TABLE OF CONTENTS

Title Page

Title Page …………………………………… I

Vision ……………………………………… II
Mission ……………………………………… III
Core Value ………………………………… IV
Module 1- ………………………………… 1
Introduction
Learning Outcomes …………………………………… 2
Learning Content …………………………………… 2
Lesson 1: Evolution of a Field of Study…………………………. 2
Lesson 2: Methodology for Studying Motor Performance ……… 3
Lesson 3: Human Information Processing ……………………… 6
Activity 1 ……………………………………….12
Activity 2 ………………………………………. 13
Activity 3 ………………………………………...15
Flexible Teaching Learning Modality (FTLM) adopted …...…… 16
Recommended Learning Materials and Resources for
Supplementary Reading …...…………………………………..16
Assessment Task …...…………………………………..17
References ……………………………………….19
II
III
Module1
Health and Physical Education for Elementary
Teachers
INTRODUCTION:

Health and Physical Education for Elementary Teachers is organized into two parts, each dedicates
to different components of incorporating health and physical education into the elementary
classroom.

It focuses on the foundational knowledge needed for teaching health and physical education. It
addresses the health risk behaviors in today’s generation of students, a team approach to
coordinated school health, how physical growth and brain development in children are related to
health, and the many characteristics and benefits of a high-quality physical education program.

It emphasizes the strategies necessary for incorporating health, physical education, and physical
activity into the curriculum and school day. It discusses how teachers can become advocates of
healthy and active schools identify habits that promote health in the classroom, and incorporate
physical activity and the national standards into each school day. It also presents teaching
methods, assessment tools, and evaluation strategies to ensure teaching success.

LEARNING OUTCOMES:

1. To define Physical Education the importance of fitness

2. To understand the Objectives Physical Education
3. Define the terms content, process and value of PE and Health
4. To explain the purpose of physical education
5. Signify the importance of physical education and health in the elementary grades.

LEARNING CONTENT:

LESSON 1: Introduction Physical Education

THE MEANING OF PHYSICAL EDUCATION
Physical education has undergone many vicissitudes and several changes of direction in Philippine schools.
Time was when physical education was considered as education of the physical, hence, a well-built physique was
considered as a physically educated body. The activities then were such terms as “drill”, “physical training” and
calisthenics. This old concept of physical education would in all respects mean today as strengthening the muscles.
WHY PHYSICAL EDUCATION
The newer and modern concept of physical education is that it is education through physical activities. In
modern physical education parlance, it is education through “movement”. “Wunderlich (1967) says of movement: It
provides sensory data. It broadens the perceptive horizon. It stimulates function and structure of all bodily organs. It is
the means by which an individual learns about himself in relation to his ambient environment. What education through
movement more particularly entails in addition is the taking of that culture-based family of activities and processes –
games, dance, gymnastics, athletic sports, and outdoor pursuits – as a means through which the teacher can help effect
desirable outcomes, regardless of whether or not those activities have intrinsic worth of their own.
Physical education performs three functions: biologic integrative, and social. Biologic function refers to the
enhancement of the individual’s growth and development through body movement. Integrative function refers to
personality integration achieved through participation in properly selected physical education activities. The informal
nature of the activities is such that they provide relaxation and relief from strains and tensions, provide opportunities
for socialization, as well as the development of the mental capacities of the individual. The social function consists of
transmitting values and standards that are consistent with the needs and ideals of Society.
All in all, physical education as education “through movement is best conceived of as being that part of the
educational process which aims to enhance and harmonize the physical, intellectual, social and emotional aspects of a
growing individual chiefly through professionally selected and directed physical activities.
PHYSICAL EDUCATION DEFINED
Physical education is an integral part of the educational program designed to promote the optimum
development of the individual physically, socially, emotionally, and mentally through total body movement in the
performance of properly selected physical activities.
FITNESS – A MAJOR GOAL OF PHYSICAL EDUCATION Different people differ in their concept of fitness. In
the Field of physical education, the concept of fitness has implications for physical, social, emotional, and mental
well-being, considering these four aspects, it can be said that fitness is the ability to live a healthy, satisfying, and
useful life. This kind of life is what the educational philosophers and thinkers’ term as the “good life.” This is the
ultimate goal of education.
To live the good life” means that an individual satisfies his basic needs as physical well-being, love, affection,
security and self-respect. He lives happily with other people because he likes them and is interested in them. He has an
interest and de sire to serve humanity and believes in and exemplifies high ethical standards. Because of his close
relationship with people and future events he lives an interesting and exciting life.
Physical education as a part of the educational system strives to help or facilitate the development of the
potentialities of the individual so that he can attain total fitness to enable him to enjoy the “good life.” Therefore, a
major goal of physical education is fitness.

