Physical Education Grade 1

Physical Education Teacher's Guide Grade 1

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Unit 1: Body AwarenessLesson 1: The BodyNumber of Sessions: 2Time Allotment: 30 minutes / sessionObjective: Identify and describe parts of the bodyProcedure 1. Prepare the following: cassette-recorder, music, picture of a boy / girl (as illustrated in the lesson), ball, and chair (or any object that could be used for the introductory activity). 2. Present the picture to the class. Let the students identify the body parts starting from the head down to the feet. 3. Discuss the division of the body in the context of Physical Education: head, trunk, upper extremities, and lower extremities. 4. Ask the students to stand and take their position within the boundary of the classroom. 5. Arrange the objects / materials for the activity. 6. Arrange the students by column / line for the activity. 7. Let the students stand, walk; use arms to carry, lift, push, and pull; hold object and release object (Refer to the Lesson). Suggestions:  Walking: forward, backward  Carrying object/s: from one point to another; lifting the object, putting down the object  Holding and releasing object  With the use of music, Let students move around without bumping each other, picking up things, releasing it etc. they should stop when the music stops and listen to your instruction (whether to move in clockwise or counterclockwise, diagonal, etc.) 8. Refer to the Learner’s Material (LM). Challenge the students to do the following by pairs or by small groups:  Identify and describe your head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes;  Create shapes by using non-locomotor movement;  Balance on one, two, three four and five body parts; and  Transfer weight of body parts. 2

9. Refer to activity on the LM. Prepare the following:  A big picture of the boy / girl to be posted on the blackboard  Flashcards with names of different body parts The flashcards may include a short straw or a colored yarn to connect the word and the part. Let the students match the words on flashcards with the body part on the illustration.10. Ask students to do the following by pair / small group. Let them explore the movement of each part.  Head means that movements must start at the neck.  Moving your torso or trunk means actions or movements from the armpit to the groin.  The upper extremity would mean movements of the right and left arms (hands, lower arm, and upper arm).  Likewise the lower extremity would mean movements of the right and left legs11. Introduce / Recall the song “My Toes, My Knees” with the suggested movements. Refer to the lesson.12. Worksheet 1. Body Movements Objective: Perform movements while singing Group the students into 4-6 members each. Let them create their own movements for the song.  Give them 5 minutes to work on this.  After 5 minutes let them sing and move according to their created movements.13. Individual Activity (pages 8, 9, and 10)Group Work Point Right (Left) foot forward2.My knees Bring Right (Left) foot close to Left (Right) foot and bend knees together 3

3.My Rotate shouldersshoulder Rotate head4.My head5.We all clap Clap both hands above theour hands headtogetherAnswers varyWorksheet 3: Body ShapesObjective: Create shapes by using non-locomotor movements Directions: In their own personal space, ask students to create shapes usingtheir whole body. Let them count the number of body shapes they have created.Answers vary (minimum of 3 must be named)Worksheet 4: Body Bridges Directions: Have the class explore the different ways by which they cancreate these types of bridges out of their body shapes in 5 minutes.  A wide bridge  A narrow bridge  A short bridge  A long bridge  A low bridge  A high bridge Ask the students how many of these bridges they were able to make. Letthem rate their performance by checking the appropriate box.Did 5-6 bridges Did 4 bridges Did 2-3 bridges Did 1 bridgeCorrectly within Correctly within Correctly within Correctly within5 minutes 5 minutes 5 minutes 5 minutes 4

Additional challenges for fun and fitness: 1. Do the activity with a partner 2. Do the activity with a small group Answers vary (minimum of 3 must be performed)Worksheet 5: Body BalanceObjective: Balance on one, two, three, four, five body parts Directions: Let the class try the following balancing skills.Two arms, one leg Two legs, one arm Balance on one foot with both hands overheadFrom standing position raise one leg to the ,forward backward side, and sideward,Keep feet together and sway body to the Right Left Front and Back Answer: minimum of 5 correct executions14. Worksheet 6: Knowledge Check Directions: Let the students connect the part of the body to the movements it can do. Multiple connections are allowed. 5

