Elementary PE and Health Teaching Modules PDF

OVERVIEW Modules are self-contained and independent units of instruction with well-defined objectives to develop specific competencies. These are designed to make learning easier yet challenging to the user to become creative, resourceful and independent. An educational tool, modules which present a...

OVERVIEW Modules are self-contained and independent units of instruction with well-defined objectives to develop specific competencies. These are designed to make learning easier yet challenging to the user to become creative, resourceful and independent. An educational tool, modules which present and explain the topics substantially serve as a textbook. They also provide a variety of activities that stimulate independent and self-guided learning experiences. As an effective mode of instructional delivery system, modules in teaching the components of Physical Education (Edukasyon sa Pagpapalakas) and Health (Edukasyong Pangkalusugan could be most helpful to the beginning teachers. To ensure that teaching competency in Physical Education and Health Education are developed, this module focuses on Teaching Strategies in Physical Education and Health Education. The teaching methods will help you teach music lessons in the most interesting and easiest way possible. The varied teaching strategies in Physical Education and Health Education will provide you different approaches in presenting and developing the lessons, making them relevant and meaningful to life. Furthermore, modules of of PE and Health present Sample Activities and Sample Lesson Plans as guide. It is the intention of the components of PE and Health to help the new teachers to be skillful and competent in providing varied teaching-learning experiences according to the needs, interests and levels of the pupils/students, and thus deliver quality education. PROCEDURE The module is written in a very user-friendly manner. Definitions, processes and samples are included as an input knowledge or as a guide. Instructions are made clear and straight to the point. Your resourcefulness and creativity are needed to be able to answer or do the task well. As you start reading, bear in mind that this module will provide additional information to your own experiences. It will enhance your skill in the use of methods and strategies as you deal with different students. At the beginning you might think that the module is difficult to comprehend. If you feel that way, relax for a while and when you are ready, read slowly with understanding. Just follow the directions and you will be guided as you move on page after page. There are activities that you are going to do. Keep all the outputs in your portfolio as a record of your accomplishments. ASSESSMENT As you advance in the lessons, you are going to track down your progress through your own Personal Portfolio. A portfolio is a collection of evidences which include artifacts, pictures, diaries and other personal evidences that reflect your collective experiences and professional growth. Your portfolio may include the following: Answers to the SCQ’s and Activities at the end of each lesson Collected evidences of accomplishment and other materials related to the lesson Evidences or proof of your progress should be bound in a clear book or in other forms organized logically with explanation, captions and reflections.  OBJECTIVES This module aims to enhance your teaching competence and skills; serve as a motivation tool to improve yourself; provide learning experiences that will add data to your knowledge; and contribute to your desire to be a better teacher. After using the module, you will be able to 1. analyze the procedure of the different activities and approaches in teaching the subjects PE and Health; 2. acquire the skills in preparing instructional materials needed in the development of the lesson; 3. recognize the importance of learning the different teaching methods, strategies and activities of each component in the development of the lessons; and 4. appreciate the value of the module in enhancing the teaching skills. INTRODUCTION What do you consider to be the essential teaching skills of an effective teacher of Physical Education? Many authorities in the field of Physical Education have supported the belief that “good” teachers need to use a variety of approaches and strategies within the space and time for a lesson. The teacher plays a vital role in the teaching-learning process. To be able to achieve your goals, you must be prepared to execute efficiently and effectively the lesson you prepare everyday. Mastery of the essential strategies is the first step towards effective teaching. What you want your students to learn greatly depends upon the learning experiences you will provide. Likewise, your skill to stimulate interest and meet the needs of your students is also very important. OBJECTIVES 1. Create the proper classroom atmosphere by preparing and executing efficiently the appropriate strategies to be used in teaching Physical Education. 2. Determine the appropriate teaching strategies to be used to make Physical Education activities enjoyable, interesting and meaningful. Are you ready now to study this part of the MAPEH/MSEP module? I know that you want to learn some of the many teaching strategies you can use in teaching Physical Education. But before you do that, answer the Preassessment.  PREASSESSMENT IN PHYSICAL EDUCATION/EDUKASYON SA PAGPAPALAKAS NG KATAWAN Fill in the blanks. Write the correct answer found in the box below. 1. A strategy that allows the students to choose among competing alternatives is called ______________. 2. ______________ is a kind of strategy that is beneficial to the development of the students’ self-esteem and sense of accomplishment. 3. ______________ gives students more responsibility for their own learning. 4. ______________ may help the learner to be reasonably proficient before the student is able to analyze and evaluate his own performance. 5. A strategy that can be done in pairs or small groups depending on the activity being taught is called ______________. 6. _____________ is the process of visually depicting a central concept with symbols, images, colors, key words and branches. 7. One of the steps in planning with a mind map is ________________ where the main ideas are related to the central topic. 8. The guided discovery approach would be very helpful if the teacher wants his/her students to describe, analyze and _____________ dances, recognizing differences. 9. The _____________ is very important for the teacher to prepare to analyze, evaluate and give feedback on each student’s performance. 10. One of the steps in planning with mind mapping in selecting the topic or theme to illustrate the central concept is___________________. Key Words Interpret Rank Order Task Cards Rationale Applications Values Voting Mind Mapping Self-Check Brainstorming Self-Appraisal Approach Create the Peer Support Guided Discovery Approach Central Image Learning Strategy  LESSON 1 TEACHING STRATEGY NO.1 RANK ORDER A. OBJECTIVES 1. Show greater opportunities to select the best choices to understand the issues and concerns related to the choices. 2. Assess the importance of each alternative that will affirm and explain their choices. B. DESCRIPTION This strategy gives or allows the students to choose among competing alternatives and publicly affirm and explain or defend their choices. It demonstrates simply and clearly that many issues require more thoughtful considerations. Example: What are the things you should do to improve the strength and power of your legs and upper body. Rank them from 1 to 5. _____________ Do regular exercises _____________ Eat balance diet _____________ Have regular check-up _____________ Avoid drugs _____________ Sleep and Rest well Students will explain their answers after doing the activity. C. SAMPLE ACTIVITIES 1. a. Topic: Muscular Fitness for Talent Identification  b. Application: “Rank Order” The “Best” and the “Least” things you can do. 2. a. Topic: Officiating a Volleyball Game b. Review: “Who Am I?” Rank the following officials from the highest to the lowest position. After ranking them, give their function as Volleyball Officials. Rank Function _______Scorer ______________________ _______Umpire ______________________ _______Lines Men ______________________ _______Recorder ______________________ _______Referee ______________________ 3. a. Topic: Mazurka Mindoreña b. Priming / Motivation: “Rank Order” Rank the following dance steps used in dancing Mazurka Mindoreña from the first to the last figure. Rank them from 1 to 5. _________ Sway balance with a close _________ Double sway balance steps _________ Waltz steps _________ Mazurka step _________ Cross-waltz step  SAMPLE LESSON PLAN I. Objectives At the end of the lesson, the students shall have: 1. Explained the objective of muscular fitness for talent identification. 2. Executed the test properly according to the procedure. 