OBJECTIVES OF PHYSICAL EDUCATION

The following objectives of physical education are viewed and stated in terms of their contributions to the
outcomes of education and which justify the existence of physical education in the curriculum.

Physical Development
Through carefully selected physical education activities, an individual who participates actively will develop
and maintain good health and a high level of physical fitness. The acquisition of physical skills can motivate an
individual to participate further in physical activities, hence, his growth and development will be enhanced.

Social Development
 Participation in physical education activities provides opportunities for the development of desirable social
traits needed for adjustment to the social life in general. Some worthwhile traits are:
Friendliness
Cooperation
Respect for the rights of others
Good sportsmanship
Good leadership and followership
Honesty in group competition

Emotional Development
The informal nature of physical education activities offers opportunities for self-expression and emotional
mastery. Examples of worthwhile emotional traits are:
Self-confidence
Self-control
Self-reliance
Courage
Determination
Mental Development
Through participation in physical education activities the individual develops his mental capacities as he
learns the mechanical principles underlying movement, as he acquires knowledge and understanding of rules and
strategies of games and sports, and as he discovers ways of improving his movements in gymnastics and dance.

PURPOSES OF PHYSICAL EDUCATION

A physical education teacher in a developing country like the Philippines should be able to identify the
purposes in teaching physical education so that he will understand his important contribution in the education of the
Filipino child as well as his service to our country. The following purposes of physical education have been identified
by physical education specialists in our country.
1. To develop optimum physical fitness and health of the individual so that he is capable of living the “good life”
and of contributing to his maximum capacity to the attainment of the goals of the New Society;
2. To produce individuals who can contribute to the economic well-being through:
a. The improvement of proper work habits and work attitudes, such as punctuality. Cooperation,
reliability, precision and accuracy, and open-mindedness.
b. Proper emphasis on problem-solving skills such that an individual can identify a problem correctly
and master the skills necessary or useful in school and in the business world:
3. To train good leaders with moral integrity of the highest order, and develop other desirable traits necessary for
effective group participation or group living essential to the New Society:
a. Through an adequate system of values by equipping the individual to be able to make moral choices
or decisions needed in daily living.
b. Offering group participation in such experiences as intramurals, extramural, play days or sports fests;
4. To develop creativity and innovativeness inspired by an abiding faith in God and love of country and
fellowmen:
 5. To instill a love of and pride for our rich cultural heritage and strive for their preservation, and develop an
understanding of the culture of others for a feeling of international brotherhood and unity.

THE CONCEPT OF PHYSICAL FITNESS

Physical fitness is the primary specific objective in teaching physical education. Therefore, it is in order that
the physical education teacher should have the correct concept of physical fitness. Physical fitness is the ability to
perform one’s daily tasks efficiently without undue fatigue but with extra “reserve” in case of emergency. The specific
components of physical fitness are:

Organic Vigor – refers to the soundness of the heart and the lungs which contributes to the ability to resist disease.

Endurance – is the ability to sustain long continued contractions where a number of muscle groups are used: The
capacity to bear or last long in a certain task without undue fatigue.

Strength – is the capacity to sustain the application of force without yielding or breaking the ability of the muscles to
exert effort against a resistance.

Power – refers to the ability of the muscles to release maximum force in the shortest period of time,

Flexibility – is a quality of plasticity which gives the ability to do a wide range of movement.

Agility – is the ability of the individual to change direction or position in space with quickness and light ness of
movement.

Balance – is the ability to control organic equipment neuro-muscularly, a state of equilibrium.

Speed – is the ability to make successive movements of the same kind in the shortest period of time.

