
Related Fitness
Four components of health are
represented in the program.
-Cardiorespiratory
-Muscular strength
-Muscular endurance
-Flexibility
Planning
Development of actual work
out program
Poor
(1)
-General goals for some health
related components.
-Goals are not based on initial
personal assessment.
-One component is
represented in the program
-Plan addresses some (25%)
of the stated goals.
-Activities do not address the
training principle of FITT.
-Activities are irrelevant or are
Fair
(2)
.
-General goals for at least
three health related
components.
-Some (25%) goals are based
on initial personal assessment
-Has at least one specific short
–term and long-term.
- Two components are
represented in the program.
-Plan addresses most (50%) of
the stated goals.
-Some (25%) activities
address the training principle
of FITT.
-Some (25%) activities are
irrelevant and are sequenced
properly.
Good
(3)
-Has at least one specific
short-term and long-term
goal for all health related
components.
-Most (50%) goals are
based on the evaluation of
the initial assessment data.
-Three components are
represented in the program
-Plan addresses all the
stated goals.
-Most (50%) activities
address the training
Exceptional
(4)
-Has at least one specific
short –term and long-term
goal for all health related
components.
-All goals are based on the
evaluation of the initial
assessment data.
All components are
represented in the program.
- Plan addresses all of the
stated goals.
All activities addresses the
training principle of FITT.
-All activities are relevant and
are sequenced properly.

not sequenced properly.
-Insufficient evidence of
Implementation implementation of program.
Journal is filled out program is -Program not recorded on
implement throughout the daily log sheets.
semester -FITT information not present
or confusing to reader.
The program’s format and
Organization
organization is confusing to
Organization of the program
the reader.
GRADING SYSTEM:
Written Works - 20%
Performance Tasks 60%
Quarterly Assessments - 20%
TOTAL - 100
-Implemented some (25%) of
planned activities.
-Program logs are incomplete.
-FITT information provided for
some (25%) of the activities.
The program is well formatted
and organized.
principle of FITT.
-Most (50%) activities are
relevant and are sequenced
properly.
-Implemented most (50%)
of planned activities.
-Implemented all of the
-Program logs are
planned activities.
complete.
-Program logs are complete.
-FITT information provided
-FITT information provided for
for all activities.
all activities.
-The program’s format is
attractive and well
organized. The program’s format is
attractive and well-organized.
 LEARNING
CONTENT PERFORMANCE LEARNING INSTITUTIONAL
UNIT/ TOPIC SESSION ASSESSMENT ACTIVITIES &
STANDARD STANDARD COMPETENCIES VALUES
RESOURCES

The learner . . . The learner . . . The learner . . .  Direct Teaching  Monitoring

LESSON 1 demonstrates 1. maintains an active 1.undertakes physical periodically  Self –
1-2 understanding of lifestyle to influence the activity and physical  Teacher one’s progress discipline
Lifestyle and lifestyle and weight physical activity fitness assessments Feedback toward fitness
Weight participation of the goals (The
management to
Management community Concrete
promote community
(physical Finale, page
fitness
activity and 10)
eating habits)
 Return
1. 2. Practices healthy eating 2.assesses eating habits
Demonstration  Identifying
habits that support an based on the Philippine method physical fitness  Justice
active lifestyle . Food Pyramid/My Food components
Plate (Knowledge
2. Booth, page 9)
 Cooperative
Learning
3. determines risk factors Grouping  Recognizing
(obesity, physical the needs of  Acceptan
inactivity, poor nutrition, others in real ce and
smoking) for major non- life and in assertiveness
communicable diseases meaningful
lifestyle-related(e.g. ways
diabetes, heart disease,
stroke, cancer)  Self/Peer
Assessment

4.officiates practice and  Evaluating  Enthusia

ways on how to sm and
competitive games
 Exploration make use of excellence
physical fitness
assessment in
one’s daily life.  Rapport
and respect
5. distinguishes facts  Formative Tests
from myths and  SOURCE:
misinformation associated Music, Arts,
with eating habits  Summative Tests Physical
Education and
6.Monitors periodically Health (MAPEH
one’s progress toward for GRADE 9)
 fitness goals. PHOENIX
PUBLISHING
7. Performs appropriate HOUSE
first aid for injuries and
emergency situations in  Reflection and
physical activity and Documentation
sports settings (e.g.
cramps, sprain, heat
exhaustion
 Suggested
Activities/ Mini-
8. . involves oneself in
Performance
community service
Task
through sports officiating
and physical activity
programs

1. 9. . Recognizes the needs

of others in real life and
in meaningful ways.