3. Participated actively in performing the activities. II. Subject Matter 1. Topic: Muscular Fitness for Talent Identification a. Standing Long Jump b. Basketball Pass ** Integration: English I – Getting in Touch with Self and Others 2. Materials: Tape Measure, Basketball 3. Reference: Revised Physical Fitness Test Manual, Department of Education III. Procedures 1. Warm-up: Stretching Exercises 2. Review: “Graffiti Wall” Students will write the feelings they experienced while doing the activity. 3. Lesson Proper: a. Motivation (Priming): “Picture Puzzle” Different sports that have jumping and passing skills. b. Activity: “Grouping” Divide the class into 4 groups to do the following activities: - Standing Long Jump - Basketball Pass  c. Application: “Rank Order” Rank the following healthful activities from 1 to 5 on how you can improve the strength and power of your legs and upper body. Explain your answer. _____ Do regular exercises _____ Avoid drugs _____ Eat balanced diet _____ Sleep well _____ Have regular check-up After explaining the answer in the rank order activity, the teacher may ask the students to prepare a collage or self-portrait entitled “MY PROFILE” depicting habits and activities to improve one’s fitness level. A short explanation should be written at the back or at the side of the collage or self- portrait to be shared with the class. IV. Assignment 1. Define the following terms: a. Exercise b. Warm-up exercise c. Conditioning program 2. Create your own group exercises for flexibility and abdominal strength. 3. Master the exercises for presentation in the class. Reference: MAPEH I by V.V. Perez, p. 197  LESSON 2 TEACHING STRATEGY NO.2 GUIDED DISCOVERY APPROACH A. OBJECTIVES 1. Analyze principles, tactics, concepts that will lead to the solutions of the problems found. 2. Enhance the students’ sense of accomplishment through successful application of the correct principles of the game. B. DESCRIPTION This teaching strategy has been commonly used in teaching a variety of aspects of the school physical education curriculum, but more particularly when the teacher wants the students to think about the application of the movement principles, concepts or tactics in games. The guided discovery approach would be very helpful if the teacher wants his/her students to: > identify the factors that influence quality gymnastic performance including extension, body tension, and clarity of body shape. > apply the relevant mechanical principles underpinning performance and extending techniques and skills to other events. > plan, undertake and evaluate a safe health-promoting exercise program. > describe, analyze and interpret dances, recognizing differences. > apply skills and principles to develop techniques, tactics and strategies applicable to a variety of games.  The continuous success of the students in each small stage of discovering the solution to the problem posed by the teacher is beneficial to the development of the students’ self-esteem and sense of accomplishment. C. SAMPLE ACTIVITIES 1. a. Topic: Fundamental Dance Positions b. Lesson Proper: Below are illustrations of the fundamental dance positions of arms and feet. Identify the 1st to 5th position by answering the activity “Fill me in”. Feet Positions A B C D E Arm Positions F G H I J Activity: “Fill Me In” Direction: Write the corresponding letter to the positions being asked for. Feet Positions Arms 1st 2nd 3rd  4th 5th 2. a. Topic: Hand Signals of Officials in a Volleyball Game b. Application: “Give Your Decision” Identify the hand signals of the referee illustrated below. Write your answers on the blank provided.  1. What: __________________ Why: ___________________ 2. What: ___________________ Why: ___________________ 3. What: __________________ Why ___________________  (For Teacher’s Use: Answers) 1. What: Delay in Service Why: Players are not yet ready 2. What: Ball “IN” Why: Player not able to retrieve the ball 3. What: Substitution Why: Players have many faults or errors SAMPLE LESSON PLAN – PE II I. Objectives At the end of the lesson, the students shall have: 1. Described and explained the different kinds of skills performed on the floor. 2. Demonstrated the correct and precise movements of the different floor skills in gymnastics. 3. Shown interest and enthusiasm through active participation in the different activities. II. Subject Matter 1. Topic: Floor Skills in Gymnastics ** Integration: English II, Unit IV, Learning to Do (Students will express their creative ideas, opinions and experiences they have learned in the activity. Integration on application.) 2. Concept: The simple exercises in gymnastics can help the performer create and develop his own routine according to his abilities. 3. Materials: Flip Chart and pictures  4. Reference: MAPEH II, pp. 154 - 158 III. Procedures 1. Warm-up: Stretching Exercises 2. Review: The Conditioning Program Activities 3. Lesson Proper: a. Priming/Motivation: “Guess the Picture” Teacher will provide the pictures of gymnastics activities. Students will identify each picture through the exercises given. b. Activity: “Tell Me How” Analyze the illustration below and see how you can execute the common and basic skills in gymnastics. 2. Straddle Lean 1. 3. V-Seat Supine Arm Arch Support 4. Lunge Position c. Application: “Learning to Do – Analyzing Results” After observing the performance of the common and basic skills  in gymnastics by group, let students analyze the results of their activity. Each group will give its creative and positive reactions and experiences while doing the activity on the floor. IV. Assignment: Practice the basic skills learned and be ready for a practical test.  ACTIVITY 2 Physical Education is a subject loved by most students because they can move a lot and have fun in doing the activities. After learning and applying the Guided Discovery Approach in your lesson, write down your own experiences in accomplishing the lesson and your observation on the performance of your pupils on the “GRAFFITI WALL” below. GRAFFITI WALL Teacher’s Experiences Pupils’ Performances.  LESSON 3 TEACHING STRATEGY NO.3 SELF-APPRAISAL APPROACH A. OBJECTIVES 1. Strengthen the responsibility of the learners to evaluate their own performances. 2. Develop awareness of their proficiency level for self-assessment and improvement. B. DESCRIPTION In this strategy, the student is given more responsibility for his own learning. In effect, the learner evaluates himself. However, it is expected that the learner has experienced both the practice teaching strategy and the reciprocal strategy prior to being allowed to “self-check” his/her own learning. The learner does not need to be reasonably proficient before being able to analyze and evaluate his /her own performance. It also helps if the learner has experienced using criteria task cards to give feedback to a peer as with the reciprocal teaching approach because similar criteria task cards are used in the self-check strategy. Example: SELF – CHECK PERFORMANCE CRITERIA TASK CARD FOR BASKETBALL The Task goes this way... Read this card very well. 1. Take 5 shots and self-check. 2. Use Yes/No self-check columns. 3. Take 5 more shots and continue self-check. 4. Repeat until called in. Things to Look For YES NO  Strategy Position 1. Hold the ball on the shelf hand at eye level. 2. Sight over ball at rim of basket. (Target the rim of basket to shoot the ball.) 3. Take a staggered stance, place foot forward on the side of the shooting hand. Shooting Action 1. Dip the knee, bring the ball up. 2. Extend the elbow toward the basket. 3. Release the ball with hip arc. Follow-Through 1. Extend the arm and hands towards basket. 2. Follow through with a limp wrist. 3. Focus the eyes on the rim of the basket before and after the shot is released. A teacher may use this strategy if her objectives for an episode of teaching are: a) To offer the learner a greater degree of independence within the learning process and thus develop greater self-responsibility for their own performance feedback. b) To offer the learner the opportunity to learn to appraise his/her own learning and develop a degree of kinesthetic awareness of his/her own performance on which to base personal self-assessment and self-improvement. c) To provide pupils with learning situations in which they can learn to be honest and objective while engaging in self-checking and able to recognize discrepancies and limitations in their performance. d) To individualize the learning process. Certain skills in physical education are not suitable for this teaching strategy. These include body orientation tasks such as gymnastics, swimming and dance because the sense of movement may supply a general feeling about the performance, but it does not supply the accurate information needed for improvement. Tasks that are appropriate for this teaching strategy include ball games that have definite progression, and some athletic events that do not involve a high degree of body orientation. C. SAMPLE ACTIVITIES 1. a. Topic: La Cucaracha Dance b. Application: Put a check (√) if the dance step written below is used in La Cucaracha Dance and put a cross (x) if not used. ____1. Waltz step ____6. Jump ____ 2. Cross Waltz ____7. Spin ____ 3. Heel & Toe Change Step ____8. Stamp ____ 4. Waltz balance ____9. Change ____ 5. Point ____10. Three-step turn 2. a. Topic: Physical Fitness (first year) b. Motivation (Priming): “To Do or Not To Do” Group the following activities below according to whether they should be done or should be avoided. Write the answers on the space provided. Should be done Should be avoided ______________________ ________________________ ______________________ ________________________ ______________________ ________________________ Choices: 1. Begin on exercises or activities with warm-up. 2. Use any kind of uniform.  