TEACHING AND LEARNING

ACTIVITY 1
(Use bond paper to answer)

Reflection
After learning this lesson, reflect on how it can be learned by your future pupils in a more effective, creative, and
meaningful way. Discuss your:
1. Motivational Activity

2. Teaching Strategy
3. Mode of Assessment

V. Additional Resources
Sing, Sketch, Sketch, and Stay Healthy Grade 4-6 Textbook
Video clips of elementary pupils

Module2
PE and Health of the K-12 Curriculum

INTRODUCTION:

In Health and Physical Education students develop the knowledge, understanding and skills to support them to be
resilient, to develop a strong sense of self, to build and maintain satisfying relationships, to make health-enhancing
decisions in relation to their health and physical activity participation, and to develop health literacy competencies in
order to enhance their own and others’ health and wellbeing.

LEARNING OUTCOMES:
1. Determine the framework of PE and Health of the K-12 curriculum.
2. Describe the advantages and disadvantages of each teaching strategies
3. Identify the significance of planning lessons in Physical Education
4. Make their own lesson plan

LEARNING CONTENT:
 Lesson 1: Framework of PE and Health of the K-12
Curriculum
CONCEPTUAL FRAMEWORK OF PHYSICAL EDUCATION

The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills
and experiences in physical activity participation in order to (1) achieve and maintain health-related fitness (HRF), as
well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is important so that the
learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this
curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and
other environmental settings (e.g. school, community and larger society) into consideration. This curricular orientation
is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning
of skills, and techniques and the acquisition of understanding that are requisites to participation in a variety of physical
activities that include exercise, games, sports, dance and recreation.
Learning Strands
The program has five learning strands:
1. Body management which includes body awareness, space awareness, qualities and relationships of movements and
how these are used dynamically in various physical activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical
activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in
competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk
dance, indigenous and traditional dances as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing
appropriate programs that support fitness and health goals.
 With the K to 12 Health curriculum, a learner should be able to achieve, sustain and promote lifelong and
wellness. The program’s rich and challenging learning experiences promote the development of the macro skills of
practicing desirable health habits.
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, social, moral
and spiritual dimensions of holistic health and enables the learners to acquire essential knowledge, attitudes, and skills
necessary to promote good nutrition, prevent and control diseases and substance misuse and abuse, reduce health-
related risk behaviors to prevent and control injuries with the end in view of maintaining and improving personal,
family, community, and environmental health.
1. Learning is an active process.
2. The more senses that are involved in learning, the more and the better the learning.
3. A non-threatening atmosphere enhances learning
4. Emotion has the power to increase retention and learning.
5. Learning is Meaningful when it is connected to student’s everyday life.
6. Good teaching goes beyond recall information.
7. An integrated teaching approach is far more effective than teaching isolated bits of information.
8. The best method is the one that works.

Lesson 2: 7 Core Teaching Strategies for Physical

Education

7 Core Teaching Strategies for Physical Education

1. Direct Teaching “Follow my Lead”

Objective: Demonstrating how a drill is performed and having them follow your steps helps the students
visualise what is you are requiring them to do.

The advantage of this strategy is that it is time efficient and is a good strategy for the introduction of new
skills. The Teacher’s role is to pre-plan the routine or drill and demonstrate it effectively to the class.  The
students need only to replicate your actions to learn the exercise.
The disadvantage of this is that it can be difficult to deliver individual feedback to each student.

2. Teacher Feedback “Roaming Review”

Objective: The class carry out the assigned tasks following clear instruction given prior

The advantage of this strategy is that the teacher is free to roam from group to group and individual to
individual to provide feedback and correct or re-teach the skill they are having trouble with.
The disadvantage of this is that time may not allow you to provide individual feedback to each student. 
While you are demonstrating something to one individual, another student having problems may risk going
unnoticed.

3. Peer Feedback “Collective Correction”

Objective: Students are placed in small teams and given a task that they must perform, usually
competing against other teams.

