SEMI-DETAILED LESSON PLAN IN GRADE 12- HEALTH OPTMIZING PHYSICAL

EDUCATION 4

CONTENT STANDARD
The learner demonstrates understanding of:
Demonstrates understanding of recreation in optimizing one’s health as a habit; as
requisite for physical activity assessment performance, and as a career opportunity
MOST LEARNING COMPETENCY
a. Observes personal safety protocol to avoid dehydration, overexertion, hypo
and hyperthermia during MVPA participation. ((PEH12FH-IIk-t-10)
b. Participates in an organized event that addresses healthy/fitness issues and
concerns. (PEH12FH-Ik-o-13)

I. OBJECTIVES*
At the end of the lesson, the students are expected to:
1. Discuss the Nature of Trekking through the used of visual cue.
2. Appreciates the significance of buddy tips system in maintaining the personal
safety protocol during moderate to vigorous physical participation
3. Apply the scripted stories tool in creating a Campaign Poster with regard to
trekking as an organized fitness event that targets physical and mental health
issues and concerns amidst obscurity.

II. SUBJECT MATTER

Topic: Recreational Activities (Trekking)

Time Frame: 50 minutes

Materials: Laptop, paper, pictures, projector, puzzle, activity sheet
Strategy: Collaborative Learning, Inclusion Approach
Approaches: 4A’s Approach (Activity, Analysis, Abstraction, Application)

References:
Health Optimizing Physical Education 4 SLMs
Health Optimizing Physical Education 4 textbook pp: 82-90 (Vibal Publishing House)

A. Preparatory Activities
1. Review
The teacher will ask a volunteer to have a recap on the previous lesson.

2. New Lesson
a. Motivation***
Jigsaw puzzle
The class will be paired. Students who have behavioral challenge and mild to
moderate learning are included in the activity. All students are welcomed holistically.
Each group will be given 3 envelopes containing. The teacher will use the visual cue
technique in the activity to assist the special needs of the students in identifying the
image of the picture and a buddy tips system to support the child with challenging
behavior while adjusting the new setting. The main objective of the game is to
complete the picture by putting pieces together, which is to be posted on the board
and formulate the words that gives hint to the students on the new topic they will
learn. All The group to finish first will be given 15 points, the second group received
10 points and the third group will be given 5 points. After the motivational activity, the
teacher will ask the following questions:
 What image did you formed after completing the pieces of
picture together?
 What have you observed on the pictures?
 Can you tell the class the words that you found from the picture?

b. Presentation
The teacher will present the topic” Nature of Trekking” to the class and
also the lesson’s corresponding objectives.
c. Setting of Standards```
The teacher will let the students observe the following standards
throughout the discussion in the new lesson. The following are the setting of
standards:
(a) Health Protocols, (b) Self-discipline, respect and (c) classroom
etiquette.

B. Developmental Activities
1. Activity***
1. The students will be paired, and they were given a certain part to read aloud
the story entitled “When the sun painted the mountains red and orange”.
The teacher will use the Turtle technique in the activity to give time to the
students to think and tuck for a deep understanding.
2. The buddy tips system is applied on the activity. The buddy will explain
thoroughly the meaning of the story to their partner who has behavioral
challenge. Facial expressions and movements are great help to send the
objective of the activity. The team should successfully draw a picture that
best described the main learning lesson that they gain from the story.
3. Underneath the story, students must write down the significance of personal
safety protocols being demonstrated in the story in participating vigorous to
moderate physical activity and inclusion setting.
2. Analysis
Each group will choose a representative to discuss their collaborative output.
Moreover, the following questions will be possibly asked by the students.
a. Why recreational activities like trekking were included in Senior
High School learning competency in Health Optimizing Physical
Education subject?
b. Can we consider seeing nature around is a great way to improve
mental health, memory and functionality of the brain? Why? How
about the impact of nature to the behavioral challenge students?
c. How important the positive relationship of human with natural
environment in promoting their sustainable used?
 3. Abstraction
The Teacher will discuss in detail the (a) Nature of Trekking (b) Safety protocols in
participating moderate to vigorous physical activity (c) Physical and Mental Health
benefits of recreational activities amidst crisis.
C. Culminating Activities
1. Application*
1. *** The students will work as a group. The teacher will use the Scripted
Stories tool like adding pictures on each page of the instructions. It helps the
student to understand what to expect during the activity or routine,
understand the perspectives of their classmates and can describe the
situation. Create a “Campaign Poster” with regard to trekking as an
organized fitness event that targets physical and mental health issues and
concerns amidst obscurity. The output will be graded using this rubric:

Criteria 5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate and all accurate but accurate but questionable. inaccurate.
required some some Information is Information
information is required required not presented in is not
presented in a information is information is a logical order, presented in
logical missing missing making it difficult a logical
order. and/or not and/or not to follow. order,
presented in presented in making it
a logical a logical difficult to
order, but is order, follow.
still generally making it
easy to difficult to
follow. follow.
Use of Visual Use of visual Visual design Most visual Visual design No visual
Design design elements are design elements are design
Elements elements are appropriate. elements are inappropriate or elements
(point, line, appropriate. Layout is appropriate layout is messy. used.
shape, value, Layout is cluttered.
texture, and pleasing to the
color) eye.
Use of Visual Use of visual A visual Two visual Many visual No effort
Design design principles design design design principles was made
Principles are used principle is principles are were used to employ
(consistency appropriately. violated. violated. inappropriately. correct
of margins; visual design
typeface; principles.
typestyle;
and colors;
balance,
perspective,
harmony,
unity,
movement,
and variety)
 Mechanics No spelling Few spelling Some Some spelling Many
errors. No errors. Few spelling errors. Some spelling and
grammar errors. grammar errors. Some grammar errors. or grammar
Text is in errors. Text grammar Most of text is in errors. Text
authors’ own is in authors’ errors. Text authors’ own is copied.
words. own words. is in authors’ words.
own words.

2. Evaluation****

The student will answer the following questions in a ¼ sheet of paper.

Direction: Choose the appropriate answer. Encircle the letter of your choice.
1.A PE teacher wants to take his students in a long vigorous hike in wild natural
environment for multiple days. Which of the following activities should the teacher
plan for?
A. Fishing B. Hiking C. Trekking D. Zip-Lining
2. Both hiking and trekking have physical and mental health benefits. Which of the
following conditions describe mental health benefits?

A. Muscle agility

B. Cardiovascular Strength

C. Improve Lung Capacity

D. Improve brain and mental function

3. Which of the following statements explains how trekking develop cardiovascular

strength?

A. Trekking often requires the hikers be focused on their activity.

B. These physical activities help shed unwanted fat and water weight.

C. Trekking strengthen the muscles that work together to power inhaling and
exhaling.

D. By walking up and down hills and mountains, the heart has to pump harder
to
Keep with the oxygen demand.

4. You wanted to go on trekking with your friends but your parents refused to let
you join, what should you do?

A. Plan another activity with friends.

B. Reschedule you’re trip until your parents agree.

C. Go with your friends without your parents knowing.

 D. Make a camp in your backyard and ask your family and friends to join you.

5. Which of the following statements BEST describes the difference between

hiking and trekking?

A.You need more equipment in hiking than trekking.

B. Hiking is physically, mentally, emotionally and spiritually challenging than

trekking.

C. Hiking is done in mountainous area while trekking in a beautiful natural

environment.

D. Hiking involves a long energetic walk in a natural environment on hiking

trails for a day or overnight, while trekking involved long vigorous hike for
mountain climbing.

4.Assignment:
(Subject- Understanding Culture, Society and Politics, MELC-Discuss the
nature, goals, and perspectives in/of anthropology, sociology, and political
science.) Direction: Make a learning portfolio to present the nature, goals, and
perspectives on the sociological effects in engaging Moderate to Vigorous
Physical Activities Amidst Global Crisis.

Annotations:
* These are anchored to Theodore Brameld’s Social Reconstructionism Philosophy
which focuses on student experience and taking social action on real problems. As
observed in the objectives, the learners are expected to give an articulate
understanding on the social obscurity that we outbraved today. As they have the task
to create Campaign Poster with regard to an organized fitness event that targets
physical and mental health issues and concerns amidst obscurity, they were given
the opportunity to share their experiences and ideas on how to maintain an active life
for fitness and lifelong health even in crisis. In their simple gestures they help in
sharing awareness to the community.

**These are anchored to the Code of Ethics for Professional Teachers under Article
III – The Teacher and The Community of Section 1 which states that: “A teacher is a
facilitator of learning and of the development of the youth: he shall, therefore, render
the best service by providing an environment conducive to such learning and
growth.” As depicted in the ‘setting of standards’ it makes it easier for teachers to
recognize positive behavior and assess students work and progress. The students
also are provided a conducive and a safe environment and allows them to feel more
confident, engaged and connected to the class activities.

***These are anchored to Rousseau’s Progressivism Philosophy which deals with

collaborative and cooperative learning. By focusing on community, responsibility,
and group participation, progressive classrooms help students develop the emotional
intelligence and social skills they need to work in groups, enjoy healthy relationships,
and to live fulfilling and successful lives. As depicted in the activities, social skills are
being used by the students to perform and complete the tasks as they are divided
into groups. The buddy system tips students developed patience and compassion for
their classmates. Through collaboration and cooperation will be able to create a
cohesive answer.

****These are anchored in the Existentialism Philosophy which believe that every
individual is unique, and education must cater to the individual differences. In jigsaw
puzzle activity, students accept and understand the strengths and weaknesses of
their peers. Education from an existentialist perspective places the primary emphasis
on students’ directing their own learning. The tasks that given to the students explore
them to create and decide the great ideas that based on their feelings, experiences
and uniqueness.

****These are anchored in the Inclusion Approach which provide equal access to
opportunities and resources for learners such as those who have physical or mental
disabilities and having behavioral challenge. In activity 1, students are welcomed
holistically. They are present in the learning space and given the equal opportunity
to share their own experiences and perspectives by helping to complete the pieces
of the pictures. The activity creates a safe place where the students can share and
connect to their peers.

Prepared by:

CHERRYL MAE C. FLORIDA

Teacher III