3. Start from the simple then go gradually to the difficult test. 4. Once a week schedule will give good results of the test. 5. Condition yourself before you participate in any physical fitness test. SAMPLE LESSON PLAN – PE IV I. Objectives At the end of the lesson, the students shall have: 1. Identified the different dance positions in social dance. 2. Performed the dance positions properly, smartly and gracefully. 3. Shown interest and enjoyment while doing the activities. II. Subject Matter 1. Topic : Dance Positions in Social Dance ** Integration: Math I – Coordinates of a Point (Correct coordinates of points and positions of objects to easily facilitate the activity.) Integration in Motivation (Priming). 2. Concept:: Dance positions will serve as guide in dancing with precision and grace. 3. Materials: Pictures 4. Reference: MAPEH IV, pp. 201 – 203 III. Procedures 1. Warm-up Hataw III 2. Lesson Proper a. Motivation (Priming) Listening to the different kinds of music in social dance.  While listening to the music, a treasure hunting game will be introduced. This game will help tap the interpersonal intelligence of the students. Indicate on the treasure map the reference point and locations or positions of buildings or places. The whole group will work for a common goal to find the treasure. After the game, relate the importance of right timing and positions in dancing. b. Activities 1. Show pictures of the different dance positions in social dance. 2. Demonstrate and explain the proper hand and body positions. 3. Execute the dance positions from figures I to XIII. (Teacher will prepare the illustration of the different social dance positions from figures I to XIII.) 4. Practice with partners. c. Application: “Make Your Choice” Choose from among the dance positions used in social dances you think you can dance best. V. Assignment: 1. Practice the social dance by group. 2. Be ready to present the dance with mastery and grace. Reminder: It is important for the teacher to know and master the dance positions, the dance figures and the rhythm before teaching the activity. The dance positions in social dance are on the next page. DANCE POSITIONS IN SOCIAL DANCE  Closed Butterfly Open Reverse Open Conversation Position Position Position Position Position Reverse Varsouvienne Back Cross Couple Position Varsouvienne Position Position Side by Side or Position Inside Hands Joined  Star Swing Out Wrap Promenade Position Position Position Position  LESSON 4 TEACHING STRATEGY NO. 4 MIND MAPPING A. OBJECTIVES 1. Enhance creativity through preparation of concepts and information in the lesson. 2. Develop the skills in analyzing situations and connecting ideas to form the main image. B. DESCRIPTION Mind Mapping is the process of visually depicting a central concept with symbols, images, key words and branches. Mind Mapping is a reality activity and fun way to take visual notes, foster creativity, stretch students’ thinking skills, make learning contextual and meaningful, and promote active involvement with the learning content. We may use mind maps to plan lessons and units, and present information to our students as well. C. PROCEDURE Steps in Planning with Mind Mapping 1. Create the Central Image (Select Topic or Theme) In the center of the page, write the name of and illustrate the central concept with a recognizable image. Make the central image large enough so you can see the subject of the mind maps at a glance, but small enough to leave space to add main ideas and details radiating from the central image. Make the central image colorful and vivid, but make it a quick and identifiable symbol rather than a beautifully illustrated picture. 2. Brainstorm Main Ideas  Brainstorm the main ideas relating to the central topic. Around the central image draw images or symbols to represent the main ideas. Connect the main ideas to the central image with branches, arrows, or spokes. Use key words on or around the main ideas, or on connecting lines to identify the main ideas. Alternatively, draw lines radiating from the main image, with a key word on each line describing the main idea. 3. Add Details Use colors, images, symbols, and words to show related details branching out from each of the main ideas. Example: Write or draw activity idea for the lesson or unit. Lesson/Unit/Topic ___________________ ___________________ D. SAMPLE ACTIVITIES: 1. a. Topic: “Rhythmic Gymnastics: Wand Exercises” b. Activities: “Charade” Simple basic wand exercises in different figures will be performed with music (either pop or any popular music).  Figure I Figure II Figure III Figure VIII Figure IV Figure VII Figure VI Figure V 2. a. Topic: Physical Fitness Test b. Motivation (Priming): “Web” Show pictures of the different tests of physical fitness. Standing Long Jump Partial 1,000 meter Curl-ups run/walk Physical Fitness Test 50 meter Sit and run reach Basketball pass SAMPLE LESSON PLAN – PE IV I. Objectives  At the end of the lesson, the students shall have: 1. Enumerated the different tasks in physical fitness. 2. Identified the parts of the body that are being tested and the physical fitness component that is being measured. 3. Performed the tests using the correct skills and accuracy. II. Subject Matter: 1. Topic: Physical Fitness Battery Test ** Integration: Math I Coordinates of a Point (Integration is in c. Application.) 2. Concept: An individual must reach the highest level of performance in order to be considered physically fit. 3. Materials: Pictures, flip chart, stop watch, tape measure. 4. Reference: Revised Physical Fitness Manual, Department of Education, April 20, 2004. pages 9-15. III. Procedures: 1. Warm-up: Stretching Exercises 2. Lesson Proper: a. Motivation (Priming): “Web” Show pictures of the different tests of physical fitness. Note: As the students finish performing one physical fitness test they will proceed to the next station until they finish the test in the last station. b. Activities: 1. Explanation and demonstration of the different physical fitness tests. 2. Divide the class into 6 groups which will be assigned to each of the six stations. 3. Perform the tests.  4. Record the result of the tests. c. Application: “Fill me up” Fill in the missing letters in the blank spaces to form a term in the components of physical fitness that are being measured in the physical fitness tests. a. F__EX__B__LI__Y - Sit and Reach b. S__E__D - 50-meter Sprint c. Upper body S_ R__ _ G_ H - Basketball Pass And PO_ _R d. LE__ P __ __ ER - Standing Long Jump e. CA __ __IO - 1,000 Kilometer Run/Walk R__SPI__ __ T __ __ Y E__ __ URA __ __ E f. STR __ NG __ H - Partial Curl-ups After answering the “Fill Me Up” activity, teacher will introduce a group game entitled “Connect Me” for better understanding of the lesson. This game will develop cooperative learning outside the classroom. Mechanics: 1. Connect all the points on a piece of paper. 2. Identify the image/drawing formed on the paper after connecting the points. 3. Place the paper on the designated area assigned by the teacher that corresponds to the image/drawing. 4. The first group to connect the points completely and correctly wins the game. Examples: Student 1 – Curl-up Student 2 – 1,000 meter run IV. Assignment 1. What are the principles of Physical Education training? 2. Explain the procedure of getting the pulse and heart rate. SCQ 4 State the effectiveness of this strategy in the learning process of the child.  LESSON 5 TEACHING STRATEGY NO.5 PEER SUPPORT AND COLLABORATIVE TEACHING/LEARNING STRATEGY A. OBJECTIVES 1. Create a harmonious atmosphere that will enhance working relationships. 