The advantage of this strategy is that the team provide feedback to each other and work collectively to
carry out the required task, correcting each other at each wrong move. It encourages competition and
fosters teamwork
The disadvantage of this is the feedback that students give to each other may not be positive and lesser
skilled students may feel intimidated and bullying can occur

4. Self-Feedback “Retrace Your Steps”

Objective: Students look at their outcome and assess if it was done correctly, or could have been done
better.  This is perfect for sporting drills where correct form, set moves, or plays need to be performed and
the use of Videos, GoPro’s or suitable Iphone Apps are available.

The advantage of this strategy is that students can see for themselves the point where things went wrong.
Whether the feedback was provided by themselves, their peers, or yourself, it is sure to be precise and
correct.  Think of a football coach setting up plays or set moves for their team and it not being executed
correctly, here you can playback footage and review what exactly happened.
The disadvantage of this is that it may not be practical or realistic to have a recording of the activity to
refer to.  Self-Feedback can still work in this instance if you ‘revise your steps’ and walk through with the
student exactly what they did

5. Convergent Discovery “Here’s a problem, Go Solve it”

Objective: Students are given a set of items, or scenario, and told what the end result needs to look like. 
The students are placed in teams where they need to collectively work together to discover how to get the
job done.

The advantage of this strategy is that students learn teamwork and social skills. So the Problem that needs
solving does not directly need to be related to PE because the outcome and the steps leading up to it are
essential ingredients in any team sport, and class cohesion.   The same reason why Corporate Executives
at Team Building Days perform very similar problems.  It’s ALL about working as part of a team
The disadvantage of this is that students need to be motivated to complete the task.  As the teacher you
need to plan who you will ‘randomly’ group together to achieve the desired result.

6. Jigsaw Learning “Let’s Teach Each other”

Objective: Using a Drill that involves multiple tasks. Teach one task to each group, and then pair each
group up to teach each other their learnt skills.  As an example we can use Volleyball.  You can start off
with 4 groups.  Teach one group how to serve; one group how to set, one group how to dig and one group
how to spike.   Then have each group teach a different group their new skill, so that they all get taught
each component.

The advantage of this strategy is that once you teach the task to the individual groups, you are then free
to roam around among them and use the Teacher Feedback strategy to assist them.
The disadvantage of this is that students need to be motivated to complete the task.   Lower skilled
students may not be able to acquire the skill as quick as their team mates, leading to possible problems.

7. Team Games Tournament “World Cup”

Objective: Flowing on from Jigsaw learning (or any other strategy that had success), the 4 teams now
compete against each other to win the tournament. Play can either be straight knockout, or Round Robin
The Advantage of this strategy is that it applies all the other strategies together as it relies on Self-
assessment, Peer Assessment, Problem Solving and improvement. Most students love competing against
each other and this offers a fun way to cement their new skills
The Disadvantage is that some students may start to dominate play and lower skilled players may only play
bit parts. Think of the “Pass it to me kid” who is always unmarked, but never gets the ball because his skill
level is not great.

Parts of a Daily Lesson Plan

• Objectives

• Subject Matter

• Materials

• Motivation

•Procedures

•Remarks/Agreements

What Is a Lesson Plan and How Do You Make One?

A lesson plan is a teacher’s daily guide for what students need to learn, how it will be
taught, and how learning will be measured.

Lesson plans help teachers be more effective in the classroom by providing a detailed outline to
follow each class period.

This ensures every bit of class time is spent teaching new concepts and having meaningful
discussions — not figuring it out on the fly!

The most effective lesson plans have six key parts:

• Objectives

• Subject Matter

• Materials

• Motivation

•Procedures
•Remarks/Agreements

Because each part of a lesson plan plays a role in the learning experience of your students, it’s
important to approach them with a clear plan in mind.

Let’s start with the first part of every lesson plan -- the lesson objectives!

1. Lesson Objectives

Lesson objectives list what students will be able to do after completing the lesson.

These objectives let you easily tell if your lesson has effectively taught your students new
concepts and skills.

It can feel overwhelming to pin down specific takeaways for a lesson, but you can break the
process into steps to do it in a breeze!

First, it’s best to view your lesson objectives as goals for your class and students.

One of the most popular goal-setting strategies is the “SMART” criteria, which ensures goals are
focused.

