2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: PHYSICAL EDUCATION Grade Level: 8

Unit Topic: EXERCISE PROGRAM Quarter: IST

EXPLORE

This unit is about Health-Related Fitness. This is designed to explore knowledge and skills that will help the
learners and their family develop a lifelong habit of physical fitness and wellness.

Consider this (essential) question: How can one improve and sustain the desired level of physical fitness?

Map of Conceptual Change: (I.R.F.)

Title: “EXERCISE PROGRAM”

Initial Answer:

Revised Answer:

Final Answer:

MOTIVATION
ACTIVITY 1: Fitness and Me!
Directions: How well do you know yourself? Using each letter of the word PHYSICAL FITNESS, write a
word in each of the letter to describe how physically fit you are.

ACTIVITY 2: Thumbs Up!

Directions: Let’s find out your prior knowledge regarding the different elements of Fitness / elements of an
Exercise Program by writing your response for each statement in the Before Lesson Column only. Write A if
you agree with the statement and write D if you disagree with the statement which you will see on the
worksheet below.

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 AGREE OR DISAGREE

Answer the following process questions:

1. What do you know about exercise?
2. What is the importance in engaging into exercise program? Explain.
3. As a teenager, why is it necessary for you to be engaged into different exercise program?
4. Based from your prior knowledge how you will encourage others to engage themselves into exercise
program?
5. How does exercise affects one’s daily living?

ACTIVITY 3: Fitness Habits!

Directions: The following is a list of activities common to most of the Filipinos young and old. Put a check
on either YES or NO to the activities you enjoy doing often.

Now let us see how many

yes and no answers do you have in each activity. Let me ask you and use the back portion of this worksheet
to write your answers:

1. What influence you to choose these physical activities?

2. What do you feel about the activities you are in to?
3. Did you encounter any challenge while performing these activities?
4. What benefits did you get out of these activities?

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 FIRM-UP (ACQUISITION)

LC1: Describe the Activity 4: PICTURE ANALYSIS/ IDENTIFICATION

nature and Instructions: Write HRF if you think that the picture is Health-Related Fitness and
background of the SRF if it is Skill-Related Fitness. Then, give brief description about what the
sport pictures are trying convey in general.
Screenshot of Online Resource: (to make sure that students are on the right page)
Learning Targets:
I can describe the
nature and
background of the
sport.

I can identify the

exercises for health
and skill related
fitness.

DEEPEN (MEANING MAKING)

Instructions:
GUIDED GENERALIZATION TABLE

Essential Situation 1: Situation 2: Situation 3:

Question Tanya, a gym One of the activities in MAPEH Berting, a dedicated
trainer is dealing subject of Mr. Cruz is about and hardworking gym
with clients of Personalized Fitness Program. conditioning coach
different body In order to cater the needs of spent his 10 years of
How can
types in her day- the different body types, Mr. tenure as the senior
one
improve to-day job at the Cruz invited a certain dietician coach at Pound for
and gym. Of her 20 to be a resource speaker to his Pound Gym the most
sustain regular clients, 5 class on Proper Diet for People visited gym in their
the of them have an of Different Body Types town that caters and
desired ectomorph body (Ectomorph, Mesomorph, monitors great
level of type (a lean Endomorph). In the process of athletes in different
physical slender body the speaker’s discussion, she events in his
fitness? build with slight instructed the class to group hometown. With his
muscular themselves according to the 3 experience and
development), 6 body types. Then, she gave expertise, he was
are considered to each group the handouts on being lured to handle
be mesomorphs the Somatotype Meal Plans the conditioning
(having a husky which are found on this link: program of the newly
muscular body built team of Mr. Joey,
build) and 9 of https://www.livestrong.com/article/543641- the Lipa Sports
somatotype-meal-plans/.
them have an Director in their
endomorph body Municipality. The said
types (having a team will join the
heavy rounded newly established
body build often Nation Wide
with a marked Basketball League, his
tendency to task entails to cover

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 become fat). She the raw athletes as
was able to well as the old players’
maintain these fitness program that
clients for a long will prepare them for
period of time the upcoming
because she Municipality Meet.
knows how to
design
personalized for With his task, he will
them. be responsible for the
conditioning
standpoint of the
players that will be
covered.

ANSWER: Answer: Answer:

Supporting Supporting Texts: Supporting Texts:

Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1. How did Tanya design a personalized fitness program for different body types?
2. What is the importance of making a design personalized fitness program?
3. Why is there a need to design personalized fitness program for different body
types?
4. EQ: Participation in societal fitness activities such as performing physical
activities can improve and sustain the desired level of physical fitness.

Prompt for Generalization:

1. If you were Tanya, how would you design a personalized fitness program?
2. Explain the importance of having such meal plan for each body type in
relation to the personalized fitness program.
3. As individual, how will you design a fitness program that will cover the
different body types?

