Detailed Lesson Plan in Physical Education 9 PDF

## A DETAILED LESSON PLAN IN PHYSICAL EDUCATION 9 ### I. Objectives At the end of the lesson, the students will be able to: * Design a simple workout plan that incorporates all components of fitness. * Identify activities that target each component. * Describe the benefits of developing each comp...

## A DETAILED LESSON PLAN IN PHYSICAL EDUCATION 9 ### I. Objectives At the end of the lesson, the students will be able to: * Design a simple workout plan that incorporates all components of fitness. * Identify activities that target each component. * Describe the benefits of developing each component. ### II. Subject Matter Topic: Component of physical fitness Materials: Power point presentation. References : Physical Education and Health 9 learning module, pg. 24-25 ### III. Procedure | Teacher's Activity | Student's Activity | |---|---| | **A. Preliminary Activities** | | | i. Opening Prayer | | | "Class, everybody please stand up and let us have our opening prayer." | "Let us bow our head and feel the presence of the Lord... Our Father, who art in heaven, hallowed be Thy name; Thy kingdom come; Thy will be done on earth as it is in heaven. Give us this day our daily bread; and forgive us our trespasses as we forgive those who trespass against us; and lead us not into temptation, but deliver us from evil. "AMEN" | | ii. Greetings | | | "Good morning, class!" | Students: "Good morning, Ma'am." | | "How are you today class?" | Students: "We're doing fine, Ma'am." | | iii. Classroom Management | | | "Before you take your seat, kindly pick up the pieces of paper under your chairs and arrange your chairs properly." | (The students will pick up the papers and will arrange their chairs properly) | | iv. Checking of Attendance | | | "Is there any absent among you, class?" | | | "Class secretary, kindly check if there is any absent among your classmates.” | | | "Very good! I'm glad to know no one is absent from the class." | Students: No one is absent from the class today, Ma'am. | | **V. Motivation** | | | "Class to start our day, let's have a short activity. Your activity will be guess the jumbled words. You already know this game right, class? Just raise your hand and guess the jumbled words that I am going to show you class. Is that clear, class?" | | | "First jumbled words." eudranrocasivard dnuarcen- | | | That's right, thank you mark." | "Students raised their hand" Mark: It's cardiovascular endurance ma'am.| | Next is -ucslarum thgtrens - Okay Ashley | | | | "Students raised their hand" Ashley: It's muscular strength ma'am . | | | "Students raised their hand" Eliza: Its muscular endurance ma'am. | | Okay next is - ucslarum ecudranre - Eliza are you raising your hand? "That's right Eliza""The next one class is - ytilibfex - "Ria what's your guess?." "That's right, Ria." | | | " Okay this will be the last one" - ydob noitiposmoc - "Lawrence ?" | | | "Thats right!" | (Lawrence raised his hand) Lawrence: Body composition ma'am. | | "That is the end of the activity, you did great class. Now, let us proceed to our lesson." | | | **B. Discussion** | | | "Based on the short activity that we did earlier, what do you think our lesson for today?" | | | "Yes, Duwin?" | (Students Raising their Hands) Duwin: I'll give it a try ma'am, is it about physical fitness ma'am . | | “Okay, very good ! Our lesson for today is all about the components of physical fitness." | | | "Alright, class let me introduce to you the 1. Cardiovascular Endurance." | | | "Can somebody read the definition of cardiovascular endurance?" | | | "Yes junelle? " | "The ability of your heart, lungs, and blood vessels to deliver oxygen to your working muscles during sustained physical activity." | | "Thank you junelle." | | | "Cardiovascular endurance is how well your heart and lungs can supply the oxygen you need while you exercise at medium to high intensity. " | | | "Tracy, can you please read the benefits of cardiovascular endurance." | | | "Thank you Tracy." | Tracy: Yes ma'am. Improves heart health, reduces risk of heart disease, increases endurance, boosts energy levels. | | "Example activities are Running, swimming, cycling, dancing, brisk walking." | | | "Class let me ask you something, Have you ever done any of these activities, and what does it feel like? "Yes, Angelica" | | | "That's a very good experience." | | | "thank you for sharing." | | | "Alright class, as your classmate has said, Her heart pump a little faster when she did swimming techniques" | | | “It's because Swimming is a whole-body exercise that requires the heart to pump more blood to the muscles working to move your arms and legs. The heart does this by beating more rapidly.” | | | "Next is Muscular strength "Can anyone read the definition?" | | | "Yes, Rona?" | | | "Thank you, Rona." | | | "The Muscular strength is the amount of force you can put out or the amount of weight you can lift." | | | "Benefits: Improves bone density, increases metabolism, enhances daily activities, reduces risk of injury."| | | "Kenneth, will you please read the examples of muscular strength." | | | "Thank you, Kenneth." | | | "Now I have a question for you class. Who already tried doing muscular strength?" | | | "Yes, Danrey?" | | | "So, what's your purpose for doing weightlifting?" | (Students raising their hands) Danrey: I already tried weightlifting ma'am . When I'm doing a gym activities. | | "Well said, Danrey!" | | | "Now, let us move on into another component of physical fitness." | | | “The next one is muscular endurance". | | | "Shayra, will you please read the definition of muscular endurance? | | | "Muscular endurance refers to the ability of a given muscle to exert force. From the word endurance you endure how long your muscle group can perform repeated compression before getting tired."