In the context of lesson planning, you can use the SMART criteria to determine your lesson
objectives:

 Is the objective specific?
 Is the objective measurable?
 Is the objective attainable by all students?
 Is the objective relevant to your class and students?
 Is the objective time-based to align with your syllabus?

For each objective, it’s important to start with an action that relates to what students should be
able to do after the lesson.

Depending on what topic you’re teaching and the level of knowledge your students have, these
actions will vary.
For example, when teaching brand new concepts, you may define actions like define, identify,
explain, and determine.

However, if your lesson involves more advanced tasks, the objectives may include actions
like create, use, perform, or measure.

When creating your lesson objectives, keep in mind that it’s easier to measure student success
when you have specific goals.

Once you’ve put your lesson objectives together, it’s time to tie them in with the next part of your
lesson plan -- the related requirements!

2.  Subject matter

The subject matter includes the specific topic and how that relates back to the National
Curriculum. It should include the sources of information or references - whether that is websites,
textbooks or some other material.

It likely also lists any objects or tools teachers may use to enhance their lessons

3. Lesson Materials

The third section on your lesson plan is the list of materials that you need to teach the
lesson and measure student outcomes.

This section prepares you to deliver your lessons every day.

Without this list, you may accidentally forget to print an important document or sign out the shared
laptop cart!

Common types of lesson materials include:

 Student handouts
 Textbooks
 Visual aids
 Grading rubrics
  Activity packets
 Computers / Tablets

The list of materials for each lesson depends on what you plan to teach, how you’ll teach it, and
how you’ll measure lesson objectives.

Because of this, many teachers compile their list of lesson materials in tandem with their lesson
procedure!

4. Motivation

This is one the trickiest things for teachers to come up with. You want something that will grab
kids attention and get them to think. The motivation could be anything. It could be a leading
question which shows why they should care about the question in your aim, it could be a
demonstration (for example, a science teacher might show her students what happens when you
combine Mentos with Diet Cokey or a math teacher might show off a cool math trick). This is very
much up to you. Find what works for you and writing your lesson plan will be easy.

5. Lesson Procedure

Your lesson procedure is an in-depth explanation of how the lesson will progress in the
classroom.

The lesson procedure is essentially step-by-step instructions that walk you through everything
from the time students enter the classroom until the bell rings at the end of the period.

It’s smart to be very detailed in this portion of your lesson plan. After all, there will be cases when
another teacher or substitute needs to fill in for you!

When writing your lesson procedure, you need to choose the type of activities that will help
students meet the lesson objectives.

To do that, you can answer a list of questions, including:

 How will you introduce the topic?

 What’s the best way to teach this information to your students?
 How can you incorporate problem solving and critical thinking?
 What real-life scenarios relate to this topic?
  Does this topic lend itself to group work?

It’s also a great idea to find out how other teachers address the topics in the classroom. You can
do this by talking to coworkers, joining an online community, or searching for lesson ideas on
educational blogs.

After writing out a rough draft of your lesson procedure, many teachers outline it according to a
specific teaching strategy.

At AES, we recommend teachers use the four phases:

1. Explore: Students discover a concept

2. Learn & Practice: Students apply their discoveries
3. Reflect: Students review what they’ve learned
4. Reinforce: Students apply their knowledge to problem-solving scenarios

Phase 1 - Explore

In the Explore phase of your lesson, you’ll introduce the objectives of the lesson and
discuss key concepts students should know.

This portion of your lesson procedure may entail an icebreaker activity to get students thinking
about a new concept.

In other cases, you might introduce the information by using a presentation to lecture while your
students take notes.

Ultimately, the strategy you use in the Explore phase will depend on the topics you’ll be teaching
and your students’ prior knowledge.

Phase 2 - Learn & Practice

In the Learn & Practice phase, your students will work independently to get into the details
of your lesson.

If you use a textbook as your main curriculum resource, your students can read through an
assigned passage to take notes or complete a worksheet.
If you use a digital curriculum system, it’s the perfect time for students to work through the digital
lessons and guided notes.

You may also incorporate a class activity, group work, or skills practice to further engage your
students in what they’re learning.

Overall, this phase will make up the bulk of your lesson time, so be sure to detail everything out in
your lesson procedure!