2. Strengthen the value of cooperation and teamwork through group tasks. B. DESCRIPTION Peer support teaching can be done in pairs or small groups depending on the activity being taught. According to some authorities, peer support strategies offer greater opportunities for social interaction, development of communication skills and empathy for others’ learning attempts. Students will be helping each other to learn and perform tasks. The approach involves students in: > appreciating the teaching points related to a movement. > learning to understand the mechanics of performing the task. > observing peers’ performances, comparing them with a set of performance criteria provided by the teacher. > providing feedback to peers Teachers use this strategy if the objectives for the particular episode of teaching are for students to: develop, refine and evaluate a series of actions, with or without contact with others; cooperate with others in a regular practice in order to refine their techniques; and  develop interaction skills relating to feedback on their own and others’ performances. These approaches are often used in combination with other teaching and learning strategies. In fact, it has been suggested that peer tutoring is most effective when the learning program is well-structured, is repetitive, has progression linked to learner mastery and with peer tutors trained for the role. The use of this approach involves the teacher in considerable planning and the production of well-planned teaching materials in the form of criteria task and as an aid to the peer tutoring process. Also, peer tutors need to be trained to observe, analyze, give feedback, as well as develop the social skills that are essential for the success of this approach to teaching and learning. You initially demonstrate the task to be learned or it may be presented via task sheets. You should emphasize the role of the observer and the performer. The skills required of you in this strategy include: (Salve Andes-Favila.) > careful planning of the teaching-learning situation. > training of pupils to act as tutors. > listening carefully to the feedback provided by the observer. > giving positive and informative feedback to observers concerning the observation, communication and feedback offered to the performer, and directing observers’ attention to the important features of the movement and how they can relate to the criteria on the task card. > careful preparation of criteria task cards to ensure clarity of performance to be observed. This may include a series of pictures of the movement in sequence and the use of appropriate language linked to these pictures. > giving reminders of the manner in which the observers execute their roles. C. SAMPLE ACTIVITY 1. a. Topic: Physical Fitness Battery Tests b. Activities: “Buddy-Buddy System”  Both partners should perform the physical fitness battery tests which should be done one after the other. SAMPLE LESSON PLAN – PE III I. Objectives At the end of the lesson, the students shall have: 1. Discussed the history of Varsovienne Dance. 2. Interpreted gracefully the Varsovienne Dance. 3. Shown leadership and cooperation in interpreting the dance by group. II. Subject Matter 1. Topic: Varsovienne Dance ** Integration: Math I Special Products and Factoring (Teacher prepares puzzles of different types or shapes.) 2. Concept: Varsovienne dance is a foreign dance which can be considered as a means of social interaction and self - expression. 3. Material: Task card, cassette recorder and tape. 4. Reference: MAPEH III, pp. 160 - 161. III. Procedure 1. Warm- up: Fundamental Dance Positions. 2. Lesson Proper a. Motivation (Priming): “Scrambled Letters” Form the correct words from the scrambled letters found in each box. Read the clues below the boxes. R M A A R M G Y K U E N Z A Box 1 Box 2  S VC U T O A L N N E I C K S E R R N C O E O V E W I Box 3 Box 4 Clues: 1. Origin of Varsovienne dance. 2. Slide cut hop. 3. Slide close step point. 4. The reverse direction of a clock. The hands of the clock moving to the left when facing the center of an imaginary circle. Aside from scrambled letters given and presented to the students, the teacher can prepare a group puzzle of different types of shapes on which the different dance positions are drawn. Students work on the puzzle in groups or in dyads. Identification of the drawing follows. The teacher can start to ask questions to bring out individual trials in life through a puzzle, then students will enumerate possible ways to overcome these trials in a gradual manner. b. Activities: 1. Demonstration by the teacher of the dance steps used in Varsovienne dance. 2. Group activity – “Let’s Interpret.” a. The group will be given a task card with figures written on it.  b. Each group will be given 5 minutes to interpret and practice. c. On the spot correction will be done. c. Application: “Group Performance “ 1. Performance by each group. 2. Rubric to be used in assessing the performance of each group. * Criteria for Performance * a. Mastery – 30% b. Coordination – 25% c. Rhythm – 25% d. Cooperation and discipline – 20% IV. Assignment 1. Discuss the history and costume of the foreign dance La Cucaracha. 2. Interpret the dance steps in figures I to VI of La Cucaracha and be ready to demonstrate. REMINDER To be an effective teacher, take note of the following: prepare your lesson plan well, maintain a good and harmonious learning environment, use pupil time expeditiously and know your lesson well.  SCQ 5 After a series of lessons in this module which you have read, learned and accomplished, you are now ready for a Lesson Demonstration. Don’t get nervous, just organize yourself, choose a topic which you think is applicable to the teaching strategies and techniques that you are going to use. Prepare a Lesson Plan. Use the teaching strategy no. 5 Peer Support and Collaborative Teaching/Learning. Ask your principal, department head and some of your fellow teachers to observe you. Give them your lesson plan so that they will be guided while you teach. All comments/suggestions/recommendations should be written in the Observation Checklist (see Appendix A). Likewise, make a short narrative report on your experiences in demonstrating the lesson. File all checklists, lesson plan and report in your portfolio. How can a teacher be effective in using this teaching strategy? Will the pupil be responsive to this strategy? Why?  Evaluation of Physical Education Lesson GREAT! YOU HAVE FINISHED THE MODULE How did you find the lessons in Physical Education? Check the applicable adjectives. _____ easy ______ difficult to execute ______ helpful ______ exhausting ______ informative ______ awesome ______ rewarding ______ difficult to understand ______ friendly ______ motivating ______ interesting ______ boring  APPENDICES MGA SAMPLE NA BANGHAY-ARALIN SA EDUKASYONG PAMPALAKAS NG KATAWAN (Elementarya) BANGHAY-ARALIN 1 I. Layunin Naisasagawa ang mga kilos na gumagamit ng dumb bells ayon sa ritmong 2 nang may pag-iingat. 4 II. Paksang Aralin 2 Paggamit ng dumb bells ayon sa ritmong nang may pag-iingat 4 Sanggunian: RBEC Learning Competencies Kagamitan: Dumb bells (yari sa bao), tape recorder at tape Pagpapahalagang Moral: Maingat na pagsasagawa Pakikiisa III. Pamamaraan A. Panimulang Gawain Pagkilos ng mga bata ayon sa ritmo 2 Tutugtugin ang tambol ayon sa na ritmo - mabagal, 4 katamtamang bilis at mabilis. B. Panlinang na Gawain 1. Pagganyak Tanong: Alin sa mga Rehiyon sa ating bansa ang may pangunahing produkto ng niyog? (Rehiyon IV) Ipakita ang mapa ng Pilipinas at ituro ang rehiyon IV at isaisahing sabihin ang mga lalawigan sakop ng rehiyon IV Ano ang maaring gawin sa bao ng niyog na maaaring gamitin sa pag- ehersisyo? (dumb bells) 2. Paglalahad a. Ang dumb bells ay isang kasangkapang pangkamay na yari sa bao ng niyog. Ang dalawang buo ng bao ay ipapasok sa magkabilang dulo ng isang kahoy na may sukat na 7”. Ang bao ay lalagyan ng maliliit na bato. b. Pahanayin ang mga bata sa 4 at ipagawa ang sumusunod na kilos kasabay ng pagpapakitang turo ng guro. Bilang muna bago sabayan ng tugtog o tambol. c. Ibigay ang pamantayan sa pagsasagawa ng kilos/ehersisyo. Isagawa ang ehersisyo nang hindi nagkakabungguan. Isagawa ang ehersisyo nang may pag-iingat. Makiisa sa gagawing kilos. d. Gawain Ehersisyo blg. 1 Blg. a. Itaas ang dumb bells paharap …………… 1 b. Iunat ang bisig sa tagiliran ………….……. 2 c. Ulitin ang (a) ………………………………. 3 d. Posisyon ……………………………………. 4 e. Ulitin a-d ng 3 beses ……………………… 12 blg.  Ehersisyo blg. 2 a. Ipatong ang dumb bells sa balikat ………. 1 b. Ilagay ang dumb bells sa baywang ……… 2 c. Ulitin ang (a) ………………………………… 3 d. Posisyon ……………………………………. 4 e. Ulitin a-d ng 3 beses ………………………. 12 blg. Ehersisyo blg. 3 a. Pag-umpugin ang dumb bells sa itaas …… 1 b. Pag-umpugin ang dumb bells sa may gawing dibdib …………………………… 2 c. Pag-umpugin ang dumb bells sa may gawing tuhod …………………………… 3 d. Posisyon ……………………………………. 4 e. Ulitin a-d ng 3 beses ……………………….. 12 blg. 3. Pagsasanay Ipagawang muli ang buong routine habang inaawit ang Leron, Leron Sinta. 4. Paglalapat Hatiin ang klase sa 2 pangkat. Bigyan ang bawat pangkat ng kani- kanilang “routine” na nakasulat sa tsart at hayaan silang magsanay ayon sa ritmong. 2 4 ROUTINE 1  Ehersisyo blg. 1 Blg. a. Ipihit ang katawan sa kaliwa Pag-umpugin ang mga dumb bells sa gawing dibdib ……. 1 b. Pag-umpugin ang dumb bells sa itaas ……………………. 2 c. Ulitin ang (a) …………………………………………………… 3 d. Posisyon ……………………………………………………… 4 e. Ulitin a-d sa kanan, kaliwa, kanan ………………....…………12 blg. Ehersisyo blg. 2 a. I-“lunge” ang kaliwang paa pasulong at itaas ang dumb bells sa tagiliran ………………………………………. 1 b. Pag–umpugin ang dumb bells sa likod ng kaliwang tuhod.. 2 c. Ulitin ang (a) …………………………………………………….. 3 d. Posisyon ………………………………………………………… 4 e. Ulitin a-d, sa kanan, kaliwa, kanan ………………………….. 12 blg. ROUTINE 2 Ehersisyo blg. 3 a. Itaas ang kaliwang tuhod Pag-umpugin ang dumb bells sa itaas ……………..…….. 1 b. Ituro ang kaliwang paa pasulong Pag-umpugin ang dumb bells sa harap ……….…………. 2 c. Ulitin ang (a) ……………………………….………………. 3 d. Posisyon ……………………………………….…………… 4 e. Ulitin (a-d) sa kanan, kaliwa, kanan…………….………. 12 blg. Ehersisyo blg. 4  a. Pag-umpugin ang dumb bells s gawing paa ………..… 1 b. Ideretso at ipihit ang katawan sa kaliwa Ilagay ang dumb bells sa balikat ……………………..