1. Arm Twist 2. Leg Bend/flex 3. Head Swing/sway 4. Shoulder Shake 5. Trunk 6. Hand Raise 7. Feet Rotate Stretch/Extend1. Arm: bend/flex, stretch/extend, swing /sway,2. Leg: swing/sway, raise,3. Head: twist, rotate, bend/flex(movements emanate from the neck)4. Shoulder: rotate, raise5. Trunk: twist, bend/flex6. Hand: shake(movements emanate from the wrist), raise (movements emanate from the armpit as part of the arm)7. Feet: (movements emanate from the ankle)bend/flex, stretch/extendLesson 2: Action SongsNumber of Sessions: 2Time Allotment: 30 minutes / sessionObjective: Perform movements while singingProcedure1. Do the preliminaries (checking of attendance and uniform).2. Prepare the warm-up.3. Introduce the topic.4. Tell the students to listen and learn the lyrics of the song.5. Teach the song. Deep and wide, deep and wide First Song All the small boats are flowing deep and wide. Let the class create High and low, high and low appropriate hand movements based on the lyrics. All the small boats are flowing high and low. Deep and wide, high and low All the small boats are flowing deep and wide. 6

Second Song Beep, beep the small jeeps are running down the street. Stop, look and listen. Stop, look and listen. Beep, beep the small jeeps are running down the street.Third Song: Let students recall their favorite game song (example:Shagidee popo). Tell them to invent their own action song.6. Prepare the venue for the next activity. There should be adequate space to allow movements.Worksheet 7: Movement ImitationObjective: Imitate mechanical animal, and nature movements Directions: Have the class draw or describe how the following move.Form groups of five students who will do the movements by forming a circleand moving clockwise. AnswersAirplane Inch Worm Train KangarooBamboo Tree Butterfly 7

Robot SidewaysCrabPropellerSnakeAsk students how they performed the mechanical and animal movements. Letthem circle their answer. GREAT GOOD NOT-SO-GOODBAD7. Team Relay Divide the class into smaller groups composed of 5 members each. Introduce the game (refer to Worksheet 8).Worksheet 8: Animal / Mechanical RaceObjective: Imitate mechanical animal, and nature movements Directions: Let the students draw lots on the animal / mechanicalmovement to perform. Each member of the group stays in a station. Onemember starts the action and ends where the next player is. The gamecontinues until the last player reaches the finish line.Example: Team A Team BStarting Line Lame Dog CrabCurveStraightZigzag 8

ClockwiseCounterclockwiseFinish LineAnswerCriteria for the group performance 1. Correct execution of the movement 2. Maximum participation of members 3. Finishing the raceScoring: 10 points for finishing first and the presence of 3 criteria 8 points for finishing 2nd and the presence of 2 criteria 6 points for finishing 3rd and the presence of any 1 criterion8. Ask the students to draw a facial expression that describes their feeling after the game. Answer: Facial expression varies9. Worksheet 9 : Knowledge Check Directions: Let the students draw how the following moves: Answers: Train: Escalator Snake: Elevator Rocket: Kangaroo Hands of the Clock See-Saw 9

Lesson 3: Moving with ConfidenceNumber of Sessions: 2Time Allotment: 30 minutes / sessionObjective: Enjoy his participation in the different challenging activitiesProcedure 1. Do the preliminaries (checking of attendance and uniform). 2. Present these pictures.3. Ask the students the following questions:  What do the illustrations tell you?  Can you identify the activities where you have participated in?  Do you love to play games?  Did you know that playing and participating in other active physical activities can help improve your physical fitness and health?4. Allow students to scatter around the room with enough space to move around. NORTH 12WEST 9 3 EAST 6 SOUTH 10

5. Introduce the clock as it relates to the various directions: north, east, west, south and the time that corresponds to it 12 o’clock, 3 o’clock, 6 o’clock, and 9 o’clock (relate this to the direction the child faces -- right face, left face, right about face).6. Let the students follow your command by saying: “right…face, left…face, etc.” or by the directions by saying “face north, south east west “ reminding them that it also corresponds to directions.7. Let the class do Worksheet 10: Exploring Direction: Challenge 1. Challenge 1: Imagine that you are standing in the middle of the clock and facing north (12 o’clock). Do the following on signal Answer: Criteria for following Directions: 1. Mastery of direction using the clock : a.north (12 o’clock) b. east (3 o’clock) c. south (6 o’clock) and d.west (9 o’clock) 2. Quickness of action Presence of 5 criteria = 10 points Presence of 4 criteria = 9 points Presence of 3 criteria = 8 points Presence of 2 criteria = 7points Presence of 1 criteria = 6points8. Let the class do Worksheet 11. Teach the lyrics of the song. Divide the class into 3-4 equal groups. Teach the action. Once learned, ask students to practice with their group before you call them to perform as a class then by group. Worksheet 11: Action Song Challenge 2: Ten Filipino Boys and Girls Directions: Let the students learn the lyrics of the song. Later, divide the class into 3-4 equal groups. After memorizing the song, teach the action. Let the class sing and dance with you. (Tune: Ten Little Indian Boys) One little two little three Filipinos Four little five little six Filipinos Seven little eight little nine Filipinos Ten Filipino Boys and Girls They jumped on the boat and the boat tipped over They jumped on the boat and the boat tipped over They jumped on the boat and the boat tipped over 11