Phase 3 - Reflect

In the Reflect phase, students will look back (and reflect on) what they’ve learned in the
lesson.

Most often, teachers lead a class discussion with critical thinking questions for students to answer
aloud or in their class journal.

It’s important to list the questions you plan to ask within the lesson procedure, to make sure you
don’t forget anything!

Phase 4 - Reinforce

In the Reinforce phase, students will apply what they’ve learned through critical thinking
activities.

Depending on the lesson, you may want students to complete these tasks individually or as part of
a group.

This portion of the lesson procedure helps you gauge if your students will achieve the lesson
objectives and often tie in with the assessment method!

6. REMARKS
This is the part of the DLP in which teachers shall document specific instances that result in
continuation of lessons to the following day in case of re-teaching, insufficient time, transfer
of lessons to the following day as a result of class suspension, etc.

TEACHING AND LEARNING

ACTIVITY 1
(Use bond paper to answer)

1. Narrate a situation of a child who has undergone health problems. As a future educator, what strategies
you would do to help the child overcomes his/her problem.

Reflection
After learning this lesson, reflect on how it can be learned by your future pupils in a more effective, creative, and
meaningful way. Discuss your:
1. Motivational Activity

2. Teaching Strategy

3. Mode of Assessment

Lesson 3: Parts of a Daily Lesson Plan

Detailed Lesson Plan (DLP)
Newly-hired teachers without professional teaching experience shall be required to prepare a daily Detailed
Lesson Plan (DLP) for a year. Applicant teachers as well as teachers in the service including Master
Teachers who will conduct demonstration teaching shall be required to prepare a DLP. Newly-hired
teachers who earned a rating of “Very Satisfactory” or “Outstanding” in the RPMS in a year shall no longer
be required to prepare DLPs, while newly-hired teachers who earned a rating of “Satisfactory” shall still be
required to prepare DLPs until such time that their RPMS assessment has improved. However, when new
content is integrated into the curriculum, all teachers are required to write a detailed lesson plan for that
content or subject matter.47. The DLP format includes the following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection.48.
Objectives
: As mentioned above, the lesson plan objectives are statements that describe the expected learning
outcomes of the learners at the end of the lesson. The objectives specify what students need to learn and
thereby guide learners in carrying out the lesson’s activities. They also direct the teacher in selecting the
appropriate learning resources and methods to use in teaching.
The lesson plan objectives should also be the bases for assessing student learning before, during, and
after the lesson. According to Air Asian (1994), the lesson plan objectives “(1) describe a student behavior
that should result from instruction; (2) state the behavior in terms that can be observed and assessed; and
(3) indicate the content on which the behavior will be performed.” Lesson plan objectives should be aligned
with curriculum standards and must be stated in terms of what learners can/will be able to do at the end of
the lesson.
Content
: This pertains to the subject matter or the specific content that the lesson aims to teach. In the CG, a
particular topic can be tackled in a week or two.
Learning Resources
: This is a list of resources that a teacher uses to deliver the lesson. These include the references used and
the other resources needed for the different lesson activities. As stated above, the references a teacher
may use include the TG, LM, textbook, and resources found in the LRMDS portal used for the lesson. The
other resources include those described in the DLL above.
Procedures
: The procedure details the steps and activities the teacher’s and learners will do during the lesson towards
achievement of the lesson’s objectives. The procedure describes the learning experiences that learners will
go through in understanding and mastering the lesson’s content. Teachers may utilize procedures that are
generally recognized and accepted in their field of specialization. The procedure will also depend on the
abovementioned instructional strategies and methods that a teacher will use to teach the lesson. Flexibility
is encouraged in the implementation of the DLP procedure. Changes in the procedure are allowed based
on time constraints or when adjustments in teaching are needed to ensure learners’ understanding.
The procedure should clearly show the different parts of the lesson including Before the Lesson, During the
Lesson, and After the Lesson. As discussed above, integrated into a DLP are assessment methods used
by the teacher to regularly check understanding of the material being tackled? Formative assessment of
student learning may be done before, during, and after a lesson and should be carried out to measure
attainment of the lesson objectives. Providing assignment or “homework” is a form of post-lesson formative
assessment. The assignment should be related to the day’s lesson. The assignment should allow learners
to master what was learned during the lesson or reinforce what has been taught. Teachers must check
assignments promptly.
The giving of assignments is optional and should follow the provisions of DepEd Memorandum No. 329, s.
2010 entitled Guidelines on Giving Homework or Assignments to All Public Elementary School Pupils.
Giving of assignments shall also be optional in all other grade levels.54.
Remarks
: This is the part of the DLP in which teachers shall document specific instances that result in continuation
of lessons to the following day in case of re-teaching, insufficient time, transfer of lessons to the following
day as a result of class suspension, etc.
Reflection
 This part of the DLP should be filled-out right after delivery of the lesson. Teachers are encouraged to think
about their lessons particularly the parts that went well and the parts that were weak and write about it
briefly. In the reflection, teachers can share their thoughts and feelings about their lessons including things
about the lesson that were successfully implemented, need improvement, or could be adjusted in the
future. As in the DLL, teachers can also talk about their learners who did well in the lesson and those who
need help.