… 2 c. Ulitin ang (a) …………………………………………..….. 3 d. Posisyon ………………………………………………….. 4 e. Ulitin a-d ng 3 beses……………………………………… 12 blg. C. Pangwakas na Gawain 1. Pagbibigay-Halaga Sagutin ang tseklis Mga Sukatan Naisagawa Di-Naisagawa 1. Naisagawa ba ninyo ayon sa ritmo ang mga kilos na ginagamitan ng dumb bells? 2. Naisagawa ba ang ehersisyo nang hindi nagkabungguan ang mga dulo ng dumb bells sa magkabilang panig? 3. Maingat bang naisagawa ang kilos? 4. Nakiisa ka ba sa isinagawang gawain? 2. Awit: Muling kantahin ang “Leron Leron Sinta” na may kasabay na palakpak. IV. Takdang-Aralin Anu-ano pa ang mga gamit pangkamay na maaring gamitin sa ehersisyo? BANGHAY-ARALIN 2 I. Layunin Naisasagawa nang wasto ang mga kilos lokomotor na may iba’t ibang direksiyon tulad ng: pagsulong at paurong na paglakad, pagtakbo at pagtalon nang may pag- iingat. II. Paksang Aralin Paksa : Pasulong at paurong na Paglakad, Pagtakbo at Pagtalon Sanggunian : MSEP Learning Competencies Kagamitan : Larawan ng naglalakad, tumatakbo, at tumatalon Pagpapahalagang Moral : Pagkamasunurin III. Pamamaraan A. Panimulang Gawain 1. Pampasiglang gawain Magdyaging sa sariling lugar nang 15 segundo. 2. Balik-aral Anong kilos ang iyong gagawin kung tatawid ka sa putikan? Ipakita mo nga. Ipagaya sa lahat ng bata. B. Panlinang na Gawain 1. Pagganyak Pagmamasid sa mga larawan ng mga batang naglalakad, tumatakbo at tumatalon. Ipahayag kung ano ang nakikita sa larawan. 2. Pamantayan Ano ang dapat tandaan kung nagsasagawa ng mga kilos lokomotor? 3. Paglalahad a. Isa-isang palakarin ang mga bata sa panlahatang lugar. Sa unang hudyat ng guro ang mga bata ay tatakbo, Sa ikalawang hudyat, ang mga bata ay tatalon nang pasulong. Uulitin ang paglakad, pagtakbo at pagtalon nang paurong. b. Sa pamamagitan ng pag-awit ng Abante, Abante, Atras, Atras, sasabayan ang awit ng paglakad, pagtakbo at pagtalon nang pasulong para sa Abante at paurong para sa Atras.  c. Pagsasanay Awitin; Mag-Isip-Isip 1. Lahatang paggawa Ipagawa ang mga kilos na sumusunod kasabay ng awit: a. Paglakad - pasulong, paurong b. Pagtakbo - paurong, pasulong c. Pagtalon - pasulong, paurong 2. Pangkat-pangkatin ang klase sa apat (4) gagawa ng kani-kanilang kombinasyon magsasanay ng mga 10 minuto magpapamalas ang bawat pangkat C. Pangwakas na Gawain 1. Pagbibigay-halaga Ipakita ang wastong kilos sa bawat Gawain: a. Pagbukas ng pinto b. Pagsalubong sa nanay galing sa palengke c. Pagbaba mula sa mataas na sanga d. Paglalaro ng habulan e. Pagpasok sa silid-aralan 2. Pag-buo ng jigsaw puzzle (larawan ng isang laro) IV. Takdang-Aralin Isulat ang mga kilos na ginagamit sa paglalaro ng Patintero.  BANGHAY-ARALIN 3 I. Layunin Naisasagawa ng may kasanayan ang mga batayang hakbang pansayaw at 3 ang kombinasyon nito sa ritmong. 4 II. Paksang-aralin Paksa : Pagsasagawa ng mga hakbang pansayaw sa 3 ritmong 4 Sanggunian : RBEC MSEP Learning Competencies Kagamitan : Cassette player and tapes Pagpapahalagang Moral: Pakikiisa III. Pamamaraan A. Panimulang Gawain 1. Pampasigla Awit: “Bahay Kubo” Pagpalakpak ng mga bata sa ritmo. Paggalaw ng iba’t ibang bahagi ng katawan ayon sa ritmo. 2. Balik-aral 3 Pagpalakpak sa saliw ng musikang may ritmong 4 B. Panlinang na Gawain 1. Pagganyak 3 Pagpaparinig ng isang tugtugin na may ritmong 4 2. Paglalahad  3 Tayo ngayon ay mag-aaral ng mga hakbang pansayaw sa ritmong. 4 Ipakikita ng guro ang mga hakbang pansayaw na may wastong ritmo. Ituro ang mga hakbang na: Touch step Close Step Brush Step Bleking step Step Swing Step Hop Slide step Waltz Step, Brush-Swing, Hop Mazurka 3. Pamantayan a. Makinig sa guro b. Sundin ang panuto c. Makiisa sa Gawain d. Sumayaw ng may wastong tikas 4. Pagsasagawa Ipakikita ng guro ang mga hakbang pansayaw na gagayahin ng mga bata na may bilang/ tugtog. 5. Pagsasanay Paikot na pagsasanay Pangkat-pangkatin ang klase sa lima. Iikot ang bawat pangkat sa mga estasyon at magsasanay ng mga hakbang. Titigil sila ng mga 2 minuto sa bawat estasyon. Estasyon 1 - Touch step at Bleking Step Estasyon 2 - Close Step at Brush Step Estasyon 3 - Step Swing at Step Hop Estasyon 4 - Slide Step at Waltz  Estasyon 5 - Step, Brush-Swing, Hop at Mazurka D. Pangwakas na Gawain Pagpapahalaga: 1. Ang bawat pangkat ay magpapamalas ng mga hakbang pansayaw na may tugtog. 2. Pamantayan ng pagmarka Nasa tamang tempo 35% May tikas sa pagsayaw 30% Tamang paggawa ng hakbang 35% 3. Pagbuo ng pangungusap Ang natutunan ko sa araw na ito ay _____________. IV. Takdang-Aralin 3 Magsanay sa mga hakbang pansayaw na nasa ritmong sa saliw ng iba’t 4 ibang na tugtugin. 3 4  ANSWER KEY TO PREASSESSMENT IN PHYSICAL EDUCATION/EDUKASYON SA PAGPAPALAKAS NG KATAWAN 1. Rank Order 2. Guided Discovery Approach 3. Self-appraisal Approach 4. Self-check 5. Peer Support Learning Strategy 6. Mind Mapping 7. Brainstorming 8. Interpret 9. Task Card 10. Create the central Image  ANSWER KEY FOR PHYSICAL EDUCATION/EDUKASYON SA PAGPAPALAKAS NG KATAWAN Lesson 1 - Teaching Strategy No. 1 Rank Order ACTIVITY 1 (Probable Answer) Rank 1 : Planning of lesson according to the objectives stated Justification: A lesson plan always has objectives as guide for the teacher to accomplish his/her daily lesson. The teacher should plan carefully the lesson from the motivation to the giving of assignment. Different activities must elicit action from the pupils/students. Rank 10 : Evaluation of the lesson plan after teaching Justification: Teacher should always evaluate his/her lesson plan after teaching because this will help him/her in improving some of the parts of the lesson especially those activities that did not have a good or an overwhelming response from the pupils/students. Lesson 2 - Teaching Strategy No. 2 Guided Discovery Approach Graffiti Wall ACTIVITY 2 - (Probable Answer) Teacher’s Experiences Easy to evaluate the performance of the students Observed that pupils/students are very creative All the skills can be taken within the time frame Can immediately correct the performances of the pupils/students  Really enjoyed teaching the subject matter Pupils’/Students’ Experiences Very eager and enthusiastic to learn and demonstrated the different skills No boring and dull moments during the lesson Helped one another so they can perform well Asked assistance from the teacher for corrections in the execution Discovered themselves their strengths and weaknesses in doing the activity Active participation among members of the group Lesson 3 - Teaching Strategy No. 3 Self-Appraisal Approach ACTIVITY 3 - (Probable Answer) How Effective Is the Task Card Items Observed Not Observed 1. Eagerness to start √ 2. Don’t know what to do √ 3. Honest in performing the task √ 4. Follow directions as written √ 5. Prefer to work in a group √ 6. Anticipation to finish the task √ 7. Feeling a sense of accomplishment √ 8. Can’t follow the instructions √ 9. Asked assistance from classmates or teachers √ 10. Compete with one another √  ASCQ 3 Importance of the strategy “Self-Appraisal Approach” (Probable Answer) This strategy gives opportunity for the learner to evaluate himself/herself or others. The teacher should be skilled enough to teach the activities correctly and properly. If this is done, the pupils/students will be able to evaluate according to the standard of executing the skills taught. Lesson 4 - Teaching Strategy No. 4 Mind Mapping ASCQ 4 Effectiveness of this strategy in the learning process of the child (Probable Answer) The child will improve his/her thinking skills. With the right teaching process of the teacher, the child will learn to visualize the content/activities which will be meaningful to him/her. This will also foster one’s creativity and will result in active participation in the class. Lesson 5 - Teaching Strategy No. 5 Peer Support and Collaborative Teaching/Learning Strategy ASCQ 5 How can a teacher be effective in using this teaching strategy? Will the pupil be responsive to this strategy? Why? (Probable Answers) Before using this teaching strategy, the teacher should plan the lesson very well and prepare teaching materials suited to the activities. Teachers should be a keen observer, skillful in social interaction and trained on how to give and receive feedback. Yes, pupils will be responsive to this kind of strategy because they will support one another to be able to show good performance. Likewise cooperation and unity among group members can be observed in order for them to finish their tasks with quality. Hence, peer support motivates the child to work with others, enhance communication skills and improve socialization. Evaluation of Physical Education Lessons How did you find the lessons in Physical Education? (Probable Answer) easy difficult to execute helpful exhausting informative awesome rewarding difficult to understand friendly motivating interesting boring Teaching Strategies  INTRODUCTION Teaching Health Education represents an important part of our life as a teacher. Many Health Education teachers will tell you that no part of their teaching experiences has been more pleasurable or rewarding than having a part in the promotion and maintenance of the health of their students. Using the right teaching strategies and techniques will help you understand and appreciate the health concepts to be developed. Hence, it is important to select the specific techniques to be used. They must be appropriate to the level of interest and the needs of your particular target group. Likewise, the teaching technique you use will serve as a tool to achieve the objectives of the lesson. Teacher competence in the use of teaching strategies can be acquired by actually using them and trying to modify them when necessary. OBJECTIVES This module aims to: 1. Provide examples of strategies and techniques used in teaching Health Education. 