Ten Filipino Boys and Girls They swam across the lake and built a KUBO They swam across the lake and built a KUBO They swam across the lake and built a KUBO Ten Filipino Boys and Girls They danced around the house and said MABUHAY They danced around the house and said MABUHAY They danced around the house and said MABUHAY Ten Filipino Boys and Girls Answer: Criteria for group performance: 1. Mastery of the song 2. Mastery of the action Presence of 2 criteria =Very Good Presence of 4 criteria = GoodWorksheet 12: Simple Dance Challenge 3: John Brown Directions: Teach the steps of the dance then let the students dance with the music. Answer Correct Execution of the following 1. Walking Forward and backward 2. Curtsy 3. Clap: both hands, clap both hands of partner 4. Swing partner 5. Clockwise and Counter-clockwise5= very good, 4=good, 3=fair, 2= need to put some effort 1= need to more effort At the end of the session, let the class do Worksheet 13.Worksheet 13: Knowledge Check Directions: Let the students supply the missing letter to complete the word of the correct answer. Answer 1. E (East) 2. E (West) 3. O (North) 4. O (South) 5. O (Clockwise) 12

Unit 2: Space ExplorationLesson 4: Exploring Personal and General SpaceNumber of Sessions: 2Time Allotment: 30 minutes / sessionObjectives: Imitate mechanical, animal, and nature movements Create shapes by using non-locomotor movementsProcedure 1. Do the preliminaries. 2. Ask students to look at the illustration on each box. Ask them if they canimitate them. 3. By command let them do each of the following:bend extendtwist sway swing Rotate4. Then say the following: The movements that you did are called axial or non-locomotor movements. They are done in your personal space or without moving away 13

from a fixed base or location. You can do these with any body part while standing, sitting, kneeling, and lying.5. Now, observe the illustrations below. Can you tell what the children are doing? How many are walking? How many are running? How many are jumping?6. Explain that what you have identified are only some of the locomotor movements that people can do to explore your general space. Your general space is all the space within a room or place or boundary where your body can move. Locomotor movements include walking, running, hopping, jumping, sliding, gliding, leaping, galloping, and skipping. Ask: Are you ready to explore your personal and general space? After going through the various activities in every Lesson, you will be able to ___________(what?)___________.7. Command your students to do this. Let them stand anywhere in the venue. On a signal (whistle or clap or play music) let them move as commanded.  Move within a large group without bumping others or falling, while using locomotor skills.  Travel in straight, curved, and zigzag pathways: high, medium, and low levels.  Execute the locomotor skills of walking, running, hopping, jumping, and leaping.  Create movements while singing.  Enjoy simple games for fun and fitness.8. Let the students do Worksheet 14. Worksheet 14: No Bumping, Please Directions: Let the class do the following without bumping or colliding with their classmates.  First Challenge: Walk, run, hop, leap in any direction in slow, moderate, and fast pace. Answer: Teacher Observation: GREAT, GOOD, NOT-SO-GOOD, BAD Criteria: o Correct performance of Walk, run, hop, leap o Following direction correctly o Correct performance of slow, moderate and fast pace movements 14

 Second Challenge: Travel in straight, curved, and zigzag pathways on high, medium, and low levels. Answer: Teacher Observation: GREAT, GOOD, NOT-SO-GOOD, BAD o Travels in straight, curved, and zigzag pathways o Travels in on high, medium and low levels. o Following direction correctly 9. Ask: How did you perform in class today? Circle the word that describes your participation in today’s activities. Teacher Observation: GREAT, GOOD, NOT-SO-GOOD, BAD Criteria: 1. Correct performance of Walk, run, hop, leap 2. Following direction correctly 3. Correct performance of slow, moderate and fast pace movements10. Prepare the venue for the next activity. Worksheet 15: Treasure Map Present a big map. Ask the following:  What information does the map give?  Do you think you can use it to find the hidden treasure? How?  How would you like to find a treasure today? Get ready! Answer: Teacher Observation The Challenge: Give these instructions.  Find your group composed of 4-5 members.  First decide who plays the leader.  The leader gets the map from the teacher.  Every member of the group falls in at the back of the leader.  Whatever movement the leader does must be imitated by the rest of the group members.  On signal, the leader uses the map to get to the destination. First cardGet the treasure by following the path. Imitate the movement of an airplane to get there. Second cardStart here hula hoop 5 times walk over a low beamFinish Line Jump over sticks slide to evade the cones 15