TEACHING AND LEARNING

ACTIVITY 1
(Use bond paper to answer)

Module 3
Health Education

INTRODUCTION:

Health education is also an effective tool that helps improve health in developing nations. It not only teaches prevention
and basic health knowledge but also conditions ideas that re-shape everyday habits of people with unhealthy lifestyles
in developing countries. This type of conditioning not only affects the immediate recipients of such education but also
future generations will benefit from an improved and properly cultivated ideas about health that will eventually be
ingrained with widely spread health education. Moreover, besides physical health prevention, health education can also
provide more aid and help people deal healthier with situations of extreme stress, anxiety, depression or other emotional
disturbances to lessen the impact of these sorts of mental and emotional constituents, which can consequently lead to
detrimental physical effects.
How important are health education in the elementary grades?

The World health Organization (WHO) defined health in its broader sense in 1946 as “a state of complete physical,
mental, and social well-being and not merely the absence of disease or infirmity.”
Health Education comprises consciously constructed opportunities for learning involving some form of communication
designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to
individual and community health.
Health education is not only concerned with the communication of information, but also with fostering the motivation,
skills and confidence (self-efficacy)necessary to take action to improve health. Health education includes the
communication of information concerning the underlying social, economic and environmental conditions impacting on
health, as well as individual risk factors and risk behaviors, and use of the health care system.
In the past, health education was used as a term to encompass a wider range of actions including social mobilization
and advocacy. These methods are now encompassed in the term health promotion, and a more narrow definition of
health education is proposed here to emphasize the distinction.
Health education is the process by which people learn about their health and more specifically, how to improve their
health. Many different types of people provide health education and there are many different ways health education is
delivered, based on various behavioral change models. Health education is critically important in improving the health of
communities and individuals.

The Three Elements of Your Health

1. Physical Health – means that all parts and systems of the body work well together. It means that your body has the
ability to withstand the stresses of normal daily life. To gain or maintain physical health, you need to have proper
nutrition, adequate exercise and enough rest and sleep. You also need to develop healthy skills, practice cleanliness in
order to prevent disease, and get medical and dental check-ups and care when needed.
2. Mental Health – includes how you like, accept and feel about yourself; how well you relate to others; and how you
meet the demands of daily life. A person with good mental health is in touch with his or her emotions and expresses
them in acceptable, healthful ways. People with good mental health enjoy learning and know that striving for information
and understanding can be an exciting, life-long process.
3. Social Health – involves the way you get along with others. It includes your ability to make and keep friends and to
work and play in cooperative ways, seeking and lending support when necessary. It involves communicating well and
sharing your feeling with others.

TEACHING AND LEARNING

ACTIVITY 1
(Use bond paper to answer)

Reflection
Why PE and Health is important in teaching in the elementary grades?

V. Additional Resources
K-12 Curriculum Guide
https://us.humankinetics.com/products/health-and-physical-education-for-elementary-classroom-teachers-pdf-with-web
https://portablesportscoach.com/teaching-strategies-physical-education/
https://www.k12academics.com/education-subjects/health-education/motivation
http://hnupe.weebly.com/mapeh-20.html