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 LC2: Prepares a ACTIVITY 7: MY PERSONAL FITNESS PLAN!
physical activity Directions: Now is the time for you to keep track of your fitness record. Your
program personal fitness record will surely guide you on your choice of physical activities.
You will learn how to analyze your strength and weaknesses like making decision
LC3: Set goals based on what particular sports will best suit in your abilities or what kind of training you
on assessment have to undergo to fit the activity of your choice. Then, you will understand
results. enjoyment and satisfaction.

Learning Targets:
I can prepare
personal fitness
program.

I can set goals based

on the assessment
result.

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 Scaffold for TRANSFER 1: QUEST FOR FITNESS TESTING

ACTIVITY 5: BMI TEST!

Directions: Compute your body mass index (BMI) following the formula below:
Show your solution and record the result of the test inside the box provided. (10pts.)
Example:
LC4: Undertakes YOUR BMI:
Body Mass (in
physical activity and kilograms)
physical fitness BMI=-------------------------------
assessments ----
Height (in meters)2

BMI=__60kg____
LC5: Monitors 1.52 m2
periodically one’s BMI = __60____
progress towards the 3.04
fitness goals. BMI= 19.74 (NORMAL)
Learning Targets: ACTIVITY 6: Take Your Pulse Rate!
I can undertake Directions: To know where and how to take pulse rate is a necessary. It is an
fitness testing and important practice to take your heart rate before, during and after the exercise
assessments. workout using the radial and carotid pulse.

I can monitor my
progress towards the
fitness goals.

I can explain the ways

on how to maintain
our heart rate or being
physically fit in all
aspects?
A. Resting Heart Rate:
Let us start taking your resting heart rate and fill in the two columns, the 30
and 15 seconds.

B. Working Heart Rate:

After learning and determine our resting heart rate, now we will try to check
how fast our heart beats after work or exercise. First, we will do simple movements
like marching (8 times), jogging (8 times), and jumping jacks (8 times). Repeat the
combine exercise or movements 5 times.

C. Recovery Heart Rate:

Now you are ready to check how fast your heart can recover from the
pressure given. Rest for around 5 minutes. After 5 minutes you will again take your
pulse rate to determine how fast your heart will return to its normal beating.

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 If your pulse rate will return to its normal beating, then you have a healthy
heart, if not this is an indication that you need to consult a doctor or be extra careful
on all your activities that can affect your heart.

After getting your pulse rate before, during and after an exercise or workout.
Briefly explain the following questions and use the back portion on your worksheets
to answer:

1. Is it important to check daily your heart rate or pulse rate? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What can you say about the activity you do in getting your heart rate?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Is there a difference on before, during and after your exercise?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. What are the things you should do to maintain your heart rate or being physically
fit in all aspects?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Scaffold for TRANSFER 2

ACTIVITY 7: Body Conditioning Exercise (Health & Skill Related Fitness)

The students are being discussed by the teachers about the health and skill related
fitness exercises and how these exercises are to be executed. Provided with the
video presentation about the said exercises, the students will follow and execute
the exercises shown on the video being presented.

LC5: Executes the

skills involved in the
sport

Learning Targets:
I can execute the
health and skill related
fitness exercises https://youtu.be/6JdFatNLX5A
involved in the
activity. Scaffold for Transfer 3: ZUMBA DANCE!

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 Instructions: Create a five-minute dance exercise routine and perform it all
together. Make sure to follow and apply the components of health and skill-
I can perform zumba related fitness in doing your routines.
dance exercises.

Self-Assessment:

TRANSFER

Performance Transfer Goal:

Standard: The students on their own and in the long run will be able to make a personalized
fitness vlog to the community and society through vlog that promotes healthy and
The learner designs achieve personal fitness.
an individualized
Performance Task:
exercise program to Kind: Personalized Fitness Vlog
achieve personal (Differentiated Products)
fitness. Instructions: You are tasked to make a five-minute personalized fitness vlog to the
community and society that promotes healthy and achieves personal fitness. You
Learning Targets:
make sure to follow and apply the components of health and skill-related fitness in
I can conduct doing the vlog. You can ask some of your family members to join you in your
physical activity and
physical fitness exercises and record it. Your personalized fitness video/vlog will be evaluated

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 assessments of through these criteria stated below:
family/school peers. Analytic Rubric

Self-assessment:

I can identify the

components of health
and skill-related fitness.

I can explain the benefits of

doing exercises as part of
our daily routine and its
importance.