Ask: Were you able to find the treasure? How well did you follow the pathways? Teacher Observation: GREAT, GOOD, NOT-SO-GOOD, BAD 1. Travels in straight, curved, and zigzag pathways 2. Travels in on high, medium and low levels. 3. Following direction correctly10. Worksheet 16: Knowledge Check Directions: Check the appropriate pathways 1. Passing in a round-about (rotunda) B. curved 2. Crossing a bridge A. straight 3. Avoiding obstacles C. zigzagLesson 5: Enjoying Simple GamesNumber of Sessions: 2Time Allotment: 30 minutes / sessionObjective: Enjoy his participation in the different challenging activitiesProcedure 1. Do the preliminaries. 2. Ask the following:  Are you fond of playing games alone, with a friend, or with a group of friends?  Did you know that active games can help you develop or improve your fitness? Which of the following have you tried? Check the appropriate boxes. 16

PigTuarga G1ame (Habulan) Hula hoop Bato bato pickHide and seek Piko Dodge ball (Taguan)How many have you checked?Write down the other games that you like.3. Introduce Body Part Tag (Worksheet 17)Worksheet 17: Body Part Tag Directions: Every player is a tagger. You will call the body part to tag.Once tagged, a player must freeze and wait for the next set of the game.Tagging may be done on the following body parts only:1. Right hand, Left hand 3.Right elbow, Left elbow2. Right knee, Left knee 4. Right hip, Left hip Answer: Teacher Observation4. In addition to Body Part Tag, let the class do Worksheet 18 if there is enough time. If not, introduce it in the next session. Worksheet 18: Running Races Give the directions for the challenge. First Challenge: Individual Race 17

 Let the students choose three classmates for a running challenge. You will set the distance for the race.  Ask: Out of the three challenges, how many have you won? Answer: Teacher Observation Second Challenge: Group Race  Let the class form groups with five members. Stand one after the other. On signal the first player runs towards the cone, circles it, and returns to the starting line. The first player must tag the next player. The team that finishes first wins the game.5. Dance Challenge. End the challenges by introducing the dance challenge. Worksheet 19: Dance Challenge Directions: Play a music which may be slow or fast. Ask students to dance to the beat. Answer: Teacher Observation6. Assessment. Let the class do Worksheet 20. Worksheet 20: Knowledge Check Directions: Let the students recall the games that they have played. Answer the following questions based on their experiences. Multiple answers are allowed. 1. What did you do to avoid being tagged? a. run fast b. change direction quickly 2. What parts of your body were tagged? a. hand b. elbow c. knee d. hip 3. What do you need to win the individual race? a. speed b. direction 4. What did your team do to win the race? a. cooperation b. team work 5. How did you feel after winning? a. tired, b. proud, c. happy 6. How did you feel after losing? a. tired, b. sad, c. happy 18

Unit 3: Inventive ExplorationLesson 6: RhythmsNumber of Sessions: 2Time Allotment: 30 minutes / sessionObjectives: Imitate mechanical, animal, and nature movements Transfer weight of the boy partProcedure 1. Do the preliminaries. 2. Prepare the following materials: cassette or cd player; music with varying rhythms, picture of animals and mechanical objects. 3. Ask: Do you love to play and imagine things when you were younger? Have you imagined being a fairy, super hero, a pet, a flower, butterfly, plane, machine and other creatures of your creative imagination? 4. Introduce movement concepts: slow, fast, hard, and soft through the use of pictures of animals and machines. 5. Allow the pupils to listen to the music. Introduce Worksheet 21. Worksheet 21: Dramatic Rhythms Directions: Tell the pupils to work in small groups. Let them create movements in time with musical accompaniment showcasing the following:  Building a house  Kite flying  Exploring the outer space  Interpreting Cinderella, Sleeping Beauty, Superman, Spiderman 19