| | | “The benefits of muscular endurance it Increases our stamina, improves posture, enhances athletic performance. Examples of Activities: Plank, holding a squat, repeated lifting of weights, sustained running.” | | | “Can you give me another example of muscular endurance?" | | | "Yes, Anna?” | (Students raising their hands) Anna: Sir ups ma'am . | | Have you do it already? How do you feel after doing so? | | | “Okay, thank you fore sharing. Your stomach hurts it's because sit ups is an abdominal muscle strain where you endure the pain to achieve you goal.” | | | Are you still with me class?? | | | “Next, is Flexibility" | | | “Flexibility, also known as stretching, are essential for maintaining a healthy range of motion in your joints and muscles. They help improve your overall mobility, reduce muscle stiffness, and prevent injuries. | | | "Benefits: Improves posture, reduces risk of injury, increases mobility, reduces muscle soreness." | | | "Can anyone give me an example of flexibility?" | | | "Yes, Mariz?" | (Students raising their hands) Mariz: Lunges ma'am. | | " How do you that, Mariz?" | | | "Very good, Mariz. Thank you for that." | | | "Let's proceed to our last component" | | | "Body Composition" | | | "Body composition refers to the distribution of fat, muscle, bone, and other tissues that make up your body." | | | "Here are some benefits: Improves overall health, reduces risk of chronic diseases, enhances body image." | | | "Examples activities are Weight training, cardio, healthy eating." | | | " Did you get it class? | | | Kenneth: - Examples Activities: Weightlifting, push-ups, pull-ups, resistance training. | | | "Before we end our class I would like to introduce to you the fitness plan, where you're going to plan the activities you wanted to do weekly it depends on your goal. | | | In designing fitness plan you to consider the following: * your goals. * Think about your likes and dislikes. * Plan a logical progression of activity. * Build activity into your daily routine. * Think variety * Allow time for recovery after exercising and make sure you have an adequate healthy diet. * Put it on paper. | | | "Understood, class?" "here's the example" | Students: Yes, Ma'am. | | "It's better to have a plan to achieve your goal class, okay?" | | | "Do you have any questions, class?" | | | "Are you sure?” | Students: Yes, Ma'am. | | "Okay, if you don't have any question, I will be the one to ask one." | | | "If you truly listened to me, what are the components of physical fitness?" | | | “Yes, Arnie what is your answer?” | | | "Very good!" | | | “Can you give me an example activities of muscular strength?" | | | "Sherwin, do you know the answer?" | | | "Is these activity can be muscular endurance? And why?" | | | "Well said!"| | | "So, How about flexibility, can you give me an example? And show your classmates? | | | "Yes, Sushana?" | | | "Good job!" | | | "Thankyou for | | | your active | | | participation" | | | "Okay, class, we're going to start our activity. Our activity for today is we're going to have a groupings we're you're going to create your own activity. | | | "Before we begin, please listen carefully to my instructions, all right?" | Students: Yes, Ma'am. | | Instructions: The class will be divided into five groups, and each group will have a representative who will draw a topic. Based on the topic they receive, you're going to act of 2-3 activities of your topic for example muscular strength the activities you will act is weightlifting, plank and push ups. | | | Please refer to the rubrics for the scoring criteria. | | | | Students: Yes! Ma'am. | | **Scoring guide ** | | | | | | | | | **Relevance to | **5** | **4** | **3** | **2** | **1** | | Topic | All activities | Activities are | Few activities | Most | Activities are | | | fully align with | somewhat | align with the | activities | not relevant to | | | the topic. | relevant to the | topic. | align | the topic. | | **Creativity | **5** | **4** | **3** | **2** | **1** | | **Execution & | Highly | Moderately | Some | Minimal | No creativity, | | Teamwork | creative and | creative, but | creativity, | creativity, | presentation | | | engaging | engaging. | lacks | presentation | is dull.| | | presentation. | | presentation | is plain. | | | | Smooth and | Mostly | Some | Little | No | | | well-| coordinated | coordinated | coordination, | coordination, | | | coordinated | performance | performance | performance is | performance is | | | performance | with minor | but noticeable | feels | disconnected | | | with clear | issues | issues | disorganized. | | | | teamwork. | | | | | | **Clarity of | **5** | **4** | **3** | **2** | **1** | | | Demonstration | All activities | Most | Activities are | Activities are | | | | are clear, and | activities are | not relevant to | not | | | | concise. | clear and | the topic. | understandable | | **Participation | **5** | **4** | **3** | **2** | **1** | | | All members| Most | Some | Few | Minimal or no | | | actively and | members | members | members | participation | | | equally | participated | participated, | participated | from most | | | participated. | actively. | but not | actively. | members. | | | | | | | | | **TOTAL POINTS** | | | | | /25 | | | | | | | | | | | **IV. Evaluation** | | | | | | | | **Teacher's Activity** | | | | | | | | **Reflection Questions:** | | | | | | | | After all groups have presented their role- plays, answer the following reflection questions individually. | | | | | | | | **1. Which activity was the most challenging to demonstrate ? Why?** | | | | | | | | **2. Why is it important to plan know what activity you're going to execute ?** | | | | | | | | **3. What did you learn from your peers' presentations that could help you in a real-life activity situation?** | | | | | | | | **4. What would you do differently in your role play if you had more time to prepare?** | | | | | | | | **5. Why is it important to know when you're going to create your own activity?** | | | | | | | | **V. Assignment** | | | | | | | | **Teacher's Activity** | | | | | | | | **Instructions:** For each of the following you're going to create your own physical fitness plan that will be sent on Google classroom | | | | | | | | * **Cardiovascular endurance** | | | | | | | | * **Muscular strength** | | | | | | | | * **Muscular endurance** | | | | | | | | * **Flexibility** | | | | | | | | * **Body composition** | | | | | | | | **Student's Activity** | | | | | | | | | | | | | | | | Prepared by: | | | | | | | | Meneses, Rachelle Kim O. | | | | | | |