Values Integration:
1. How can you share your experiences in your personalized fitness vlog?
 Teamwork
 Confidence
 Perseverance
 Discipline
 Mental health

CALENDAR OF ACTIVITIES

WEEK 1
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 MON TUE WED THU FRI
MOTIVATION
Activity 1, 2, and 3

WEEK 2
MON TUE WED THU FRI
Activity 1: PICTURE
ANALYSIS/IDENTIFICATION
(FIRM-UP Acquisition)

WEEK 3
MON TUE WED THU FRI

GUIDED GENERALIZATION
w/C-E-R

WEEK 4
MON TUE WED THU FRI

MY PERSONAL FITNESS
PLAN/PROGRAM with
Fitness Contract

WEEK 5
MON TUE WED THU FRI
Scaffold for TRANSFER 1:
QUEST FOR FITNESS
TESTING

WEEK 6
MON TUE WED THU FRI
Scaffold for TRANSFER 2
Body Conditioning Exercise
(Health & Skill Related
Fitness)

WEEK 7
MON TUE WED THU FRI
Scaffold for Transfer 3:
ZUMBA DANCE!
WEEK 8
MON TUE WED THU FRI

PERFORMANCE TASK:
PERSONALIZED FITNESS
VLOG

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UNIT ASSESSMENT SAMPLES
A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

B. MAKING MEANING
1. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

INSTRUCTIONS: Read the given article. Then answer the questions that follow.

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

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 Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE
1. An article or problem is given to the student
to read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim,
another for Evidence and a final part for
Reasoning. Each part may have prompts that
student can use to begin his or her answer.

2A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

2B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME: _____________________________ GRADE AND SECTION: _______________ SUBJECT:

____________________________

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DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and 6; vertical for
Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.

QUESTION NO. 5:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

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 REASONING: The evidence I chose supports my answer because…

2C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

LEARNING COMPETENCY: (M)

_____________________________________________________________________

SITUATION:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING 1. An article or problem is given to the student
TIC TAC TOE ASSESSMENT BOARD, ANSWER to read and analyze.
SHEET AND ANSWER KEY 2. Question(s) are given in line with Make
Meaning competency for students to answer
in the form of a tic tac toe board.
3. Students have to answer Q5 at the center of
the board. The Q5 question is directly related
to the competency.
4. Students have to select 2 other questions to
form a straight line either horizontal, vertical
or diagonal.
5. In the students’ Answer sheet, a table for the
students’ answers to selected questions is

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 provided. The table contains a part for the
Question No., another for Claim, another for
Evidence and a final part for Reasoning.
Each part may have prompts that students
can use to begin their answer. Students have
to refer to article to provide Evidence.
6. In the Answer Key, the Make Meaning type of
Learning Competency is stated. The
Evidence or supporting text in the article is
stated below each question.

3 . CER WITH OPEN BOOKS:

NAME: ______________________________________ GRADE AND SECTION: _______________

SUBJECT: ____________________________

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third
article, write your answer in the given table. You are allowed to refer to your module or available references
(e.g. textbook) and the Internet. You are NOT allowed to ask help from your classmates, parents, guardians,
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and
support your answer with quotations or statements from the chosen article.

ANSWER:
Article no. ______ about the _________________ is the best because…
 
 
CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS
OPEN BOOKS 1. The Make Meaning competency is stated.
2. Three selections related to the Make
Meaning competency are given to the student
to read and analyze.
3. Directions ask the student to determine which
selection is the best in line with the Make
Meaning-type of learning competency.
Student is also asked to support answer by
citing important parts of the selection.
4. Directions also contain permission to the
student to use references and the Internet.
Directions also clearly state persons or
materials the student is not allowed to
consult.
5. The length and readability of the selections
are developmentally appropriate. As much as
possible, the selections are contextualized in
the Philippine setting.
6. A table is given for students to discuss their

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 choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answer.
They make a claim on which is the best. They
have to give Evidence citing texts and
Reason to justify their choice.

4. ERROR CORRECTION:

DIRECTIONS: The entire test has been answered for you. Your job is to check the answers for errors. If there
are errors, do the following in the given table:
1. Copy the error and explain why this is wrong.
2. Write a correction of the identified error.
3. Then explain why your correction is right.
Sample Question with Erroneous Answer:

Identified Error and Explanation Correction of Error Explanation of Correction

PERFORMANCE TASK GRASPS CHECKLIST (ERROR CORRECTION)

1. A problem or question(s) is shown with sample student answer(s). The problem or question is related
to a Make Meaning-type of competency.
2. The answer(s) is purposely written with errors for students to identify.
3. Instruction is given to the student to identify errors in a sample answer, explain why errors are wrong,
make the needed corrections, and provide explanations for corrections.
4. A table is provided for students to write the errors, corrections and explanations.

C. TRANSFER
5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD: The learner designs a physical activity program for the family/school peers
to achieve fitness.

SITUATION:

A personalized fitness vlog will be made to promote healthy and achieve personal fitness to the
community and society.

GOAL: The goal is to promote healthy and achieve personal fitness.

ROLE: The students will do the exercises routine demonstration in the video.
PRODUCT CHOICES: Students will be able to produce a creative personalized fitness vlog promoting a
healthy lifestyle and achieve personal fitness for all.
AUDIENCE:
The target audience will be the people in the society/social media friends.

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 STANDARDS:

The students will make sure to follow and apply the components of health and skill-related fitness in doing
the vlog.

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1. The unit Performance Standard is stated. The Performance Task is aligned with this Performance
Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of
the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving
the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the
Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting
from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the
rubric criteria). The STANDARDS are applicable to the different products. The STANDARDS are
consistent with the Unit Performance Standard.

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