The learner . . . The learner . . . 1. determines risk factors  Direct  Illustrating the  Self –
LESSON 2 3-4 1. maintains an active (obesity, physical Teaching Philippine Food discipline
demonstrates
IMPORTANCE OF WEIGHT lifestyle to influence the inactivity, poor nutrition, Pyramid
understanding of
MANAGEMENT physical activity smoking) for major non-  Cooperative (Knowledge
lifestyle and weight
participation of the communicable diseases Learning Booth, pages 16
management to Grouping and 17)
promote community community lifestyle-related(e.g.
diabetes, heart disease,  Self /Peer
fitness Assessment
stroke, cancer)

 Assessing
2. practices healthy 2. officiates practice and  Think-Pair- eating habits  Justice
eating habits that support competitive games Share Strategy based on the
an active lifestyle .  Divergent Philippine Food
Discovery Pyramid/ My  Acceptanc
 Formative Food Plate (The e and
Tests Concrete Finale assertiven
page 18) ess
  Summative  Recognizing the  Enthusias
3. distinguishes facts Tests needs of others m and
from myths and  Reflection and in real life and in excellence
misinformation Documentatio meaningful
associated with eating n ways (Come to
habits  Suggested Think of It, page  Rapport
Activities/ Mini- 17) and
Performance  Making a daily respect
Task meal plan that
reflects on a
healthy meal that
can resolve health
problems.

 SOURCE:
Music, Arts,
Physical
Education and
Health (MAPEH
for GRADE 9)
PHOENIX
PUBLISHIN
G HOUSE

The learner . . . The learner . . .

demonstrates 1. maintains an active 1. Define “Sports  Whistle  Correct hand
understanding of lifestyle to influence the and Officiating” signal used in
LESSON 3 lifestyle and weight physical activity  Direct Volleyball  Self –
FITNESS ON THE GO: 5-6 management to promote participation of the Teaching (Knowledge discipline
PLAYING VOLLEYBALL community fitness community Booth, page 27)
AND THE ESSENCE OF
GOOD OFFICIATING
2. practices healthy eating
2. Undertake  Return-  Involving  Justice
habits that support an
physical activity Demonstration oneself in
active lifestyle . and physical community
fitness service through
assessments sports officiating
and physical
activity
programs (The
Concrete Finale,
 page 28)

 Acceptanc
3. Monitors  Jigsaw e and
periodically one’s Learning  Recognizing the assertiven
progress toward needs of others ess
fitness goals.  Team Games in real life and in
Tournament meaningful  Enthusias
ways (Come to m and
 Executing think of it, page excellence
27)
 Rapport
 Demonstrating and
the skills of a respect
volleyball sports
official (What If?
Page 28

The learner . . . The learner . . . 1. Performs appropriate  Direct  Identifying the

demonstrates 1. maintains an active first aid for injuries and Teaching first aid  Self –
7-8 understanding of lifestyle to influence the emergency situations in procedures to discipline
lifestyle and weight physical activity physical activity and  Return be applied for
management to promote participation of the sports settings (e.g. Demonstration common sports  Justice
community fitness community cramps, sprain, heat injuries
exhaustion (Knowledge
2. Booth, page 35)

 Teacher  Acceptan
2. practices healthy 2.Recognize the
Feedback  Examining ways ce and
eating habits that support importance of first aid to
on how to assertive
an active lifestyle . reduce the occurrence of  Self/ Peer handle ness
serious injury Assessment emergency
situations for  Enthusias
common sports m and
 Convergent injuries (Come excellenc
Discovery to Think of it, e
pages 35 and
36)

 Formative
Tests
 3.Perform appropriate  Recognizing the
3. the student participates first aid for injuries and  Summative needs of others  Rapport
in community sports to emergency situations in Tests in real life and in and
attain lifetime health goals physical activity and meaningful respect
sports settings.  Reflection and ways (What if
Documentatio page 36)
n
 Performing
 Suggested appropriate first
Activities/ Mini- aid for injuries
Performance and emergency
Task situations in
physical activity
and sport
settings (The
Concrete Finale,
page 36)