2. Respond to the teachers’ need to become effective teachers of Health Education.  PREASSESSMENT IN HEALTH EDUCATION/ EDUKASYONG PANGKALUSUGAN Matching Type: Match Column A with Column B. Write the correct letter only. COLUMN A COLUMN B _____ 1.This may help in building vocabulary A. Bubble Dialogue and reinforcing concept. B. Values Whip _____ 2. Students provide the words to complete the sentence. C. Loop-a-word _____ 3. Strategy that may help solve problems. D. Memory Game E. Modified TV activity _____ 4. Teaching strategy which is helpful in decision making. F. Picture Association _____ 5. A strategy that provides a simple and G. Sentence Completion rapid means for students and teachers to react to various issues and questions. H. Values Voting _____ 6. A strategy that makes teaching more I. Projective Techniques meaningful to the students. J. Educational Games _____ 7. Words are presented to the students and they respond with the first thing that K. Word Association comes to their mind. _____ 8. Teacher uses pictures to discuss the lesson. _____ 9. Values Whip strategy is like _______. _____ 10. Loop-a-word, Crossword puzzles, Scrambled letters are examples of ____. MODULE 6.8: CURRICULUM AND INSTRUCTION (MSEP/MAPEH) 179  LESSON 1 TEACHING STRATEGY NO. 1 VALUES WHIPS A. OBJECTIVES 1. Strengthen the right attitude and behavior that will provide rapid reactions and answers in every situation. 2. Demonstrate greater awareness of every situation or case and make in every situation or case presented. B. DESCRIPTION This strategy is like voting and ranking of items/choices. It provides a simple and rapid means for the teacher to see how the students react to various issues or questions. C. PROCEDURE The teacher or a student poses a question to the class. Then the teacher whips around the room calling upon students to give their answers. The answer should be brief and straight to the point, although sometimes a student may want to give a little background to better explain his answers. Students may choose to say “pass” if they are not ready to answer. D. SAMPLE ACTIVITY 1. a. Topic: Decision making in the Prevention and Control of Drug Abuse (Drug Education, Years I to IV) b. Learning Activities - Analysis: “Values Whip” - Is decision making important? Why? - During your childhood days, were you given a chance to decide for yourself? At what instance?  - What are the traits that can be developed if you are trained to make decisions? - How does decision-making help you stay away from taking drugs? SAMPLE LESSON PLAN I. Objectives At the end of the lesson, the students shall have 1. Named the different senses of the body. 2. Discussed the different functions of the sense organs. 3. Named the important parts of the eyes, nose and throat and described briefly their functions. 4. Accepted that these organs are the valuable possessions of an individual. 5. Practiced good health habits in taking care of the senses. II. Subject Matter 1. Topic: Care of the Different Senses of the Body a. Sense of Sight b. Sense of Hearing c. Sense of Smell and Taste ** Integration: Science I, Unit IV -Living Things and Their Environment III. Suggested Activities 1. Motivation (Priming) Many persons became blind and deaf or physically disabled because of ignorance and carelessness. These handicaps could have been prevented if only they knew and practiced simple rules in the proper care of different organs of the body. 2. Learning Activities a. Word Association : Flash cards with terms like - retina astigmatism auditory canal optometrist optician hyperopia ear drum myopia  laryngitis sweet pupil taste buds iris tonsillitis bitter b. Classification of words: Eyes, Ears, etc. c. Picture Presentation and Analysis Teacher: Present pictures of the “Basic Parts of a Typical Plant Cell/Animal Cell and their Functions.” Pupils/Students: Give critical analysis and comparison between the different characteristics of living organisms and the characteristics and functions of the different senses of the body. 3. Evaluation : “Values Whip” a. Is it important to have good eyesight? Why? b. If you want to avoid eye and ear infection or throat problem what are you going to do? c. Would you consult a specialist if you have eye defects and throat problems? Why? d. Will you treat yourself if you have an ear infection? Why or Why not? IV. Assignment: Topic: Structure and Functions of the Skin 1. What are the different characteristics of a healthy skin? Explain. 2. Explain through a diagram the different parts of the skin. 3. What are some of the general ways to take care of the skin? 4. List down and explain some common skin problems. Reference: MAPEH I, Perez, Luna, Tomas, pp. 307-310.  ACTIVITY 1.2 After rating the response of your pupils, how about answering the no. 3 Evaluation on page 181 on the strategy Values Whip. It’s not really hard to prepare an evaluation. Just focus and you will be able to do it. Reminder: Keep the outcomes of Activity 1.1 and Activity 1.2 in your portfolio. SCQ 1 How will the Values Whip strategy help in the learning process of the pupils/students?  LESSON 2 TEACHING STRATEGY NO. 2 MODIFIED TV ACTIVITY “DREAM... BELIEVE... SURVIVE” A. OBJECTIVES 1. Develop awareness and understanding of the various issues and concerns affecting the individual. 2. Formulate and analyze decisions that will make teaching more meaningful. B. DESCRIPTION Modified TV Activity is a method which makes learning faster. It is used in a subject to make teaching more meaningful to the students. You can select a popular TV show and relate this to your lesson. Example: “Dream…..Believe…. Survive” 1. Fill in the columns below on your future family. DREAM BELIEVE SURVIVE What is your dream Identify and explain your Formulate plans in order for your family? beliefs that will help you to survive if your dream realize your dream. will not materialize. C. SAMPLE ACTIVITY 1. a. Topic: Marriage (Reproductive Health III / Responsible Parenthood IV) b. Application: Answer the questions below on the importance of marriage.  Dream Believe Survive What is the right Identify and explain the Formulate plans to attain marrying age for you? different factors affecting quality life in the future. teenage marriages. Why? SAMPLE LESSON PLAN I. Objectives At the end of the lesson, the students shall have. 1. Formulated a wise decision on the size of the family they want to have in the future. 2. Appreciated having a small size family because it can help solve various family- related problems. 3. Listed and supported the different government projects and programs to achieve society’s economic progress. 4. Expressed support for the government’s call for birth spacing. II. Subject Matter Topic: Size of the Family ** Integration: English III, Unit IV, Making a Difference (Students will express varied outlooks and ideas on a given issue. This will be done in a.2 of the learning activities.) III. Suggested Activities 1. Motivation (Priming) “Agree or Disagree” Issue: “Legalization of Abortion in the Philippines” 2. Learning Activities a. Group Reporting through Picture Series a.1 Family Size  a.2 A comparative report or a mini-debate will follow. Students can resolve the issue on what size of family will make a difference in uplifting a country’s economy. Sample questions in the mini-debate: “Is it the large family or the small family that can help in uplifting the country’s economy?” or “Is it the rich or the poor people in the country who can help in uplifting the country’s economy?” b. Analysis “Graphic Organizer” – Size of family you want in the future FAMILY DREAM BELIEVE SURVIVE What is your Identify and Formulate dream family explain beliefs plans in order size? that will help you to survive if realize your your dream will dream. not materialize. c. Abstraction Lecturette (to be given by the teacher to add more information about the topic discussed) d. Application Open-ended statement What have you learned and realized after the discussion? I’ve learned that ________________________. I’ve realized that _______________________. IV. Assignment Topic: Responsibilities of Parents 1. Identify and explain the different responsibilities of parents to their children. 2. Why is responsible parenthood important? 3. Prepare a short play on the importance of showing love to the growing children. Reference: MAPEH IV, Perez, Luna, Tomas and Clemente, pp. 283-284.  LESSON 3 TEACHING STRATEGY NO. 3 LOOP-A-WORD OR CROSSWORD PUZZLES (EDUCATIONAL GAMES) A. OBJECTIVES 1. Motivate the learners to participate actively through games. 