6. Ask the pupils how well they did in performing the task. Let them draw or describe their feeling. Answers: vary7. Use a balloon, small ball, ribbon, fan or any other object for this activity.8. Ask pupils to select one object to hold.9. Let the class do Worksheet 22.Worksheet 22: Creative RhythmsLet the pupils make an illustration of the movements they did with the objectof their choice. Ask the following:  Were your movements slow or fast?  Was it light or heavy?  With what object do you move lightly? heavily?  How did you feel about the activity? ___ Very Good ___ Good ___ Not so Good Answers: vary10. Teach the song “My Bonnie Lies Over the Ocean.” Worksheet 23 - Action for My Song My bonnie lies over the ocean First Challenge: Let the pupils My bonnie lies over the sea create their own action for the lyrics. My bonnie lies over the ocean Oh bring back my bonnie to me. Second Challenge: Let the pupils Bring back, bring back get a partner and create their own Oh bring back my bonnie to me. lyrics. Have them change the Bring back, bring back underlined words and create their own Oh bring back my bonnie to me. movement afterwards.11. Ask the pupils how they feel about the activity. Answers: vary12. For assessment, let the class work on Worksheet 24. Worksheet 24: Knowledge Check Directions: Tell whether the movement is slow, fast, light, or heavy.Turtle Rocket Alitaptap Ballerina 20

Unit 4: Games for Fitness and FunLesson 7: Following DirectionsNumber of Sessions: 2Time Allotment: 30 minutes / sessionObjectives: Enjoy his participation in the different challenging activities Create shapes by using non-locomotor movementsProcedure 1. Do the preliminaries. 2. Prepare signages that are familiar to the pupils. 3. Present the signages and ask the pupils why they need to know these signages. 21

4. Ask the class where these signages are usually found.5. Discuss the importance of signages after they identify where these are usually found.6. Say: You are correct when you say that following directions help in preventing untoward incidents, in organizing things and in keeping peace and order.7. Let them do worksheet 25. Worksheet 25: Tell Me WhatDirections: Let the pupils give the meaning of the following signs.1. Color Red Yellow Green Stop Slow down Go2. ArrowSideward Right Sideward Left Forward /Upward Backward/down ward3, SymbolSilence Garbage/Trash can Restroom Escalator8. Divide the class into 3 to 4 equal groups for this relay. Each group will need a ball for this activity. Let them listen to your instruction. Worksheet 26: Over and Under Relay Let the players in each team stand one behind the other. The first player in each column has a ball on hand. On a signal, the first player passes ball over his / her head to the second player. The second player passes it through his / her legs to the third player who passes over, next under. 22

 The last player must hold the ball over his / her head to show that they have finished the game. 9. Prepare wands and hoops for this activity. Answer: Winner / Loser, the teacher may give points Worksheet 27: Jumping Over Wands and Hoops Directions: Let the pupils get a partner. Let them stand side by side to perform the task. Have them look at the illustration provided.  Have the pair hold the inside hand of partner.  Together let them jump forward over the first wand then jump backward.  Let them jump forward the first and second wand and then backward the second wand.  Have them jump over the hula hoop, release hands and turn around facing the starting line.  Let them pick up the hoop and pass under it.  Let them jump over the wands to go back to the starting line.10. Ask the pupils to answer the following: How many sets of jump were you able to do with your partner? 23

Were you able to do it together throughout the activity? Answers vary 11. Prepare ribbons and balloons for this activity. Let the pupils tackle the challenge alone or with a partner. Worksheet 28: Activities with Ribbons and Balloons ALONE: 1. Let the pupils create the following shapes with the use of a ribbon. Have them use fast and slow arm movements in doing the activity. 8 WITH A PARTNER: 1. Let the pair hold the balloon with both hands and with their feet apart. 2. Let one partner throw it to their partner using overhead throw while the partner does the same. Variation/s: Let the pair pass the balloon using elbow to elbow; knee to knee; head to head. Ask: Were you able to do it? Did you have fun? Answer: Yes / NoLesson 8: Singing GamesNumber of Sessions: 2Time Allotment: 30 minutes / sessionProcedure 1. Do the preliminaries. 2. Introduce the game by asking: What games do you and your friends like best? Can you recall some action songs which you and your friends enjoy? How about number games? 3. Introduce the song then the game. “Who Stole the Cookie from the Cookie Jar?” is a fun game. It may be played in school or at home with the family. Before the game starts everyone is given a number, but not in order around the circle. Worksheet 29: “Who Stole the Cookie from the Cookie Jar?” Directions: Have the pupils learn the game pattern.  The leader starts a rhythmic pattern such as clap, tap thighs, clap, and tap thighs at a slow pace in the beginning. The leader says, \"Who 24