2. Reinforce the learning experiences of the learners in understanding meanings of words and terminologies through educational games. B. DESCRIPTION Loop-A-Word or Crossword Puzzles are useful seatwork devices for building vocabulary and reinforcing concepts. The teacher and the students themselves can develop them. A computer-generated program may be used. Commercial materials are also available. This kind of strategy for younger students must be kept relatively simple. C. PROCEDURE The teacher should select the topic or the problem to be used. Decide the number of questions and answers to be included in the puzzle or in the loop-aword strategy. Let the students say something about the words formed or looped. D. SAMPLE ACTIVITY 1. a. Topic: Narcotic Drugs (Health IV) b. Lesson Proper Priming (Motivation) Educational Game – “Crossword Puzzle” LOOP-A-WORD Across : Down : 1. Individuals who don’t need drugs. 1. Pain Killers 2. Peers who have to be selected carefully 2. One who has physical, mental and social well-being. 3. Comes from Papaver Somniferum 3. Their love and guidance are 4. One can be so without turning to drugs important to children. 5. Increasing the dose of a drug repeatedly 4. Example of a narcotic derivative 6. Barbiturates  SAMPLE LESSON PLAN I. Objectives At the end of the lesson, the students shall have 1. Identified the factors that contribute to the prevalence of communicable diseases. 2. Appreciated the health benefits brought about by the achievements in modern science. 3. Participated in school and community activities for the prevention of communicable diseases. II. Subject Matter Topic: Modern Technologies that help in the control of diseases ** Integration: Social Studies IV, Ekonomiks – Pagkonsumo (Students will explain the importance of being a wise consumer in choosing the different products and services. Integration will be presented in the Motivation (Priming.) III. Suggested Activities 1. Motivation (Priming) : “Picture Projection” Present to the class, pictures showing the kind of treatment and practices done in the past, for example, consulting “Herbolarios” and “Hilots”; and the use of “tapal-tapal” in curing certain illnesses. Present pictures showing patients consulting doctors, during surgery, in hospitals. Let the students compare and analyze the benefits brought about by modern science and give the importance of being a wise consumer in choosing the different products and services that contribute to the control of diseases. 2. Learning Activity Loop-a-word: Scientists and their contributions to medicine and health. Make a statement or two about the word looped. 3. Evaluation (Application)  Five things you would like to do to minimize the prevalence of diseases in the community. IV. Assignment Topic: Factors in the Development of Diseases 1. Explain the modern concept of disease. 2. What are the factors that cause the development of infectious diseases. 3. Explain by using examples the relationship of the three factors in the existence of diseases. 4. List down some measures to break the chain of infection. Reference: MAPEH III, Perez, Luna and Tomas, pp. 295-298. ACTIVITY 3 Prepare a brief Narrative Report on the Response of the Students to the Use of Educational Games as a Tool in the Learning Process SCQ 3 Why does the use of games in the lesson make the pupils participate actively? Reminder: Keep this in your portfolio.  LESSON 4 TEACHING STRATEGY NO. 4 PROJECTIVE TECHNIQUES A. OBJECTIVES 1. Analyze and respond positively to real-life situations. 2. Discuss solutions to problems to achieve goals of a happy and productive life. B. DESCRIPTION This strategy uses stimuli to encourage students to discuss real-life problems. 1. Use – to acquire personal information about students as they reveal things about themselves to others. This can help them solve their personal problems as well as clarify their beliefs and attitudes. 2. Caution - when using this technique, keep goals and objectives clearly in mind. The stimulus is very important. Important Types: 1. Word Association – Words are presented to the students and they respond with the first thing that comes to their mind. Words shown to the class should be related to the objective of the lesson. Examples: Disease Virus Environment Drugs Epidemic Family 2. Sentence Completion or Unfinished Sentence – beginning sentences are presented and students fill in the remainder. Examples: a. If I thought I had bad breath, I would ……… b. When I hear the words body odor, I ………  3. Picture Association – choose a picture related to the lesson objective. Pass the picture around. Each student composes his own story to describe what he sees in the picture, how the people in the picture feel, and how the situation could be resolved. Some students may be called to present the picture and story to the class and this is used for further discussion. C. SAMPLE ACTIVITIES 1. a. Topic: Food Sanitation (Health III) b. Lesson Proper Motivation (Priming) - “Picture Association and Analysis” Show pictures of different situations regarding correct handling, processing and storing of food. Situation Situation Situation No. 1 No. 2 No. 3 What’s wrong in the pictures? How should each situation be changed to avoid food contamination? 2. a. Topic: Personal Health (Health I) b. Lesson Proper: Motivation (Priming) - “Picture Association” With the use of pictures of healthy, lively children, ask the students to give their ideas on the meaning of health. List all the answers on the board. At the end of the discussion, let them select the best definition. If the definitions formed prove to be unsatisfactory, a better definition may be supplied by the teacher.  SAMPLE LESSON PLAN I. Objectives At the end of the lesson, the students shall have 1. Listed and explained some hygienic practices to be observed in the preparation, storage and preservation of food. 2. Recognized the proper handling of food at home and in public eating places. 3. Practiced the proper ways of handling, preserving and storing food. II. Subject Matter Topic: Food sanitation, preparation, storage and preservation of food ** Integration: English II, Unit I – Learning to Know Araling Panlipunan – Kapaligiran at kaunlaran Science – Scientific methods of handling food III. Suggested Activities 1. Motivation (Priming) a. Picture Association/Analysis Show pictures of different situations regarding correct handling, processing and storing of food. Situation Situation No. 1 No. 2 Situation No. 3 What is wrong here? How should each situation be changed to avoid food contamination? Present the three (3) pictures. Students prepare an informative talk show or debate related to the topic. 2. Learning Activities a. Circular response on some hygienic practices to be observed in the preparation, storage and preservation of food. (Students seated in a circle formation. Each student will respond to the statement of his/her classmate before him/her. All the students will have an opportunity to express their ideas and opinions.) b. Role playing on the art and values of correct handling of food at home and in public eating places. 3. Analysis: Teacher will prepare guide questions for students. 4. Abstraction: Lecturette (Teacher will give a short lecture to provide more information about the lesson for a clearer and better understanding.) 5. Application Values Continuum Teacher will ask the question “Is it proper for us to patronize food sold on the sidewalks?” Support your answer. Teacher will draw the YES/NO Line on the floor and request the students to go to the YES line or the NO line (depending on their answers). YES -------------------------- NO Then the teacher will ask the students why they chose the YES answer or the NO answer. IV. Assignment Topic: Food-Borne Diseases, sanitation of Public Eating and Drinking Establishments 1. Prepare a skit like “Kapwa Ko, Mahal Ko” and observe physicians being interviewed on the following topics: a. Food-borne diseases b. Ways to prevent the spread of diseases 2. What is being done by the government to ensure the safety and purity of food? Reference: MAPEH III, Perez, Luna, Tomas, pp. 168-170.  LESSON 5 TEACHING STRATEGY NO. 5 BUBBLE DIALOGUE A. OBJECTIVES 1. Help the learners analyze situations before reacting to them. 2. Find the right choice after deliberating on the situations with oneself. 3. Demonstrate the value of wise decision-making. B. DESCRIPTION / PURPOSE When we are confronted with a value conflict, choice or dilemma, several voices within us begin to speak. One voice says, “Do this,” and another voice says, “No don’t do that.“ Often a third or more voices offer new alternatives and perspectives. This strategy is a helpful tool in the decision-making process. It demonstrates that values decisions are rarely easy ones, and helps students to accept and work with some of the confusions they often experience within themselves. C. PROCEDURE Each student is to choose a topic or conflict he has been having in which his internal voices have been carrying on a dialogue with him. The dialogue may be about whether to save his allowance or earnings to buy a record player, or use it for going to movies with his friend. It may be a decision whether or not to confide something important to a parent or friend. Then each student is to write a short dialogue or script of the conversation about the topic he has chosen. A general discussion follows. D. SAMPLE ACTIVITIES 1. a. Topic: Factors Influencing Sexual Attitudes (Health I) b. Lesson Proper Application/Evaluation: “Bubble Dialogue”  Each group should be encouraged to make a dialogue on some of the suggested questions: 1. What will I do if my crush does not recognize me? 2. Is it okay to have a crush? 3. If my parents don’t approve of my friendly relations with a boy/girl friend, what will I do? 2. a. Topic: Refuse Collection and Disposal (Health III) b. Lesson Proper Application/Evaluation: “Bubble Dialogue” Make a bubble dialogue on what you are going to do about the proper disposal/ collection of refuse at home, school and community. 3. a. Topic: Legitimate and Illegitimate Uses of Drugs (Health IV) b. Lesson Proper Application/ Evaluation “Bubble Dialogue” Students or a selected group will make a bubble dialogue on whether or not to use advertised medicines in case of illness. SAMPLE LESSON PLAN I. Objectives At the end of the lesson, the students shall have 1. Identified the common sexual feelings, desires and behavior manifested by teenagers/adolescents. 2. Accepted that experiencing sexual feelings, desires and behavior occurs normally among growing boys and girls. 3. Practiced desirable sexual attitudes and behavior. II. Subject Matter Topic: Sexual Attitudes and Behavior ** Integration: Science II - Reproduction III. Suggested Activities 1. Motivation (Priming) Select from a box stories of movie or television programs about teenagers. List down the scenes and actions in the story that are associated with sexual behavior. 2. Learning Activities: a. Brainstorming: “WEB” Brainstorm/identify common sexual feelings, desires and behavior being experienced by teenagers. Post strips of cartolina with identified terms of sexual feelings, desires and behavior. b. Group Discussion Divide the class into four groups. Each group will discuss a topic or issue related to sexuality and make a report on it through the following activities: Group I – Role Playing on the Problem of Dating Group II – Thought Bubble Having strong romantic feelings for a special person is bad/wrong for a teenager  Group III – Debate Going steady at the “right age” Group IV – Collage Expression of sexual feelings and behavior may either have negative or positive effects. c. Application (Evaluation) “Bubble Dialogue” Make a bubble dialogue depicting your understanding of wholesome sexual attitudes and behavior. Include in the bubble dialogue the relationship of sexuality to the problems and issues related to fertility and population growth. IV. Assignment 1. Prepare for a Unit Test next meeting. 2. Study all the lessons discussed in Population Education I (Growth and Development).  Now, you are ready for the postassessment. I’m sure you can get an excellent score this time. Good Luck again. Three Cheers for you… HURRAH! HURRAH! HURRAH! YOU’VE FINISHED THE MODULE! CONGRATULATIONS! WE HOPE WE MADE A DIFFERENCE IN YOUR BEING A BETTER TEACHER. ANSWER KEY TO PREASSESSMENT FOR HEALTH EDUCATION 1. C 2. G 3. I 4. A 5. B 6. E 7. K 8. F 9. H 10. J  ANSWER KEY FOR HEALTH EDUCATION Lesson 1 - Teaching Strategy No. 1 Values Whip ACTIVITY 1.1 Response of the pupils on the issues discussed in the lesson. (Probable Answers) ITEMS 5 4 3 2 1 1. Interest and concerns over the issues √ 2. Expression of one’s opinion √ 3. Participation in the discussion √ 4. Interaction among the pupils √ 5. Decisions over the issues √ ACTIVITY 1.2 (Probable Answer) Evaluation: Values Whip a. Is it important to have good eyesight? Why? Having good eyesight is important because it works like a camera with automatic focusing. Good eyesight or vision is as precious as life itself. We receive more information through our eyes than through any other sense organs. Through them we have the ability to discern events not only close by, but at great distance as well. So it is important that eyes should be carefully protected. b. Would you consult a specialist if you have eye defects and throat problems? Why? Sense organs specialists are very important, because they are responsible for taking care of our senses. Consulting a specialist is very necessary because they will help in determining our health status or conditions. The result of their examinations could be a preventive measure and necessary treatment can be provided and applied. c. Will you treat yourself if you have an ear infection? Why or Why not?  No, self-medication or the do-it-yourself treatment is an unsound practice. The more you do it yourself, the more it will aggravate the problem. Doctors know best so to speak. Remember that our best defense against adverse effects of drugs is to seek advice from a doctor. ASCQ 1 How will the Values Whip strategy help in the learning process of the pupils/students? (Probable Answer) The pupils/students will be trained to think fast and express his own views and opinions with confidence. Furthermore, this strategy will give them opportunities to decide or choose the best options to the situations presented. Lesson 2 - Teaching Strategy No. 2 Modified TV Activity “Dream…Believe… Survive…” ACTIVITY 2 Considerations in Preparing the Lesson Plan (Probable Answers) 1. Topic : Meaningful to the pupils/students, Content of the lesson 2. Motivation: Interest of the pupils/students, instructional materials and techniques to be used 3. Student Activity: Participation in the class, achievable within allotted time, retention of interest 4. Teacher Activity: Focus on the subject matter, realistic, readiness to further arouse the interest  ASCQ 2 (Probable Answer) The purposes/objectives of this strategy are to develop awareness, be able to analyze issues and concerns and make meaningful decisions. This strategy is relevant to the development of the pupils/students because issues presented are realistic and therefore they will learn to analyze and decide for themselves what is right and wrong. Lesson 3 – Teaching Strategy No. 3 Educational Games ACTIVITY 3 Brief Narrative Report (Probable Answer) Effective classroom teaching strategies involve pupils/students in a wide variety of interactive practice. Loop-a-Word is one of the many strategies we can give to students that will foster discussion and make extensive use of cooperative learning activities among students. Loop-AWord is an enjoyable activity and at the same time it stimulates thinking. ASCQ 3 (Probable Answer) Pupils/Students love to play. Challenging educational games will surely heighten their interest in the lesson; thus, they actively participate in the lesson. Lesson 4 - Teaching Strategy No. 4 Projective Techniques  ACTIVITY 4 (Probable Answer) Item Types of Projective Reason Teacher to teacher Technique Interaction 1. As a Word Association Requires students Interactive strategy motivational Sentence Completion to use several skills tool √ Picture Association 2. As an Word Association Emphasizes what Meaningful and evaluation tool √ Sentence Completion students learn with interesting conviction and Picture Association values 3. √ Word Association Improves the Develops StudentTeacher √ Sentence Completion learners interpersonal Interaction communication relationship skills √ Picture Association skills 4. √ Word Association Learners can Require appropriate Performance of √ Sentence Completion exchange ideas use of class time the pupils in the with their peers and discussion √ Picture Association learn from each other and develop communication skills 5. √ Word Association Students become Contain content Promotion of a more socially aware worth learning √ Sentence Completion positive and more confident learning √ Picture Association in this kind of environment approach ACTIVITY 5.1 (Probable Answer) Class demonstration using the TEACHING-LEARNING OBSERVATION CHECKLIST Teacher Observed: ________________________ School: _____________________ Year/Grade and Section: ___________________ Date: _______________________ Subject: ________________________________ Time Started: _________________________ Time Finished: ___________________ Purpose of the Visit: _______________________ Objectives of the Lesson: ________________________________________________ ________________________________________________ ________________________________________________ Observation Observed Not Comment Observed 1. Preparatory Activity 1.1 Has well-prepared lesson plan. 1.2 Prepared board work, Very Good! teaching devices and / or laboratory materials.   Review was done in 1.3 Conducted drills/review. 5Minuites  Teacher went around to 1.4 Checked assignment. checked 2. Developmental Activities 2.1 Used motivational Teacher used games and techniques that elicit pictures to get interests of students’ behaviors.  the pupils/students 2.2 Anticipated difficulties of the students, e.g., unlocked  Very evident in assisting the difficult terms, provided pupils opportunities for free expression of ideas. 2.3 Demonstrated mastery of the lesson. Organized and 3.1 Developed the lesson Systematically.  systematically presented. Very good!  2.3.2 Presented concepts Good! accurately. 2.4 Transformed subject matter